SECTION 2 – Tier 1: Differentiated Core Plans
SECTION 3 – Early Warning System
SECTION 5 – Behavior
SECTION 6 – 504 Plans
SECTION 7 – Guided Tiered Plans

Component 4: Tier 1: Differentiated Core Instruction Plans

Tier 1 Differentiated Core Instruction Plans must be completed PRIOR to moving any student to Tier 1 At-Risk for the first time.

How to begin

  • Click on the PLC Link at the top of the webpage
  • Choose Level:
  • Filter to appropriate school, grade/department, and click the work EDIT next to the specific area you will be creating a Tier 1: Differentiated Core Instruction Plan for
    Elementary/Middle

    High School

Notes

  • There is a difference in the way Tier 1: Differentiated Core Plans are completed from the Elementary/Middle to the High School level
    • This is why you see 2 different screenshots above
  • Elementary/Middle School teams typically complete these plans as grade level teams
    • This helps to ensure alignment between the teachers within the grade level
    • It also elicits a team approach to ensuring the common end goal of all students learning
  • High School teams create plans based on department – and the department team members work together to analyze data and determine appropriate next steps for their specialized content area

Completing the Differentiated Core Plan

See examples in the Guided Tiered Plans section in the back of the User Manual

  • Professional Learning Communities have proven to be the most effective way to collaborate within a problem-solving framework to analyze data and determine next steps for the overall grade level or department
  • After clicking Edit next to the area or department of your choice, you will see this Tier 1: Differentiated Core Instruction Plan template:
  • Analyze the Data:
    (found under the first main header titled: What should our students know and be able to do?)
    • This is where you enter the specific data for the overall grade/department
    • There must be specific quantitative data points indicated/listed in this section, which screener(s)/assessments those data points were from, and what the goal or cut score was for that particular time of year for the grade/department
    • The data sources should include any universal screening data and universal assessment data that is administered and analyzed to determine skill or content mastery
  • PLC Instructional Expectations – Instruction, Curriculum, and Environment:
    (found under the 2nd header titled: PLC Instructional Expectations)
    • There are 3 components that make up this section of the Tier 1: Differentiated Core Instruction Plan
      • Instructional Expectations
      • Curricular Expectations
      • Environmental Expectations
    • PLC teams must click on the drop down arrow in each box and review the district created list of expectations – clicking in the boxes of any and all expectations that apply to their grade/department
    • Other
      • Teams may add expectations not included on the lists by clicking other on the drop down arrow list and then typing in the textbox below it
  • Select Interventions:
    • A bank of researched-based Core Best Practices are available to you if you click on the blue box under the Instructional Expectation section
    • The best practices link provides descriptions, step-by-step directions, and/or links to templates or activities for use in classroom instruction to increase:
      • Student Participation
      • Student Engagement
      • Student Learning
  • Develop and Implement Action Plan:
    (found under the 3rd header titled: Develop and Implement Action Plan)
    As seen in the plan:
    • As seen in the plan:

      Who: this is who is going to implement the strategies/core best practices
    • What: identify the specific strategies/best practices
    • Where: specify location the strategies/best practices will be implemented (regular classroom instruction)
    • How Often: # of minutes/# of days per week (daily)
  • Data Evaluation Section:
    (found under the 4th header entitled: Data Evaluation – set SMART goals to evaluate success of action plan)
    • Baseline Score:
      • Number or Percent of students in the particular grade/department that did reach the expected/target cut score (this should be directly aligned to your Analyze the Data section)
    • Short Term Goal:
      • Based on the universal screening or universal assessments MOY goal(s)/cut score(s)
    • Long Term Goal:
      • Based on the universal screening or universal assessments EOY goal(s)/cut score(s)
  • Measurement Strategy:
    (found under the 4th header entitled: Measurement Strategy)
    As seen in the plan:
    • As seen in the plan:

      Who: the people who will discuss the progress based on universals
    • With What: the data that will determine growth (typically universal screenings and/or assessments)
    • How Often: the number of times universal screenings and/or universal assessments take place in a school year
      (This typically takes place at least 3 times per year)
    • Review Date: set for a date for a time following the next universal screening/universal assessment window
      (look at how often Progress Monitoring will take place to determine date)
  • – The next section does not get completed until the PLC team is reviewing data following the next universal screening/universal assessment window and making a data-driven decision for overall grade/department
  • Click on Save – The Tier 1: Differentiated Core Instruction Plan will auto-save as you type, but better to be safe!