Layers of Support Educate the Whole Child

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Mark Howard, Principal of Lake Superior Elementary School | Explore Superior

Mark Howard, Principal of Lake Superior Elementary School

“Response to Intervention” Approach

By Mark Howard, Principal, Lake Superior Elementary

This is the second article in a series that showcases programs we have in place at Lake Superior Elementary (LSE). We have received numerous State School of Recognition Awards at LSE for academics.

In this series of articles we will explore the social and emotional structures that support the behaviors for a good learning environment, that increases access to academics. To best write about our programs it is important to understand the overall concept of “Response to Intervention” (RtI). This is an academic and behavioral model in many states, and has been adopted by the Wisconsin Department of Instruction.


Response to Intervention model is illustrated by a pyramid with three layers/steps, or “Tiers”.


Tier 1 is the main foundational layer of support, or learning layer for all students. This tier is called “Universal” because this is done with all students and is referred to as “core instruction.” In Tier 1 instruction, our students hear, see, and do. It is our philosophy that students learn best by seeing and doing, as compared to hearing.

Figure-1

An example of a Tier 1 instruction that supports the social – emotional behaviors of our students is our program called “FOCUS.” The FOCUS program is a support where we teach all students, why and how to be attentive and productive listeners. At Tier 1 we teach, model, acknowledge/celebrate good choices, monitor data, and make adjustments to the student’s day based on data and need.

A Tier 2 support is instructed to small groups of students whose data shows they need more support and instruction than is provided by Tier 1. In the case of FOCUS students can be defined as Tier 2 or Tier 3 when the classroom observational data shows they have a difficult time attending (focusing) to instruction/academics.

It is important to note that if a student needs Tier 2 or Tier 3 supports, they will be provided additional small group or individualized support in addition to the core/universal instruction at Tier 1.

Figure-2

In the third article of this series, I will write in depth about the program called “FOCUS,” and talk specifically about what we do in all 3 layers of support. In later articles, we will present an another program called “Zones of Regulation,” and the most common program in our District/State, called Positive Behavioral Intervention Supports (PBIS).

All of these programs are built under the same philosophy and support of our students – Teach, Model, Acknowledge, Monitor Data, and Adjust as needed based on data/need.


Sources:
FOCUS ProgramScott-Groves, Victoria, Dr, Ed.D, ”Teaching Students with ADHD to F.O.C.U.S.: A Learning Strategy”
Wisconsin Positive Behavioral Interventions and Supports (PBIS)
Wisconsin Response to Intervention (Rt)
Zones of RegulationKuypers, Leah, M.A.Ed., OTR/L, “Zones of Regulation”, 2011, Social Thinking Publishing




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