Instructional Playbook

Tiered Teaming Structures

Increase Your Impact Maximize Implement evidence-based instructional strategies and interventions such as: frequent opportunities to respond frequent feedback increased scaffolds (e.g., sentence frames) utilize WISR strategies Implement evidence-based behavioral strategies such as: increased proximity differential reinforcement greater than 4:1 ratio of positive to corrective feedback predicable routines pre-correction

Collaborative teams consistently problem solve around a variety of data (e.g., CFAs, DWSBA, exit tickets, progress monitoring) to facilitate decision making regarding supports and instructional adjustments to best meet student needs. Teams should focus on implementation of Tier 1 strategies and interventions, and evaluate the fidelity and effectiveness of core instruction, prior to planning for additional Tier 2 supports. Some considerations for teams include: Is the student(s) receiving effective, consistent core (Tier 1) instruction? Is core instruction provided using District-approved curriculum materials? Is core instruction pacing aligned with the scope and sequence and the pacing outlined in the CSD Instructional Guides? Is core instruction routinely being implemented Are there critical instructional components that are missing or not effectively implemented during core instruction that need to be addressed prior to planning for Tier 2 interventions? Is there a large number of students with similar learning needs that could be best met by integrating needed supplemental supports and scaffolds into core (Tier 1) instruction? with integrity (for example, adhering to the guidelines and routines as outlined by that curriculum)?

Minimize

Teacher talk time Busy work

Too slow/too fast pacing Unpredictable routines

After ensuring that both Tier 1 and Tier 2 instruction and supports are being implemented with fidelity and integrity, the school may also need to consider providing Tier 3 interventions and supports for, at most, 1– 5% of students. Tier 3 involves the highest staff to student ratio, and can be a very labor-intensive process, and therefore, should be reserved for a small number of students who have the highest level of need.