Tier 1 Tier 1 Best Instructional Best Instructional Practices - - PowerPoint PPT Presentation

Tier 1 Tier 1 Best Instructional Best Instructional Practices Practices

“Student achievement and growth increase “Student achievement and growth increase as a result of effective initial instruction.” as a result of effective initial instruction.”

Tier 1 Instruction - Best Practices of

• St. Vrain Valley School District

A Tier 1 Task force: A Tier 1 Task force:

– – Amy Weed Amy Weed – – Renee Collier Renee Collier – – Michelle Bourgeois Michelle Bourgeois – – Tori Tori Teague Teague – – Regina Regina Renaldi Renaldi – – Greg George Greg George – – Mark Mills Mark Mills – – Lisa Wetzel Lisa Wetzel

WHY ? WHY ?

The Tier 1 Instruction/Best Practices The Tier 1 Instruction/Best Practices Document defines the district Document defines the district-

• wide beliefs

wide beliefs and expectations for quality initial and expectations for quality initial instruction in every classroom. The instruction in every classroom. The document helps define common language document helps define common language PK PK-

• 12 regarding quality instruction and is

12 regarding quality instruction and is intended to serve as a resource for district intended to serve as a resource for district-

• wide conversations.

wide conversations.

Why ? Why ? (Continued)

(Continued)

The theory of action behind the document The theory of action behind the document is that student achievement and growth is that student achievement and growth increases as a result of effective initial increases as a result of effective initial

• instruction. In a standards
• instruction. In a standards-
• based district,

based district, research research-

• based instructional methods and

based instructional methods and strategies are used to deliver standards strategies are used to deliver standards-

• aligned curricula and ensure students have

aligned curricula and ensure students have adequate and equitable opportunities to adequate and equitable opportunities to learn. learn.

PURPOSE PURPOSE

The document is The document is not not intended to be a intended to be a

• checklist. It will help support the focus for
• checklist. It will help support the focus for

every schools professional development every schools professional development

• pportunities.
• pportunities.

The document will provide a focus for The document will provide a focus for principals as they plan for and monitor principals as they plan for and monitor instruction with during daily classroom visits. instruction with during daily classroom visits.

ALIGNMENT OF THE DOCUMENT ALIGNMENT OF THE DOCUMENT

Standards Alignment Project Standards Alignment Project Teaching Learning Cycle Teaching Learning Cycle

– – Standards Standards – – Assessment Assessment – – Core Instruction Core Instruction – – Intervention Intervention

RtI RtI Handbook Handbook

What do students need to know and be What do students need to know and be able to do? able to do? How will we know students have learned? How will we know students have learned? How do we teach effectively to ensure How do we teach effectively to ensure students have learned? students have learned? What do we do when students don What do we do when students don’ ’t get it t get it

• r reach mastery before expectation?
• r reach mastery before expectation?

THE TEACHING AND THE TEACHING AND LEARNING CYCLE LEARNING CYCLE

RtI RtI HANDBOOK HANDBOOK (PAGE 9)

(PAGE 9)

What is the Three Tier Model? What is the Three Tier Model? Definition of Tier I, II, and III Support Definition of Tier I, II, and III Support and Interventions and Interventions