Elementary Tier 2 Manual

Intervention Manual

Tier 2 Intervention Guide-Elementary

3 3 3 3 4 4 5 6 7 7 9 9

Multi-Tiered System of Support (MTSS) Tier 1 - Universal Supports for All Students

Tier 2 - Targeted Interventions

Tier 3 - Intensive, Individualized Support

The Intervention Process

Tier 2 Elementary Intervention Flowchart

Universal Screening Data Other Assessment Data Team Problem Solving Determine Target Skill Instructional Grouping

Monitor Progress

10 11 11 13 13 13 13 13 14 14 15 15 15 16

Problem Solving Around Progress Monitoring Data

Progress Monitoring Decision Rules

ELATier 2

Step 1 Following the benchmark Step 2 Diagnostic Assessments Step 3 Determine Dosage Step 4 Instructional Delivery Step 5 Monitor Progress

Step 6 Regroup and Advance to New Skill(s) or Reteach with more intensity

MathTier 2

Step 1 Universal Screener

Step 2 Confirm

Step 3 Go Beyond the Scores

DRAFT Step 4 Select Impactful Area 16 Step 5 Group Students 16 Step 6 Identify Intervention Based on Need 16 Step 7 Monitor Progress 16 Step 8 Data-Based Decisions 16 Multilingual Newcomer Tier 2 17 Step 1 Determine Appropriate Scaffolds 17 Step 2 Gather WIDA Assessment Data 17 Step 3 Small Group Focused on Language Acquisition 17 Step 4 Progress Monitor 18 Step 5 Assess next steps 18 PBISTier 2 19 Universal Screening 19

Other Assessment Data

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Determine Target Skill

19 20 20 20 22 76

Behavior Interventions and Grouping

Monitor Progress

Exit Criteria

Appendix A ELA Resources Appendix B Math Resources

Appendix C Multilingual Newcomer Resources

141 142

Appendix D PBIS Resources

DRAFT

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Tier 2 Intervention Guide-Elementary Critical Features and Practices of Intensive Interventions

Multi-Tiered System of Support (MTSS) A Multi-Tiered System of Supports, or MTSS, is a framework to enhance student success through a proactive and responsive approach. It is designed to provide a systematic way of identifying and addressing the diverse needs of students, ensuring that they receive the appropriate levels of support and intervention to reach their full potential. CSD’s MTSS Framework outlines three critical components: (1) High Quality Academic and Behavioral Instruction and Intervention, (2) Data for Decision Making, and (3) Team-Based Problem Solving. MTSS typically consists of multiple tiers of levels of support, each tailored to meet the specifc needs of students. These tiers range from universal support for all students (Tier 1) to targeted interventions (Tier 2) and intensive, individualized support (Tier 3). The level of support a student receives depends on their unique requirements and progress. Tier 1 - Universal Supports for All Students

DRAFT Tier 1 instruction in education is of great importance as it forms the bedrock of effective and inclusive learning environments. At this foundational level, educators implement high-quality evidence-based teaching strategies that are accessible to all students, regardless of their abilities or backgrounds. These practices not only provide a solid academic foundation but also help address diverse learning needs, ensuring that every student has an equitable opportunity to succeed. Tier 2 - Targeted Interventions In Tier 2, educators identify students who may be struggling with specifc academic or behavioral challenges and provide them with additional, often small-group, instruction or interventions to address these issues. This approach aims to bridge gaps in learning and help students reach grade-level expectations. Tier 2 interventions are research-based and designed to be fexible, adapting to the unique needs of each student. This tier plays a crucial role in fostering academic growth and ensuring that students receive the necessary support to succeed in their educational journey. Any Tier 2 intervention is supplemental to Tier 1 (universal) instruction and is identifed on the CSD master schedule. The most effcient way to provide targeted instruction matched to students’ specifc learning needs is to provide intensifed instruction in a small group setting (ES 0.49) combined with quality core instruction and classroom management (Hattie, 2011). Each prescriptive instructional focus is identifed for student needs including extension, reteach, front load, or intervention. 3

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Tier 3 - Intensive, Individualized Support Tier 3 interventions are individualized and targeted to address the specifc needs of students who have not responded to less intensive interventions. Tier 3 services include one-on-one or small group instruction and may include specialized programs tailored to a student’s unique learning challenges.

