Tier 1 Instruction Quotes

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When it comes to students learning essential standards for a particular subject and/or grade level, the teachers who teach that content should be both empowered to design Tier 1 core instruction and lead the school’s response when students require additional support.
Austin Buffum (Simplifying Response to Intervention: Four Essential Guiding Principles (What Principals Need to Know))
The responsibilities of each teacher team in the RTI process are as follows: • Clearly define essential student learning outcomes • Provide effective Tier 1 core instruction • Assess student learning and the effectiveness of instruction • Identify students in need of additional time and support • Take primary responsibility for Tier 2 supplemental interventions for students who have failed to master the team’s identified essential standards
Austin Buffum (Simplifying Response to Intervention: Four Essential Guiding Principles (What Principals Need to Know))
the school leadership team should specifically: • Build consensus for the school’s mission of collective responsibility • Create a master schedule that provides sufficient time for team collaboration, core instruction, supplemental interventions, and intensive interventions • Coordinate schoolwide human resources to best support core instruction and interventions, including the site counselor, psychologist, speech and language pathologist, special education teacher, librarian, health services, subject specialists, instructional aides, and other classified staff • Allocate the school’s fiscal resources to best support core instruction and interventions, including school categorical funding • Assist with articulating essential learning outcomes across grade levels and subjects • Lead the school’s universal screening efforts to identify students in need of Tier 3 intensive interventions before they fail • Lead the school’s efforts at Tier 1 for schoolwide behavior expectations, including attendance policies and awards and recognitions (the team may create a separate behavior team to oversee these behavioral policies) • Ensure that all students have access to grade-level core instruction • Ensure that sufficient, effective resources are available to provide Tier 2 interventions for students in need of supplemental support in motivation, attendance, and behavior • Ensure that sufficient, effective resources are available to provide Tier 3 interventions for students in need of intensive support in the universal skills of reading, writing, number sense, English language, motivation, attendance, and behavior • Continually monitor schoolwide evidence of student learning
Austin Buffum (Simplifying Response to Intervention: Four Essential Guiding Principles (What Principals Need to Know))
If 80 percent of children can become successful as a result of first, best instruction (Batsche et al., 2005), shouldn’t district leadership devote 80 percent of its efforts toward improving Tier 1 concentrated instruction, rather than focusing most of its time, energy, and resources on “plugging holes in the dike
Austin Buffum (Simplifying Response to Intervention: Four Essential Guiding Principles (What Principals Need to Know))
One common mistake that schools make when implementing a tiered intervention program is that they pull students from essential core instruction to provide remediation of prior skills—that is, Tier 2 interventions replace student access to Tier 1 core instruction. When students miss essential core instruction for interventions, they never catch up. This is because while the targeted student is receiving interventions to learn a prior skill, they are missing instruction on a new essential standard. Ask classroom teachers why they don’t like students “pulled out” of their class for interventions, and they will tell you: “Because the student misses what I am teaching now.” For these students, it is one step forward, two steps back.
Austin Buffum (Simplifying Response to Intervention: Four Essential Guiding Principles (What Principals Need to Know))
Istari Style I (Unique Fighting Style): The user fights in close quarters, using two weapons: a sword in the main hand, and a wand or staff in the off-hand. Removes the two-handed requirements for staves when wielded in the offhand, though on-hit damage is reduced. When using a sword and wand/staff in this way, gain the benefits of the Dual Wield Perk. Increases effectiveness of Aetheric Projection, Aetheric Manipulation, and sword-related skills. Allows wands and staves to provide block rating (effectiveness based off of damage rating). Provides bonuses to the Defense skill and attempts to feint. May have other benefits as well. Restriction: Must use a sword in the main hand and a wand/staff in the off-hand. Cannot use this style while encumbered. Cannot wear armor (magically enhanced clothing is allowed). Note: Fighting Style Perks are tiered, usually ranking from I to IV. These Perks may be gained through tutelage by a Master in the style. Unique styles do not have this instructive option, instead requiring increasingly stringent requirements and deeds. “If you walk this land for three hundred lives of men, will you have enough time?
Gregory Blackburn (Unbound (Arcana Unlocked #1))
…Okay, consider this. When you buy a new game and bring it home, do you get good by reading the instruction manual?” “What’s that got to do with it?” “Just answer the question.” “…No. I mean, I do read the instructions, but to get good you have to play. Otherwise, you won’t understand what it’s really about.” “Exactly. They’re the same.” “The same?” “You don’t master games by reading the instruction manual. Same with real life.
Yuki Yaku (Bottom-Tier Character Tomozaki, Vol. 1 (light novel))
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