The following is a list of Tier 1 Interventions. If you would like more information, ideas and support with Tier 1 Interventions, please contact one of the Instructional Consultants or Ancillary Professionals on your team. You may also contact division support personnel including Continuous Improvement Coordinators and/or Supervisors.
I. Core Curriculum/Outcomes and Indicators:
- Are you basing your daily lessons and both short and long-term planning on the outcomes and indicators?
- Have you tried inquiry-based learning?
II. Universal Screening/Value Added Assessment:
- Have you used the results of value-added assessments including the ORR, RAD, DNA, or VAA-Writing to help you plan instruction and intervention in your classroom?
- Are you using First Steps resources to help you plan and teach reading and writing based on the assessment evidence from the value-added assessment?
- Are you using First Steps, Numeracy Nets, and/or Teaching Student Centered Mathematics resources to help you plan and teach mathematical concepts based on the assessment evidence from the value-added assessment?
III. Differentiated and Adapted Instruction:
- Have you tried to differentiate for a student’s interest, readiness, and learning styles?
- Have you implemented a variety of adaptations? Does this student have a Record of Adaptations form?
- Have you tried to implement flexible groupings with your students?
- Are you allowing your students to express their knowledge in different ways?
IV. Frequent Progress Monitoring:
- Do you use ongoing-assessment to inform and make adjustments to your teaching practices in response to student learning needs and progress?
- Do you provide students with on-going feedback to guide their learning?
- Do you ask your students to demonstrate what they know, understand, and are able to do, at various levels of Bloom’s Taxonomy?
V. Learning Environment:
- Have you looked at alternate seating for students? (standing desks, exercise balls, therabands)
- Are sensory items provided for students? (fidgets, chew tubes, etc.)
- Are students able to listen to music on their iPods while working?
VI. Inclusive Practices:
- Are students with various learning needs included and welcomed in your classroom?
- Are you aware of the socio-economic differences in your classroom and how this impacts learning?
VII. Culturally Responsive Practices:
- Do you teach about a variety of different cultural backgrounds in your classroom?
- Are you using applications, examples, and illustrations from both genders and a range of cultures and communities?
VIII. Meta-Cognition and Self Regulation:
- Are you demonstrating, modelling, and providing students with strategies and opportunities to explore and practice metacognition?
- Are you modelling and providing students with strategies and opportunities to explore, select, and employ appropriate and effective self-regulation strategies?Tim Feeney Self-Regulation Strategies
- Are you using visual schedules or checklists with students?Visual Schedules
IX. Fostering Independence:
- Are you teaching students how to self-advocate?
- Are students being supported in taking responsibility for their learning through check-ins and monitoring?
X. Assistive Technology:
- Are you integrating assistive technology for those students who need it? Some examples are laptops, books on iPod, Kurzweil, use of different iPad apps, Kidspiration/Inspiration, and calculators.
XI. Teacher-Team Problem Solving Meetings:
Have you reviewed the student’s cumulative record and observed the student’s strengths, areas requiring support, and interests?
Have you documented past and present interventions you have used to support the student?
Have you consulted with the student, his/her parents/guardians, teachers familiar with the student, and/or teachers at a teacher team meeting (i.e. grade-alike teacher, teaching partner, cross-grade or cluster teachers, teacher team, professional learning community, core group…) to collaboratively problem-solve ways to help the student who is having difficulty/requiring challenge?