Nashua Leaders - March 11 by Yourway Learning

lincspring — 2025-03-11 02:31:18 UTC

lincspring — 2025-03-11 02:33:34 UTC

lincspring — 2025-03-11 18:29:16 UTC

lincspring — 2025-03-11 18:54:24 UTC

lincspring — 2025-03-11 19:13:21 UTC

creating an inclusive environment that affirms students as learners

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creating access and entry points for all learners

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core level instruction based on standards

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Adjust to new research.

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Effective teaching of standards that reach all students

staff becomes stuck on the DOK1 and thinks that DOK3+ is not attainable unless DOK1 is concrete

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Everyone!

Tier 1 instruction

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Basic back and forth sharing of information without any higher order thinking or critical thinking. Basic memorization

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Implementation of new programs

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Higher percentage of students meeting proficiency.

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Having people all understand the effective strategies and implementing them with fidelity. With a large staff, we get a lot of different versions/ideas on implementation.

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It does not meet all students needs.

Need to ensure it is reflective of the research and children are learning

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students are individual, and to meet the needs and access points for all, we need to be able to adjust our teaching.

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helps to refocus and ensure staying on target

designed to meet the needs of all student - differentiated instruction

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Constant reflection and revision is important based upon data and student needs.

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I want to always be considering my practice and how I can change/improve student outcomes.

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Instruction in which students have a clear understanding of the learning target and an understanding of why they are learning the material. The instruction should also be accessible to a students at differing levels through differentiation.

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foundation of all support - core instruction given to all students across grade level

Improved student success

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Tier 1 Alignment: Providing learning and assessment opportunities that mirror the rigor of the standards. (expectations for grade level work)

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Universal access provided to ALL students regardless of ability or background.

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clear learning objectives

Incorporates scaffolding, modeling

instruction is data driven

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Create access for different learners.

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schedule allows for all students to be present in classroom during tier 1

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appropriate learning experiences for all students utilizing differentiated instruction with a focus on curriculum and standards

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rigorous instruction that all students are able to engage/interact with

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Agreed, higher percentage of students attaining proficiency.

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To look at data of the Tier 1 instruction to make sure most students are learning the standards.

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Students have different needs over time.

The framework reflects strategies that are effective for all learners

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Teaching so that all students can access and understand

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Teaching with fidelity to the grade level standards

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improve student success through a deeper understanding of their entry point

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Challenges - time. A significant number of students need additional support.

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Instruction for all students to engage and experience. Instruction is meant to reach the whole class and incorporates differentiation to ensure all learners have access.

Strong core instruction focusing on grade-level standards while also providing differentiation to meet the various needs of each student. Collaborating with interventionists while providing core instruction to students, providing small group instruction to meet the varying needs of students.

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Tier 1 instruction is the majority of the time our students are interacting and engaging with their learning and we need to make sure it is effective and challenging so students are growing as learners.

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our demographic is wide ranging with vast needs among our students creates challenges for Tier 1 being effective for all students

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scheduling/access to instruction challenges, inconsistent student engagement

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Providing students with instruction that makes content comprehensible for leading leading to greater student success.

Student engagement can be both a challenge and a success, depending on teacher and/or content

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the diverse needs in a classroom

not enough time

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We need to be reflective of our practices as times, environment and culture shift along with research

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Lack of differentiation in instruction to meet the needs of all learners, especially our struggling learners and multilingual learners.

Revise

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It’s important to revise tier 1 instruction to determine if the learning strategies are effective for student growth.

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It allows the Tier 1 instruction that is implemented to be accessed by all.

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Grade level content for students.

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Improved student success across the board

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Assist with maintaining growth mindset approach to student progress.

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Moving people from awareness to taking some action can be a problem. Especially in a district that has had many initiatives over the years that fizzled out.

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Taking the time to see what each student needs and then designing varied instructional and evidence practices that allow students to access the standard

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addressing needs of all learners, time management, resources

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goal is to embed best practices for ELL as a Tier 1 instruction for all

The PLUSS Framework supports effective Tier I instruction that will benefit ALL students

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So that we can move past the DOJ issues!

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It is important to stay current with best practices and current research.

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Tier 1 instruction is often too basic and does not provide the required rigor.

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To ensure Tier 1 instruction is accessible to all students

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Having everyone understand how to collect, interpret, and respond to learning data.

Teachers teaching primarily in whole group settings rather than focusing instruction on their students' diverse needs in small group settings. Focusing on DOK 1.

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The belief that students are not able to access grade level curriculum, when they are capable.

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Research based teaching to provide systematic instruction that is differentiated and explicit

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If most students are not on grade level, it is not a tier 2 or tier 3 problem, it is a tier 1 problem.

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Research is constantly changing. The world our students are growing up in is constantly changing. Therefore, we can't operate in a bubble. We need to be flexible and adaptive in our own thinking, learning, and teaching.

We cannot grow without reflection and revision.