The Intervention Process

DRAFT use instructional grouping and target skills to implement an appropriate intervention, and monitor progress to evaluate the effectiveness of the intervention. The standardized Tier 2 intervention protocol is depicted in the fgure below, along with more detailed information for each component. Tier 1 universal (core) instruction is the most effcient system of support, requiring minimal resources per student. Tier 1 instruction typically supports approximately 80 – 85% of the students in a school. Tier 2 interventions are designed to proactively support students at risk for below typical academic and behavioral outcomes, or who are just beginning to exhibit skill diffculties. When student identifcation is done effectively, estimate serving no more than 10 – 15% of the student population over the course of the year in Tier 2 interventions. Tier 2 interventions will require more adult involvement for fewer students, yet can produce effective results when well matched evidence-based interventions are delivered with fdelity and integrity. Approved instructional materials can be found on the CSD instructional materials database. A foundational principle of a Multi-Tiered System of Support (MTSS) model is that when a large percentage of students demonstrate similar learning challenges (whether academic or behavioral), the problem-solving process focuses initially on Tier 1, classroom instruction, as a priority before identifying students who may beneft from supplemental or intensive instruction or services. The standardized Tier 2 intervention protocol combines specifc tools and resources to effectively analyze universal screening and other assessment data , engage in team problem solving to identify and select an intervention matched to student need,

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Tier 2 Elementary Intervention Flowchart

UNIVERSAL SCREENING DATA Is the student’s skill(s) below benchmark? See CSD benchmarks in CSD Instructional Guides Notify families and additional school personnel.

OTHER ASSESSMENT DATA Consider other sources of data (e.g., diagnostic assessments, common formative assessments, observations) See CSD Assessment System in CSD Instructional Guides

TEAM PROBLEM SOLVING PLC Team compiles and examines student data to determine adjustments to core instruction, needed intervention(s), and how to best utilize available school resources. Consider conferring with SST for support with interventions as needed.

DETERMINE TARGET SKILL Determine most appropriate skill to target for intervention

IS THE TARGET SKILL ACADEMIC?

IS THE TARGET SKILL BEHAVIOR?

DRAFT INSTRUCTIONAL GROUPING INTERVENE ON TARGET SKILL Determine appropriate Tier 2 intervention Identify the function, or reason, for the based on assessment data. See Instructional behavior. Determine desired behavior. Match Grouping guidelines in CSD Instructional Guide with standardized intervention protocol. MONITOR PROGRESS Review progress monitoring data to determine the impact of intervention; make adjustments based on decisions around these data.

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Universal Screening Data

DRAFT Multilingual: WIDA ACCESS for Multilingual learners screens and monitors student progress toward English language profciency in four domains: reading, writing, listening, and speaking. WIDA is administered on a yearly basis in January to serve as just one of the many criteria that educators consider as they determine students’ current levels of English language profciency. See resource: WIDA ACCESS Level Descriptors. Behavior: Universal screening for behavior is a systematic way of identifying student behaviors that may serve as a barrier to student success. CSD uses the Systematic Risk Screening Scale - Internalizing and Externalizing ( SRSS-IE ) as a universal behavior screener for all students in Kindergarten through grade 5. Elementary students are screened three times a year (Fall, Winter, Spring). The SRSS-IE is based on teacher perceptions; teacher ratings are aggregated, resulting in identifcation of students as either low risk, moderate risk, or high risk for externalizing and/or internalizing behaviors. SRSS-IE data, when used in conjunction with other data, will help generate plans for interventions for targeted students using the school’s MTSS framework. Parents/guardians are notifed at registration of universal screening that occurs systematically in CSD. Following screening assessments, it is important to inform parents/guardians if screening assessments result in an identifed area of concern for their child along with details about additional supports that their child may need. Follow your school’s communication plan. Academics: Systematic screening can be used to proactively identify students who may be in need of more intensive instruction. At the elementary level, CSD universally screens all students in kindergarten through grade 5 three times per year (Fall, Winter, Spring) using district approved Curriculum-Based Measurements (i.e., Acadience ) in reading and math. It is important to note that these assessment tools are not designed to be diagnostic, rather they aim to promote the early identifcation of students who may be at-risk for poor reading or math outcomes and would potentially beneft from intensifed instruction and/or specifc intervention. Screening also results in school-wide data that can be used to inform school staff about the needs of their population to assist with planning and resource allocation. See accompanying resources for math (K-3) and reading (K-5). Universal screening is part of CSD’s Assessment System and serves as an important indicator of both the health of a school’s system of supports (MTSS) as well as to guide the application of available resources and supports in a more effective and effcient manner so that all students can achieve success. Refer to CSD’s Assessment System in the CSD Instructional Guides for more information.

