Tier I Supports

  • Tier I is provided to every student in our classes. It consists of high-quality, evidence-based instruction and a rigorous curriculum. Evidence shows that most students (80-85%) learn using these practices. Some students are not successful despite our best efforts and for a variety of reasons. They need more time or more instruction in order to learn the material.

    NOTE: Because each child is unique, not all accommodations and supports are applicable. The following are examples of generally agreed-upon academic supports. Classroom teachers are asked to use judgment and discretion when developing the system of interventions that work for their classes and individual students.

    Clear Academic/Behavioral Expectations

    All art students should be presented with expectations and guidelines. Examples include course syllabi, study guides, work product exemplars, organizational assistance, and grading rubrics.

    Varied Instructional Techniques and Differentiated Instruction

    Varied instructional techniques embedded in lessons and units in order to maximize student engagement and the instructional environment. Lessons are taught through lecture, visual models, teacher modeling, and student based research.  Students are given the opportunity to explore ideas using media, text, and personal experience. Examples include:

    -          Socratic Discussion – A method where the teacher will use a series of questions leading to more questions based on a student’s response. By eliminating possible answers, students organically move closer to more developed answers.

    -          Structured Debate—Students guide discussion while following a pre-established debate “rules.”

    -          Flexible Grouping – Students are grouped in ways that best match their needs to the strengths and needs of the other members of the group, and which allow the teacher to provide more individualized instruction where necessary.

    -          Lab Experiences – Hands on lab experiences in science and foreign language allow for more student-centered learning.

    -          Breaking Up Long Term Assignments – Projects or long papers that require multiple steps should be broken down into manageable sections while keeping a focus on the big picture.

    -          Reciprocal Teaching – A strategy through which the student becomes the teacher in small group settings.

    Flexibility of Assessment

    Based on analysis of student learning, concepts can be retaught and retested, extended time offered, or concepts presented in more suitable formats.

    Student/Teacher Communication

    This includes student/teacher communication during a lesson or extra support after school during office hours.

    Parent/Teacher Communication

    Often the most effective intervention, direct or indirect (grade reporting) contact between parents and teachers often leads to student success. As a student matriculates, more independence and personal responsibility on the part of the student is desired.