Title I/LAP

Enriched Core Instruction (ECI) is our instructional model for the Steilacoom Historical School District No. 1. ECI is our promise to each parent and student that we will provide the elements essential for school success in each school, at each grade level. There are six core elements to ECI: Academic Rigor, Social Emotional Learning, Equity, Inclusion, Universal Design for Learning and Neural Education. Each of these elements are important to provide the resources and experiences necessary for all students to thrive in the school environment.

INCLUSION is intentional effort and consistent sets of actions to create and sustain a sense of respect, belonging, safety, and attention to individual needs.

ACADEMIC RIGOR is creating an environment in which each student is expected to learn at high levels, each student is supported so they can learn at high levels, and each student demonstrates learning at high levels.

Educational EQUITY creates opportunities for all students and eliminates barriers that prevent the full participation of individuals.

NEURAL EDUCATION brings safety, structure and a sense of belonging to every student and classroom by uniting the neuroscience of learning with the power of teaching.

SOCIAL EMOTIONAL LEARNING(SEL) is the process in which people build awareness and skills in managing emotions, setting goals, establishing relationships, and making responsible decisions that support success in school and in life.

UNIVERSAL DESIGN FOR LEARNING (UDL) is the collection of planning and teaching practices that connect all students and abilities to the core curriculum. UDL focuses on the ‘Why,’ ‘What,’ and ‘How’ of instruction, student engagement, and assessment.

Every student has equitable access to universal instruction and supports:

• research-based and aligned to grade-level standards

• culturally and linguistically responsive

• universally designed, and

• differentiated to meet their unique needs

Additional Enrichments are an another layer of targeted, evidence-based strategies that include:

• regular progress monitoring to assess response to intervention

• explicit instruction with increased opportunities to practice and receive specific, frequent feedback

• gradual release of control and support when students master skills, and

• increased communication with families to ensure consistency of support in school and at home (Anderson and Borgmeier, 2010; Newcomer, Freeman, and Barrett, 2013).

Intensive Enrichments are an additional layer of intensive, evidence-based enrichments that have been individualized to meet the needs of students who demonstrate significant risk or do not respond to additional enrichments in the classroom. They may focus on:

• The dosage of support

• Alignment of target skills and standards

• Attention to transfer

• Comprehensiveness

• Behavioral support