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Other Assessment Data

CSD uses an integrated assessment system to support educators with gathering evidence of student skills in order to plan instructional responses before, during, and after instruction has taken place. Assessing student learning allows educators to identify gaps in student learning, set goals for improvement, and measure the effectiveness of instructional programs.

DRAFT An important step in using data-based decision making for planning Tier 2 interventions is to validate the need for support. The PLC team and/or SST need to determine the level of confdence that an identifed student may need additional instructional support. All available assessment data (universal screening and other assessment data) should be considered or additional data collected when the decision is not clear. The PLC and/or the SST uses a problem solving process to help identify barriers, plan for intervention, monitor implementation, and determine an intervention’s effectiveness. The teaming structures within CSD include the Building Leadership Team (BLT), Professional Learning Communities (PLCs), and Student Support Teams (SST). Team decisions regarding whether a student is in need of intensifed instruction or intervention in addition to universal core instruction, typically lies with the school’s PLCs, which are grade-based teams within an elementary school. The PLC uses a problem solving protocol (such as the 4-step problem solving model) to facilitate decision making. Universal screening and other student data, along with implementation data, are used to make informed decisions about student needs and allocation of available resources. CSD’s System of Assessment includes screening assessments designed to effciently identify students who are at risk. Empirically-derived benchmarks have been established for these screening tools, which represent adequate skill for a particular grade and time of year. Each benchmark goal represents the level of skill necessary for students to likely achieve the next benchmark goal, if they receive effective core instruction. Cut points for risk serve to proactively identify those students who are not likely to achieve the next benchmark goal without additional instructional support. Other routinely collected assessment data may facilitate decision making regarding a student’s need for intensifed instructional support. District, team, and school-wide assessments, classroom assessing, and observations all yield important data that may or may not validate screening assessment results. Multiple data sources should be used for decision making regarding a student’s need for intensifed instruction or intervention. Team Problem Solving

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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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Determine Target Skill

DRAFT Students’ skills should be monitored and recorded frequently and consistently in order for skill-based instruction to remain dynamic and matched to student needs. Teachers use data to continually design and adjust effective skills-based instruction using the resources in this manual. For most students receiving a fdelitous Tier 2 intervention, skills-based instruction will suffciently meet individual student needs. Additional intervention may be necessary for students who are not adequately responding to the intervention. Resources for intervention outlined in the CSD instructional materials database are pre-approved for use. (For more information, please refer to the article “Tiered Instruction and Intervention in a Response-to-Intervention Model”) Skills-based instruction is an effcient Tier 2 small-group structure for providing instruction that is targeted to student skill level. Essential components include: ● teaching essential skills for behavior and academics ● differentiating instruction ● providing explicit and systematic instruction with ample opportunities for student practice and teacher feedback, including error correction ● applying taught skills and strategies ● responding to student progress data ● creating a learning atmosphere that is motivating, engaging, supportive, and positive (Denton, 2008; Torgesen, 2006) It may be diffcult to distinguish between whether the challenges that a student may be experiencing are primarily academic or behavioral in nature as there is an interactive relationship between the two. A student’s academic diffculties may lead to problem behaviors, and similarly, a student’s behavior challenges may impact academic learning. Many times it may be necessary to integrate behavioral supports along with an academic skills-based intervention. However, determining the primary target skill to intervene with (whether academic or behavior) can help in identifying the most appropriate evidence-based intervention needed. In Tier 2, the goal is to identify those students with similar needs in order to implement ongoing interventions that can be applied to groups of students in the same way with little or no individualization (e.g., standard protocol approach). Identifcation of the best option from a menu of available District-approved, research-based interventions is the most effcient delivery model for Tier 2. Instructional Grouping

