ABCDEFGHIJKLMNOPQRSTUVWXYZ
1
2
DCS Board Policy 3405
3
 DCS Teacher Instructional Resources (Curriculum)
4
5
6
DCS Data Sources
7
*NCEdCloud-Powerschool (Schoolnet and Attendance)
8
*NCEdCloud-Istation (Reading/Math Data Analysis Worksheet)
9
*EVAAS (EOG Historical Data)
10
*Panorama (SEL Data)
11
*Educators Handbook (Referral and Behavior Data)
12
*NC School Report Card
13
14
15
IABS and Social-Emotional Learning Teams K-12
16
Tier 1 Core Instructional Practices Per School
17
Defining Core Practices
18
Documenting Core Practices
19
20
21
Defining I. C. E. and D. (Instruction, Curriculum, Environment, and Data)
22
23
24
Scheduling
25
Positive Acknowledgement
26
Evidenced Based Instruction and Interventions
27
Designing Explicit Instruction
28
The Importance of Practice
29
How to Implement Strong Core Instruction?
30
31
32
Instruction● Design of instruction (including opportunities/need for explicit instruction and differentiation)
● Student engagement/responses (describe methods for securing student engagement, eliciting frequent student responses, ensuring students have opportunities for all levels of questioning)
● Defined methods for individual and group feedback (e.g., praise, encouragement, correction)
● Opportunities for scaffolding (e.g., teaching background knowledge, pre-teaching critical vocabulary)
● Description of practice (including deliberate practice, retrieval practice, distributed practice)
33
34
Curriculum● Materials/resources utilized
● Skills/standards addressed, including pacing guides, curriculum maps
● Defined scope and sequence of delivery
35
36
EnvironmentPhysical factors
● Classroom arrangement, access to resources, and visual support
School-wide and classroom behavioral expectations, rules, and classroom routines
● Behavioral expectations for instructional sessions
● Methods and schedules for explicit teaching of and periodic review of behavioral expectations
● Alignment and incorporation of behavioral expectations into content instruction
● Opportunities to practice behavioral expectations
● Methods and strategies for maintaining 4:1 positive to negative or corrective teacher to student interactions
● Methods for providing feedback (affirming, corrective/instructive) to students regarding behavior skill development
● Expectations for staff and student attendance
Instructional environment
● Master schedule (aligned with and supported by mission, data, research, and resources) including:
o Frequency of instruction (e.g., daily, weekly, 16-week session)
o Time allotted for instruction (per session; length of unit/program)
o Group size (including variations for whole group and small group work)
37
38
Data Evaluation
● Methods to ensure fidelity of implementation of environment, curriculum, and instruction for both academic and behavioral supports
39
● Identified assessments and data sources used for all students (academic, behavioral, and social-emotional)
40
● Identified personnel who will administer and score assessments for all students
41
● Methods to analyze assessments, and apply results to improve core academic and behavioral instruction
42
43
44
Top 10 Evidence-Based Teaching Strategies for Core Instruction
45
46
Teaching Strategy 1: Clear Lesson Goals
47
Simply tell students exactly what they will be learning and required to do.
48
49
Teaching Strategy 2: Show & Tell (Demonstrate the Task)
50
Tell students what they need to know and show them what they need to be able to do.
51
52
Teaching Strategy 3: Questioning to Check for Understanding
53
Use questions and other formative assessments to check that your students understand things.
54
55
Teaching Strategy 4: Summarize New Learning Through Visual Material
56
Have students summarise new information in a graphical way.
57
58
Teaching Strategy 5: Plenty of Practice
59
Give your students plenty of practice spaced out over time.
60
61
Teaching Strategy 6: Provide Feedback
62
Provide students with feedback so they can refine their efforts.
63
64
Teaching Strategy 7: Be Flexible About How Long it Takes to Learn
65
Allow time for every student to succeed.
66
67
Teaching Strategy 8: Create Productive Group Work
68
Create collaborative groups who are learning together and from each other.
69
70
Teaching Strategy 9: Teach Strategies, Not Just Content
71
Teach students strategies' as well as content.
72
73
Teaching Strategy 10: Metacognition
74
Teach children how to monitor their own thinking.
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100