Multi Tiered System of Support Academic Areas of Focus Behavior Areas of Focus Tier One Focus on high quality and appropriate core Plan training on paradigm shift from a Crucial instruction. reactive/punitive to a Components proactive/preventative/function based thinking Use a variety of formative assessment formats model Provide professional development in important Develop matrix for agreements, procedures and areas of differentiated instruction: classroom routines climate, knowing the learner, adjustable assignments, curriculum compacting, use of Develop plan for frequent and formal direct instructional strategies, grouping and regrouping instruction of agreements, procedures, and students, student choice, etc. routines Connecting new learning to prior knowledge Research and decide on schoolwide social skills curriculum In depth understanding of zone of proximal development for all students. Take data on positive/negative ratio and set goals for improvement if needed Meaningful tasks Have teachers self-assess tier one components in Opportunities for collaboration their classroom possibly as a grade level team Specific student feedback Brainstorm and implement unique ways to Adhere to a developmentally appropriate and acknowledge positive behavior at the school and relevant curriculum classroom level (celebrations, “catch them being Provide a physically and emotionally appropriate good” systems, Class DoJo) classroom climate Develop consensus on and ‘majors” Emphasize teacher-student relationship building. when do student leave instruction? Consider student readiness, interest, learning Develop a common toolbox of low level styles and preferences, etc. redirection strategies that are as private as Meaningful scaffolded support strategies possible Reflect on use a of “safe seat” or other form “time and brainstorm how that be framed so away” student as being doesn’t see it “in trouble” Plan and implement team building activities to establish a and no “no blame excuses” culture where everyone is supportive and open to feedback
Multi Tiered System of Support Academic Areas of Focus Behavior Areas of Focus Tier One Crucial Components Focus on high quality and appropriate core instruction. Use a variety of formative assessment formats Provide professional development in important areas of differentiated instruction: classroom climate, knowing the learner, adjustable assignments, curriculum compacting, use of instructional strategies, grouping and regrouping students, student choice, etc. Connecting new learning to prior knowledge In depth understanding of zone of proximal development for all students. Meaningful tasks Opportunities for collaboration Specific student feedback Adhere to a developmentally appropriate and relevant curriculum Provide a physically and emotionally appropriate classroom climate Emphasize teacher-student relationship building. Consider student readiness, interest, learning styles and preferences, etc. Meaningful scaffolded support strategies Plan training on paradigm shift from a reactive/punitive to a proactive/preventative/function based thinking model Develop matrix for agreements, procedures and routines Develop plan for frequent and formal direct instruction of agreements, procedures, and routines Research and decide on schoolwide social skills curriculum Take data on positive/negative ratio and set goals for improvement if needed Have teachers self-assess tier one components in their classroom possibly as a grade level team Brainstorm and implement unique ways to acknowledge positive behavior at the school and classroom level (celebrations, “catch them being good” systems, Class DoJo) Develop consensus on ‘majors” and do student leave instruction? Develop a common toolbox of low level redirection strategies that are as private as possible Reflect on use a “safe seat” or other form of “time away” and brainstorm how that be framed so student doesn’t see it as being “in trouble” Plan and implement team building activities to establish a “no blame and no excuses” culture where everyone is supportive and open to feedback when
Suggested%20Areas%20of%20Focus%20Matrix.docx