Tier 1 Instructional Practices
“Those who know, do. Those that understand, teach.” ― Aristotle
Philosophy Statement.
Good instructional practices help everyone in the classroom. Through alignment reviews, walkthroughs, data teams, and Professional Learning Committees (PLCs) the Engineering and Science University Magnet School attempts to align best practices, and instructional focuses, to provide the most comprehensive and * education for our students.
ESUMS is currently in year 1 of a three year School Improvement Plan (SIP). The SIP is designed to focus on areas three areas of improvement, which will guide professional development, school-wide instructional focuses, and BEST practices within the school.
ESUMS is currently in year 1 of a three year School Improvement Plan (SIP). The SIP is designed to focus on areas three areas of improvement, which will guide professional development, school-wide instructional focuses, and BEST practices within the school.
NHPS Tier I Instruction
Committee members from New Haven Public Schools created a SRBI handbook (2014) which includes literacy strategies and interventions. The following excerpt comes from (page 4) the handbook. The 15 BEST practices that are bulleted underneath are the basis for Engineering and Science University's Tier I Instruction Handbook. Those practices are developed further under the "instruction" tab at the top of the page.
ESUMS' Tier I Instruction Handbook is a living-working document. As we grow as a faculty so will the handbook.
ESUMS' Tier I Instruction Handbook is a living-working document. As we grow as a faculty so will the handbook.
"General education classrooms are the first and most critical tier of “intervention” in the three-tiered model. Without effective Tier I practices, inappropriately large groups of students will be require intervention, retention and/or referral to special education.
In Tier I general education, the classroom teacher implements research-based best practices and appropriate accommodations for all students. Tier I instruction takes place in the general classroom setting. Tier I practices are monitored for effectiveness by measuring students’ learning progress on an ongoing basis through classroom-based measures such as student work samples, common assessments and benchmarks. At times, a teacher may identify a student who is either struggling to learn the core curriculum or having difficulty maintaining appropriate behavior in the general education classroom. In addition, universal assessments may identify students who exhibit gaps in critical skills and/or content knowledge and are in need of additional supports. The classroom teacher will implement appropriate accommodations to address these learning and behavioral concerns.
In Tier I instruction, we ensure that all students are provided with a high quality core curriculum.
We do this by:
In Tier I general education, the classroom teacher implements research-based best practices and appropriate accommodations for all students. Tier I instruction takes place in the general classroom setting. Tier I practices are monitored for effectiveness by measuring students’ learning progress on an ongoing basis through classroom-based measures such as student work samples, common assessments and benchmarks. At times, a teacher may identify a student who is either struggling to learn the core curriculum or having difficulty maintaining appropriate behavior in the general education classroom. In addition, universal assessments may identify students who exhibit gaps in critical skills and/or content knowledge and are in need of additional supports. The classroom teacher will implement appropriate accommodations to address these learning and behavioral concerns.
In Tier I instruction, we ensure that all students are provided with a high quality core curriculum.
We do this by:
- Creating lessons that invite persistent student effort and realize high levels of student engagement;
- Having a thorough understanding of content knowledge and child development;
- Setting clear learning goals for students focused on content standards and grade level expectations;
- Establishing clear, common academic and behavioral expectations for students;
- Developing and maintaining rapport with all students;
- Providing rigorous, research-based instruction and modeling;
- Integrating technology to support and enhance learning and communication;
- Creating authentic and relevant learning tasks;
- Differentiating learning objectives, grouping formats, resources, tasks, teaching strategies, and time
allocations based on assessment information; - Offering explicit and timely student feedback;
- Using assessment information to modify learning goals, tasks, and instruction;
- Sharing assessment data with students;
- Reflecting on lesson effectiveness;
- Collaborating with colleagues in a professional learning community environment to review student work and common assessment data to identify learner needs linked with a menu of related accommodations and interventions;
- Providing ongoing professional development opportunities to ensure strong instructional skills/classroom management skills;
If progress monitoring and assessment data indicates a need for more intense interventions, a teacher or teachers may collect and present pertinent data to the school’s SRBI team."