Elementary Tier 2 Manual

Canyons School District

Instructional Supports Department

DRAFT ● Is there a large number of students with similar learning needs that could be best met by integrating needed supplemental supports and scaffolds into core (Tier 1) instruction? Students who exhibit signifcant academic or behavioral diffculties may require more intensive Tier 2 or Tier 3 interventions, warranting consultation with the Student Support Team (SST). The SST is a multidisciplinary problem-solving team created to identify and address the needs of individual students who are demonstrating signifcant diffculty in school, either academically or behaviorally, or both. After ensuring that both Tier 1 and Tier 2 instruction and supports are being implemented with fdelity and integrity, the school may also need to provide Tier 3 interventions and supports for approximately 1– 5% of students. Tier 3 involves the highest staff to student ratio, and can be a very labor-intensive process, and therefore, should be reserved for a small number of students who have the highest level of need. The SST meets regularly to triage students who have been referred for a variety of concerns (academic, social/emotional, behavioral, health needs, homelessness, etc.) that are affecting their ability to function within the daily demands of the school environment. The SST also monitors the progress of students receiving Targeted and Intensive services. Problem solving necessitates frst considering the possibility that a broader application of additional supports may be warranted, such as integrating supplemental reading instruction strategies into core reading instruction for all students in the classroom. Additionally, it is important for schools to develop a strategy for prioritizing students for interventions according to their level of need, as well as a procedure for considering students who transfer into the school between screening benchmark periods. Some considerations for PLCs include: ● Is the student receiving effective, consistent core (Tier 1) instruction? ● Is the student receiving a minimum number of instructional minutes of core instruction per day for that content as outlined in the instructional guides? ○ Minimumof 120 minutes of core literacy instruction daily. ■ Additional 30-45 minutes of small group instruction is recommended for a total of 150 minute ELA block . ○ Minimumof 50-60 minutes of core mathematics instruction daily. ■ Additional 25-30 minutes of small group instruction is recommended for a total of 60-90 minute Math block . ○ Minimumof 20 minutes of social-emotional wellness instruction weekly . ● Is core instruction provided using District-approved curriculum materials? Consult the CSD instructional materials database for approved materials. ● Is core instruction pacing aligned with the scope and sequence and the pacing outlined in the District Instructional Guides? ● Is core instruction routinely being implemented with integrity (for example, adhering to the guidelines and routines as outlined by that curriculum)? ● Are there critical instructional components that are missing or not effectively implemented during core instruction that need to be addressed prior to planning for additional Tier 2 interventions?

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