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Monitor Progress

Progress monitoring is “a scientifcally based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction.” (National Center on Student Progress Monitoring, 2016). Progress monitoring is a key component of MTSS, involving frequent measurement of student performance on a specifc targeted skill for the purposes of:

● measuring student growth toward a targeted objective or goal, ● making decisions about the intervention’s effectiveness, and

● determining how and when to continue, adapt, or discontinue the intervention. Progress monitoring has been demonstrated to have a high effect size on student achievement, particularly when data are graphed, shared with students, and decision rules are used to determine when an intervention is working or needs to be intensifed.

Visual representation of progress monitoring data using graphs aids in team decision making. Each progress monitoring assessment is represented by a data point on an individual student’s graph. This allows teams to track that student’s growth over time to monitor the student’s progress toward an established goal. Team decisions resulting in changes in intervention strategies (e.g., improving fdelity, increasing or decreasing intensity, adding intervention components), should be documented by the team and shown by a vertical intervention line on the student’s graph.

DRAFT Students currently performing below or well-below benchmark on curriculum-based or skill-based measures should be regularly progress monitored. Best practice for frequency of progress monitoring outlines that those performing well-below benchmark should be progress monitored consistently after every 1 to 2 weeks of instruction and those below benchmark should be progress monitored every 2 to 4 weeks. Students who are performing at grade-level should not be progress monitored; screening three times per year is suffcient. To best inform problem solving and accurate decision-making, progress monitoring data need to be shared with all teachers and families responsible for a student’s learning, the student, and the members of the PLC team (and/or SST if appropriate) on a consistent and regular basis. The successful execution of progress monitoring relies on a collaborative effort between teachers and instructional coaches. By aligning interventions, using suitable materials, and adapting to the platform’s functionalities, we can achieve a meaningful assessment of student progress and intervention effectiveness.

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DRAFT Progress Monitoring Decision Rules A student’s rate and level of progress is represented by a trend line, which is a line that is drawn through the data points representing the student’s performance over time. Rate of progress refers to how long it takes the student to reach the goal line. Teams can evaluate the rate of progress by reviewing student trend lines. The level of progress is thus refected as either an increasing, stable, or decreasing trend line. A general recommendation is to generate at least three to fve data points following the initiation of an intervention before considering a decision about whether or not a student is making adequate progress or an adjustment in intervention is needed. Every time student data are reviewed, an interpretation about the student’s response to intervention (positive, questionable, or poor) and a decision about what will occur next needs to be made. Decision options include continuing the intervention, intensifying the intervention, modifying the intervention, fading the intervention, or returning to the problem solving phase to gather additional data. In each of these scenarios, decisions about next steps are based on student data. Problem Solving Around Progress Monitoring Data Progress monitoring by itself does not change student outcomes; however, progress monitoring allows for data-based decision-making regarding adjustments in instruction and/or interventions to achieve better outcomes for each student. In order for data-based decision-making to occur in a systematic way, PLC teams need to have ready access to current student data and establish a regular schedule for reviewing student progress data. Regular review of progress monitoring data is essential for examining the effectiveness of Tier 2 interventions within an MTSS model and for adjusting instruction, as needed, based on student growth. An important component of effective problem solving involves establishing whether planned interventions were implemented with fdelity in order to accurately draw conclusions about intervention effectiveness. It is strongly recommended that a standard progress monitoring procedure be established in each school that specifes: ● who is responsible for progress monitoring which students, ● who ensures fdelity of progress monitoring probes, ● who is responsible for progress monitoring data entry, ● how frequently data entry occurs (ideally immediately, at a minimum, weekly), ● who ensures that data entry is occurring regularly, ● who is responsible for reviewing progress monitoring data to make decisions about potential instructional adjustments, and ● how frequently progress monitoring data are reviewed in order to ensure that instructional decision making is timely.

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If data indicate that the student is progressing toward the established goal, the response to intervention is considered positive and the team can decide whether to: ● continue the intervention with the current goal, ● increase or adjust the goal and continue the intervention, or ● begin fading intervention to determine if the student can sustain adequate growth.