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Hoping teachers will move away from DOK 1 and 2 instruction and focus on applying knowledge

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Success and Challenges

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We had a huge challenge years ago when our RTI triangle was so upside and the school was providing too much pull out intervention and not providing rigorous Tier 1 Instruction. We had success focusing solely on Tier 1 Instruction for a number of years to improve instruction in the classroom, improve proficiency and be prepared to then work on tier 2.

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improve teaching and learning

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Better sense of where instruction is at and what areas more Professional Learning is needed.

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Tier one is often thought of as "finishing the worksheet" or "finishing the assignment" or giving instructions as opposed to high quality instruction on how one could begin to develop independent understanding.

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Feeling a sense of urgency to get through curriculum to the effect that we couldn't learn student needs would be to differentiate.

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student engagement and collaborative learning

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What do you do when a student is multiple years behind in tier one instruction?

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Starting point of where teaching and learning is, and where we need to move forward.

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To engage all students and decrease work apathy

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scheduling challenges

The teacher could have reflected or planned how to best engage the students on the skills they were hoping the students would exhibit

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It gives very specific strategies that are beneficial for all learners.

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explicitly name the instructional strategies that should be used across the district.

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Encourage staff to step out of their comfort level and try new strategies to work students based upon the varied needs

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I think the PLUSS framework allows for more targeted feedback that would support both teachers and students.

the consistency of presenting skills and learning as a metacognitive - the students know how they are learning to learn

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Providing multiple means of access.

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Focus on language instruction and opportunities for students to engage in shared conversation and language practice.

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provides strategies to implement in the classroom

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If expectations are similar across all classrooms, students will understand what is being expected of them and will benefit greatly from that.

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It allows Tier 1 instruction to be more effective by allowing more students to learn the standards.

Get excited about what we've seen and praise it specifically and directly

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thinking about what the students are doing, as much as thinking about what the teacher is doing.

It will enhance PLC Meetings as staff share out on strategies and what worked and areas that they need additional support

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It reminds teachers of the expectations and the need for differentiation.

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Provide teachers with examples of how they could implement these strategies in their lessons when doing observations.

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the teacher could have considered ways to have the student engage with each other around the learning target

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The consistent use of common strategies can remove the cognitive load from students trying to understand the expectations and focus them more on the content.

If using a "program", can PLUSS instructional strategies be incorporated into Tier 1 instruction? (yes)

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Focus on growth, encouraging teachers to try new things, and understanding that they might not always be 100% successful on the first attempt.

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Focus teachers on specific teaching practices, not just focusing on the teaching manual

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continuity throughout the schools in the district, aligning with district goals

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Celebrate the good and use the data to identify areas that as a School, not pointing out individuals, that we can work on collectively.

Noticing strategies our teachers are using that they didn't even realize meet the expectations of the framework

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Influence staff to use the strategies and PLC about the strategies

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use data from the Pluss walkthroughs to determine where we need to focus PD.

Differentiation is constant based upon the diverse needs of our learners

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Strategies and lessons that address all students / needs. Accommodations used that if they're good for 1, they're good for all.

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It may be very difficult to weave some of the strategies into some of the content areas, math for example.

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Find areas that we can work on as a group, allowing them to take calculated risks to push instruction further.

encourages thoughtful planning

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Ensuring strategies that allow students to be engaged in their learning through sharing ideas, collaborating with peers, time to create. Also ensuring that visuals such as graphic organizers and anchor charts are used in instruction as well as individual sized copies provided to students to reference.

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The PLUSS Framework encourages teachers to tailor their instruction to meet the diverse needs of their students. This personalization can lead to more effective teaching strategies that resonate with individual learning styles and paces. Thank you Yourway;)

2025-03-11 20:21:07 UTC

having teachers focus on language modeling and opportunities for student to practice with each other

2025-03-11 20:21:16 UTC

I think the PLUSS framework can help teachers see the shift from what they need to do, to what the students need to be doing

2025-03-11 20:21:31 UTC

We have several new programs that teachers are using. I am finding that teachers are stuck on staying "to the script," which is holding them back from providing more robust instruction with their lessons. The framework could be a useful tool to empower teachers.

The PLUSS Framework will empower teachers to differentiate instruction and learning by meeting the diverse needs of their students through various modalities.

2025-03-11 20:21:43 UTC

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It would be nice to see more student engagement with the PLUSS framework so they too can identity strategies that are beneficial to them.

2025-03-11 20:22:00 UTC

Applying the strategies will become easier as teachers become more proficient with their use and planning.

2025-03-11 20:22:06 UTC

I just observed a CKLA lesson where the teacher was teaching a content vocabulary heavy unit on volcanoes. There was a lot of opportunity for pre-teaching of vocabulary, ways for students to incorporate the use of the content vocabulary in their discussions/writing/responses (targeted language skills). It fell a bit short because it was more focused on the use of the glossary.

The teacher could have used Spanish cognates when referring to vocabulary.

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pre-teaching, how teachers need to evaluate how and what they are pre-teaching. Are they explicit enough for students to find their entry points to the lesson.

Have teachers share with staff the great strategies within the PLUSS framework that they are utilizing.

2025-03-11 20:23:22 UTC