Elementary Tier 2 Manual

Canyons School District

Instructional Supports Department

Grades 2-5 Grade 1 after Winter Benchmark 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. Use the following data points for evaluating the need for intensifying core, or moving to small group instruction. 70+ percent of students should have mastery of skills prior to ● ALO Benchmark Data ● 95% PCP student workbook Grades 2-3 (Winter Grade 1) ● 95% Unit Assessments Grades 2-3 (Winter Grade 1) ● Teacher Observations ● Team Created Assessments 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 SBI grouping to give scaffolds. In grades 1, 2 and 3, consider lesson extensions in 95 moving to intervention. Connect Data Points:

Critical Actions for Educators

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

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

● Use resources with fdelity/integrity

● If 30% or more of students donot have mastery in a skill, intensify Tier 1. ○ Use 95 Blending Routines (1st) ○ Use 95 Phonics Core Program ○ Use PALS (1st) ○ Fluency reads ○ Leveled Readers

Phonics Core Program to provide mastery of foundational skills. Using instructional agility and team problem solving to extend lessons to 7 days might be needed with some skills or student populations to teach the 5 part lesson sequence. Students learning blending of CVC, closed syllable patterns, may need multiple exposure of explicit instruction and guided practice to build mastery. If

○ Genre reads ○ 95Phonics

instruction on the last day of the instructional sequence (Day 5) contains multiple scaffolds, the instruction of that skill is not mastered. Consider review and extension of lessons before building skills-based grouping. Instructional Delivery Essentials: ● Access to the interactive student workbook and slidedeck. ● Access of routines and manipulatives (i.e., chips and mats) ● Production of work and application of skills with scaffolds as needed. ● Connection to the text. ● Students do the work and the thinking. Writing more and copying less. ● Use syllable signals to code and decode the words.

Lesson Library (PLL)

● Consider how best touse the4 modalities of

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

● Orthographically map sounds to print. ● Common vocabulary for manipulatives.