When data indicate the student is making progress, but progress is at a slower than expected rate, or progress is variable, the response to intervention is considered questionable. When this occurs, it is important to frst determine if adjustments need to be made in how an intervention is being applied. If there is suffcient evidence that the intervention was implemented with fdelity, the team can decide whether to:

● modify or intensify the intervention, or ● provide the student with more frequent feedback regarding his/her progress.

If the data show that the distance between the student’s trend line and goal line does not narrow, the response to the intervention is considered poor. If the team ensures that the intervention was implemented consistently and as intended, then the team decides whether to: ● conduct additional assessment to determine if the most appropriate skill is being targeted, ● make signifcant adjustments to the intervention’s intensity, or ● consider whether an additional or more individualized intervention may be warranted.

DRAFT

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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

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independent practice for any students that may not be with an instructor during the skills-based time

Instruction is typically implemented with a teacher/student ratio of 1:5. A ratio of 1:3 may be necessary to achieve a more intense student instructional practice and response rate. The instruction should be matched to the needs of the student. Begin by focusing on the skill gaps identifed by the universal screener. ● Group 1: Comprehension and Vocabulary ● Group 4: Word recognition skills (phonics and phonemic awareness)- gaps for these students are also identifed with the PASI and/or PSI Use concise, well paced routines that deliver an explicit model of instruction. Require students to demonstrate the skill with accuracy and fuency. Be sure to include these items in the explicit routine: ● Check that students are practicing correctly ● Group 2: Fluency of skill(s) ● Group 3: Accuracy of skill(s)

● Build curriculum coherence between Tier I and Tier II by aligning scaffolds, common vocabulary, resources and or accommodations to give access to content ● Problem solve the results of the intervention and next steps with on-going communication. Involve appropriate stakeholders ● Consider how best

● Have students repeat instructions ● Use error correction techniques

● Maintain high expectations for all students ● Provide students with multiple examples ● Provide guided practice opportunities ● Check for independence and mastery of skill

Step 5 Monitor Progress Check the skill often during instruction. Provide more guided opportunities when errors occur before moving to independence. After a skill has been taught, assess the skill to determine next steps. Continually monitor progress (at least every 2 weeks) with Acadience to determine if the student is making appropriate gains with the intervention. Use the data to determine next steps for groups of students. It is important to note that progress monitoring is best practice in order to evaluate the effectiveness of interventions; and for grades K-3 is required by Utah’s “Read to Succeed” (SB127) reading law. Details about Progress Monitoring and Utah Law, can be found in CSD’s Instructional Guides.

touse the4 modalities of

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

DRAFT ● Use the Progress Monitoring Hierarchy for aligning off-level progress monitoring Step 6 Regroup and Advance to New Skill(s) or Reteach with more intensity Students receiving intervention should be able to move to a new grouping for appropriate instruction to acquire the needed skill(s). Some students will need to move to a new skill(s), and some students will need more intensive intervention with the same skill(s). Instructional decisions, including progress monitoring need to be consulted within a PLC, intervention team, and/or SST to develop a school or team plan for determining instructional match, delivery of instruction, progress monitoring of skill, and evaluating the effectiveness of interventions. See Appendix A for more ELA Tier 2 resources.

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MathTier 2 Critical Features and Practices of Intensive Mathematics Interventions

Critical Actions for Educators —------------------------ ● Intervention occurs only after

The goal of interventions in mathematics is to identify skill gaps and address them as effciently as possible. Students requiring math interventions are characterized as those who are not making adequate progress with Tier I instruction and/or have below or well below benchmark on Acadience assessments and/or enVision assessments aligned to Utah Standards. These interventions should be administered by qualifed professionals (classroom teachers, paraprofessional, interventionist). Additionally, interventions should be tailored to the specifc needs of students and delivered in a systematic manner using district approved, evidence-based resources.

the targeted skill is taught using the CSD

Scopeand Sequence

● Use

recommended State/District approved evidence-based resources for Tier II with an effect size of .40 or greater. Use the resource with fdelity/integrity

Decide on a narrow and specifc learning intention which will be the focus of the intervention.

