Elementary Tier 2 Manual

Canyons School District

Instructional Supports Department

Kindergarten Considerations and Recommendations

Tier I instruction is the most important factor in having students reach profciency in early literacy skills. Teach skills in Tier I frst before intervening on a skill/standard, regardless of the Acadience score. It is recommended that students do not receive Fall intervention on skills that have not been taught yet, i.e., letters and their speech sounds.

Critical Actions for Educators

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

Connect Data Points:

● ALO Benchmark Data ● 95% PCP student workbook ● 95% Unit Assessments ● Team Created Assessments

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

● Use resources with fdelity/integrity

Extend Core Instruction: Consider your literacy schedule and Skills-Based Instruction in your master schedule. Teachers can intervene during Tier 1 instruction by extending core instruction, based on the students needs and not wait for a SBI grouping to give scaffolds.

● If 30% or more of students donot have mastery in a skill, intensify Tier 1. ○ Use 95 Phonics Core Program ○ KPALS ● Consider how best touse the4 modalities of

Lesson extensions in 95 Phonics Core Program for kindergarten students is essential. There are 25 lessons, which allows for 7 days to teach 5 lessons. Students learning the alphabetic principle need multiple exposure of explicit instruction and guided practice. Going slow to go fast, allows students time to master skills.

Language (Speaking, Listening, Reading, Writing) to show mastery

Instructional Delivery Essentials: ● Access to the student workbook and slidedeck. ● Access of routines for letter formation and connecting to letter sound ● Production of work and application of skills frst, then application with scaffolds as needed. ● Connection to the text, phrase, or sentence ● Writing more and copying less Skills-based Instruction: Allow students to have access to standards through core instruction frst. If students are not showing progress through application, then

● Use the Progress Monitoring Hierarchy for aligning off-level

progress monitoring