1. Evidence-Based Practices: Tier 1
Chapter 9
Evidence-Based Practices: Tier 1
Foundational Practices in Secondary Schools:
High-quality, evidence-based classroom instruction for ALL students in ALL courses and universal screening of dropout risk
Background Information:
At the secondary level, the hallmark of Tier 1 continues to be a focus on prevention
As at the elementary level, dropout prevention in secondary schools involves high-quality Tier 1 academic and behavioral instruction, early identification of dropout risk, and targeted interventions to reduce risk and reengage students in school. An MTSS framework can systematically address these components
Failing grades, attendance rates, and behavior referrals are sensitive indicators of dropout risk at the secondary levels and serve as universal screening. Continuous attention to these signs allows educators to be responsive to student needs and to intervene at the earliest opportunity
Transition years in middle and high school are the most important times for identifying students at risk and providing needed supports
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2. Effective Instruction & Teaching Practices
Chapter 9
Effective Instruction & Teaching Practices
Content that is relevant, interesting, and motivating for students
Scaffold student support and differentiating instruction within an academically rigorous environment
Frequent opportunities to respond & distributed practice
Immediate feedback
Positive school climate
Teaching clear expectations
Background Information:
Student engagement for middle and high school students can be enhanced through a positive school climate and classroom instruction and activities that are relevant, interesting, rigorous, and motivating
Teachers who understand their subject areas and use strategies to reach all students are more likely to help close the achievement gap for students at risk
The components of effective instruction and teaching practices are things that we can control and impact!
An MTSS framework can effectively address the strengthening of core instructional practices in a systematic way
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Highly qualified and effective teachers

3. Core Reading & Math Instruction
Chapter 9
Core Reading & Math Instruction
In secondary schools, fluent reading skills are required to access all academic course content
Struggling readers in high school benefit from systematic and explicit instruction in the fundamental skills involved in reading
Students of ages will benefit from effective teaching practices in math
Background Information:
Many students enter middle school and high school with reading skills far below those that are needed to complete the basic graduation requirements
At any age, poor readers as a group exhibit weaknesses in phonological processing and word recognition speed and accuracy
Older struggling readers have years of labored reading and limited knowledge of the vocabulary, sentence structure, text organization, and concepts of academic language. This leads to a decline in their reading comprehension over time that adversely affects course performance across content areas
Effective teaching practices in math, including focusing on basic skills, explicit and systematic instruction, and frequent progress monitoring
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4. Mentorship and Coaching Benefits for Students
Chapter 9
Mentorship and Coaching Benefits for Students
Increases in student positive self-concept
Increases in educational attainment
Increases in student engagement at school
Improvements in social relationships with parents and peers
Decreases in drug and alcohol use
Decreases in violence
Decreases in truancy
Background Information:
All students in elementary school through high school can benefit from developing meaningful and positive relationships with caring teachers and adults in schools and community settings
The research on mentoring has demonstrated that the quality, consistency, honesty, and frequency of interactions in the mentoring relationship are critical variables determining whether the mentoring program will be effective
According to The Silent Epidemic report, (a study funded by the Bill & Melinda Gates Foundation, which looked at the dropout of students with at least average grades and career aspirations that required study beyond high school), survey respondents reported feelings of alienation at school. They believed no one noticed or cared whether they failed to show up for class.
Considerations:
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Is there a story or analogy I can use to convey the big idea?