Select an intervention that closely matches the targeted learning extension. Acknowledge and build on student strengths to address skill defcits.

Establish the exit criteria before the

intervention begins, so students exit the intervention once the criteria have been met.

DRAFT ● When analyzing data, identify skill gaps to instruct; utilize strengths of students to developa targeted intervention ● Look for patterns in whole class Step 1 Universal Screener Acadience assessments serve as a screener to identify which students may need extra support. Use the Analyzing Classroom-Wide Acadience Math Results for determining student needs based on Acadience Assessments. Step 2 Confrm Acadience assessments are designed as a screener to support grade level standards (some of which may not have been taught before the testing window), therefore an action step for teachers and teams is to confrm that student benchmark data matches expected knowledge for the time of year. Look at multiple data sources to confrm what the achievement, if 30%ormore of students donot

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have mastery in a skill, intensify Tier 1 for skill acquisition and fuency the intervention needs tobe communicated with parents, families and/or caregivers

student knows and can do, such as enVision data, formative assessments, student interviews, etc.

Step 3 Go Beyond the Scores Review students’ actual responses on formative, curriculum, and screening assessment items to discover patterns of strengths and needs. Assessment data are also helpful in identifying classwide patterns in student achievement. Is there a group of students who are not making progress or meeting benchmarks? Step 4 Select Impactful Area Rank areas of need and make an impactful choice based on the following guiding questions: ● Is it a Major Work of the Grade? ● Where will the skill and concept emerge as a prerequisite for future learning? Step 5 Group Students Group students with similar skill needs for intensifed core instruction and/or small group intervention. If many students have the same need, consider adding brief reteaching and review of the skill or concept to Tier I whole class instruction. Step 6 Identify Intervention Based on Need Access identifed materials that align to student need using the CSD Tier II Math Intervention Guide. Administer the intervention according to guidelines.

● Notifcation of

● Communicate with appropriate stakeholders on anongoing basis.

Stakeholders may include: PLCteam, families, student, instructional coach,

principal/ assistant principal.

DRAFT Step 7 Monitor Progress Measure the effectiveness of the intervention with formative assessments that closely match the targeted learning intention using the progress monitoring in math guidelines. Step 8 Data-Based Decisions Use at least 3-4 formative assessment scores to make decisions about adjustments to the intervention or whether exit criteria have been met. Problem-solve the results of the intervention and next steps with ongoing communication with appropriate stakeholders. Various stakeholders may have important information for decision-making. See Appendix B for more Math Tier 2 resources.

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Multilingual Newcomer Tier 2 Critical Features and Practices of Targeted ML Learner Interventions

Critical Actions for Educators

The purpose of scaffolding language acquisition during core instruction is to build English language skills. To facilitate language acquisition it is imperative that Multilingual Learner (ML) newcomers (new to the country within the last calendar year) are: ● provided with scaffolds during core instruction that integrate Writing, Inquiry, Speaking/listening, and Reading/viewing (WISR). ● immersed in English language to the greatest extent possible ● given access to content-specifc interventions (e.g., math) when needed and used simultaneously with the language acquisition interventions described here. Step 1 Determine Appropriate Scaffolds Planning effective scaffolds begins with evaluating the expectations of content standards, how students will demonstrate their learning, and evidence of students’ individualized needs and strengths. The complexity of the content and the tasks can be made accessible to each learner by designing scaffolds that make learning visible. Consider scaffolds through a WISR lens to support the cognitive or linguistic demand of the content in order to maintain the rigor of the standard. More scaffolding resources can be found on the Canyons District ML Website. Step 2 Gather WIDA Assessment Data

—-------------------------- ● Intentionally plan speaking, listening, reading and writing into each lesson during core instruction

(WISR) ● Provide scaffolds during instruction, independent work, and assessments ● During small

