How do we ensure that research-based practices are embedded within a school's continuum of support, especially at Tier 1? When schools undertake the development of a continuum of support, they often start by gathering ideas and strategies, only to find that some practices may lack grounding in research or best practices. This realization can be frustrating, but it’s an essential step in creating a strong foundation for student support.
Why Build a Continuum of Support?
The purpose of developing a continuum of support is to clearly define how the school responds to the varied needs of students in essential areas like literacy, numeracy, wellness, executive functioning or others. By focusing on a priority area, schools can better align their efforts with their improvement plans. This continuum then serves as a practical tool that brings the improvement plan to life, offering a structured approach to achieving student success and growth in priority areas.
The video below shares further background in understanding the continuum of supports.
Starting the Continuum: Gathering and Organizing Ideas
We often recommend schools start by engaging staff in a “sticky note” activity. For example, in a focus area like executive functioning, each staff member notes what they do to support students in this domain. This initial brainstorming phase is meant to capture a wide array of practices and interventions from across the school. It creates a foundation, not only for identifying strengths but also for spotting gaps and areas where improvements can be made.
This collaborative process generates a preliminary "anchor document" that organizes the team's shared insights. At this stage, it may seem messy, but the diversity of ideas provides valuable insight into current practices. It also opens up discussions about what works and how the school can improve, helping to normalize conversations about teaching practices among the staff.
We have collected several samples of continuum of support menus from various schools on various topics at various stages of development. View these menus of support samples contributed by our partners like the one below shared by JS McCormick Elementary developed for executive functioning.
Refining the Continuum for Impact and Research Alignment
With a draft in place, schools can begin refining the continuum to align practices with research-based strategies. By narrowing down the initial list, schools can focus on “big rocks” – the 6 to 8 core practices that are foundational and should be implemented schoolwide. These core practices, sometimes referred to as "non-negotiables" or "big eight," should be consistently applied across all classrooms to ensure a unified approach.
For example, a school might decide that creating a welcoming environment is one of its core practices. The next step is to back this up with research and specific definitions of what it looks like in practice. Researching each selected practice helps to validate the choices and ensures that they are truly impactful.
In Northern Gateway Public Schools they engaged in the work of defining the “big rocks” as an entire district with the involvement of all schools. They call their framework Quality Learning Environment that includes the five domains of the engaged professional, a positive classroom culture, intentional planning, purpose assessment and responsive instruction.
As a district leadership team, they proceeded to define each domain including an overview, tools and noteworthy practices. Check out their framework - https://www.ngps.ca/quality-learning-environments/quality-pedagogy
Building a Research-Backed Resource
Schools may use various methods to integrate research into their continuum. Some schools form working groups that delve into academic literature related to their priority areas, such as literacy or quality pedagogy. Others consult experts to review and provide feedback on their draft continuum. Another useful approach is to create linked resources or digital documents that not only define each core practice but also include research citations and examples for easy reference.
The goal is to make this research accessible and visible, so each staff member can understand and implement it effectively. Some schools even go a step further by creating bulletin boards or QR codes linked to videos or documents explaining each Tier 1 practice. This not only fosters transparency but also serves as a daily reminder of the practices in place.
A Process of Iteration and Improvement
It’s important to remember that building and refining a continuum of support is not a one-time task. Schools that excel in this work often go through multiple iterations, revisiting and refining their continuum over months or even years. As they progress, they may phase out practices that have proven to be less effective or add new strategies supported by recent research or professional learning.
Periodic review meetings, small working groups, and feedback loops help keep the continuum dynamic and relevant. By involving staff throughout this process, schools ensure that everyone’s practices are represented, which fosters ownership and alignment across the team.
Embedding Core Practices into Daily Operations
As schools reach a level of confidence with their Tier 1 practices, they can start embedding these practices into their everyday operations. Some schools display their core practices in classrooms and common areas, while others integrate them into classroom walkthroughs and supervisory checklists. For instance, a list of Tier 1 practices can guide classroom observations, helping to ensure that core practices are visible and consistently applied.
At Buck Mountain, after creating their continuum of supports, the staff articulated the Tier 1 ‘big rocks’, the core instructional practices that would exist in every classroom. They then proceeded to define what each of those ‘big rocks’ would look like and what they should not see both in the classroom and across the school.
From there, they transitioned their Tier 1 Observables into a checklist for classroom walkthroughs as seen below:
Sharing and Learning from Others
Aligning Tier 1 practices with research is an ongoing journey that takes commitment, collaboration, and open-mindedness. We encourage schools to share their experiences, challenges, and successes with their Tier 1 continuum. This exchange of ideas strengthens not only individual schools but the wider educational community, ultimately helping all schools provide the best possible support for their students.
As always, our team is here to support schools in navigating this journey. If you're interested in more resources or want to discuss your next steps, please reach out. We look forward to seeing how schools continue to grow and refine their continuum of support for the benefit of their students, staff, and communities. Connect with us at or .
Connecting Tiers of Support to Layers of Team
