Elementary Tier 2 Manual

Canyons School District

Instructional Supports Department

ELATier 2 Critical Features and Practices of Intensive Literacy Interventions

Critical Actions for Educators

Students needing ELA interventions are defned as students who are not making adequate progress with Tier 1 instruction and/or score below or well benchmark on Acadience. Delivery of instruction is delivered by trained personnel (classroom teacher, paraprofessional, interventionist). Training for interventions can be found in Canvas. Self enroll in the course with code: https://canyons.instructure.com/enroll/H9A7FC. Skill-based instruction is the structure for providing ELA instruction targeted to skill level. Essential components and materials are outlined in the grade-level focus of instruction and materials found in the Canyons Instructional Guides. Routines for Intensifying Instruction are essential for development of foundational literacy skills. Routines are benefcial for ALL students and essential for intensive delivery of robust instruction. Suggested routines are found within the intervention materials with additional supportive routines found on the CSD routines ring and on the following pages. Step 1 Following the benchmark Use the Acadience Initial Grouping suggestions for determining student needs of acquisition, fuency, monitoring or maintenance of skills. Recommended instructional targets for initial groupings are outlined in the Canyons Instructional Guides.

—-------------------------- ● Use recommended State/District approved evidence-based

resources for Tier II with an effect size of .40 or greater

● Participate in

training of Tier 2 materials and their purpose ● Use resources with fdelity/integrity ● If 30% or more of students donot have mastery in a skill, intensify Tier 1 for skill acquisition andfuency ● Notifcation of the intervention needs tobe communicated with

DRAFT parents, families and/or caregivers ○ Sample1 ○ Sample2 ● Use theELA Standardized Protocol for Diagnostic and Intervention ● When beginning Step 2 Diagnostic Assessments After benchmarking, students below or well-below benchmark are administered the 95 Percent Phonological Assessment Screener for Intervention (PASI) for grades K-1 and the Phonics Screener for Intervention (PSI) for grades 2-5 to identify entry criteria for matching interventions. The assessments can be found in a teacher’s One95 platform accessed through Clever. Step 3 Determine Dosage Groups are recommended to meet the intensity needed to close the gap. Arrange groupings in chunks of 10-40 minutes depending on need. To intensify instruction, consider more time (per day, per week, on skill), smaller groups, more explicit sharp routines, extended guided practice, and scaffolds during Tier 1 for building success. Designs of intervention within a school, grade or combination of grades may be needed to use school site resources adequately for meeting needs of diverse groups.

Tier 2 groupings, it is essential to have plans for ELA

Step 4 Instructional Delivery

13