Effective instruction and intervention in a multi-tiered system of supports shows the greatest promise for accelerating learning for students who are struggling academically, socially, emotionally, and/or behaviorally. In CVSD, these guiding principles form the foundation for all instruction and intervention in our multi-tiered system of supports, ensuring all students achieve the CVSD Graduation Standards.
Guiding Principle
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Collaboration & Coherence
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- Instruction and intervention is coherent across settings and over time; there is explicit coordination of intervention with core instruction
- Common, structured planning time is available for classroom teachers, special educators and intervention professionals
- Classroom teachers, intervention professionals and special educators co-create instructional opportunities, applying differentiation, universal design, multi level instruction and curriculum overlapping.
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Evidence-based Instruction & Inclusive Practices
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- Classroom teachers maintain a primary role in curricular and instructional planning
- All students have access to grade-level content material, using the strategies of differentiation, universal design, multi level instruction and curriculum overlapping
- All intervention is seamlessly integrated into the overall core instructional programming (intervention supplements, but does not supplant, primary instruction)
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Responsive Teaching & Data-Driven Decision Making
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- Responsive teaching investigates and analyzes student learning to inform instruction, to monitor progress and to verify learning.
- Responsive teaching requires interventions to be adjusted based on data. When students do not respond to interventions, those interventions are adjusted. They may increase in intensity & individualization and the expertise of the professional increases.
- Intervention is selected based on multiple data points and is tailored to the learner; we avoid the use of a “standard protocol approach”
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Expertise
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- Intervention is provided to small, flexible groups of students by the most qualified professional for the given content area
- Effective paraprofessional use (including 1:1) is limited to:
- Supplemental reinforcement of skills as designed by qualified professional
- Data collection designed by teachers or special educators
- Assistance for students who require personal care supports
- Facilitation of peer interactions/social & emotional needs, based on guidance from professionals
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Prevention
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- Students are identified for intervention at the earliest indication of need
- Teachers have the knowledge, autonomy and flexibility to adjust their instruction and intervention
- Access to high-quality early education experiences for all young children has a direct and powerful impact on future school success
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