DRAFT group language acquisition, focus onBasic Interpersonal Communication Skills (BICS) while incorporating phonological awareness Analyze students’ WIDA Access score. Use the profciency descriptors to analyze what students are able to do in each domain: reading, writing, listening, and speaking. Newcomers (new to the country within the last calendar year) in any grade or students in K-5 who have a WIDA speaking score of 1 or 1.5 need intensifed focus on language acquisition while receiving core instruction including scaffolds in literacy foundations and comprehension. Step 3 Small Group Focused on Language Acquisition Language Acquisition groups focus on Basic Interpersonal Communication Skills (BICS). BICS are defned as the linguistic skills needed in everyday social face-to-face interactions. Small group language acquisition instruction incorporates phonological awareness, phonemic awareness, and vocabulary using this lesson framework and plan for language acquisition. When working with a small group, sound/spelling cards, sound walls, or posters should be accessible by the students and teacher during explicit instruction and used for reference. Skills that have been taught in small

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group, such as phonological awareness, phonemic awareness, phonics, morphology, and vocabulary should be incorporated into core instruction in all content areas to give more opportunities for application instead of isolated skill instruction. Step 4 Progress Monitor Acadience progress monitoring should align with the small group intervention using the hierarchy of literacy skills. For most newcomer groups this means PSF (Phonemic Segmentation Fluency) or NWF-CLS (Nonsense Word Fluency Correct Letter Sounds). Each school has an on-site instructional coach who can support in the identifcation of appropriate progress monitoring measures. Use of the WIDA descriptors in speaking can be a guideline for determining the complexity of speaking demands students may progress through. Step 5 Assess next steps Multilingual students new to the country (newcomers) may need language acquisition support throughout the year. Continue to target BICS that students need in the classroom as you increase the focus to literacy using the instructional sort for literacy.

See Appendix C for more Multilingual Newcomer Tier 2 resources.

DRAFT

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PBISTier 2 Critical Features and Practices of Targeted Behavioral Interventions

Universal Screening Universal screening is a deliberate and systematic way of identifying student behavior that might be a barrier to student success. Universal screeners are important to schools as they provide indicators of the social-emotional health of a system and the individuals in the systems. It helps to identify the prevalence and severity of behavioral indicators so that resources can be applied more effectively and effciently. Families are notifed of universal screeners as part of online registration. Families can opt-out the same way they opt-out of RISE testing. The Student Risk Screening Scale - Internalizing/Externalizing (SRSS-IE) is the universal screener used in CSD elementary schools. The SSRS-IE is a behavior screener based on teacher perceptions and is a single data point that when used in conjunction with other data, will help to generate plans for intervention through the school’s MTSS framework. This document, which is also included in the Instructional Guide, has further information on the SRSS-IE. For more information on the SRSS-IE, contact the Student Wellness Services. Other Assessment Data Canyons School District established an Early Warnings System (EWS) to support schools in efforts to systematically identify students who have early indicators of risk. At the elementary level, those risk indicators include attendance, offce

Critical Actions for Educators —-------------------------- ● Complete the SRSS-IE at the appropriate time (fall, winter, spring) ● Problem solve around SRSS-IE and EWS data to identify students who may need more support ● Identify desired behavior or target skill ● Determine

function, or reason, for target behavior

DRAFT ● Determine baseline data of target behavior ● Teach desired behavior or target skill ● Consistently reinforce desired behavior or target skill ● Correct any discipline referrals (ODRs), and suspensions. EWS data can be used to systematically identify students or groups of students who otherwise may not be identifed. These students may display levels of absenteeism or behavior challenges that could adversely impact their success in school. EWS data can be used in conjunction with SRSS-IE data to help identify students most at risk. Determine Target Skill Unlike academic areas, when determining a target skill for behavior intervention, it is necessary to problem solve around what skill may be interfering with a student’s success in school. This is not determined by a test score, rather by observation, data collection, and consultation. In elementary school, problematic student behavior generally falls into two categories: diffculties with self-management skills and/or diffculties with social skills. To determine the target skill, it is important to decide what behavior you would like to see instead of the problematic behavior that is occurring. It is also important to objectively defne the focused target of intervention, rather than

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undesired behavior or interfering skills

broad categories of behavior and/or multiple targets.

Another consideration in planning an intervention is to consider the function, or the reason for, a student’s behavior. Reasons for a student’s behavior generally fall into two categories: obtaining something or avoiding something. Knowing the function of a behavior can greatly assist in fnding an intervention that addresses the function, or the reason the student displays the challenging behavior in the frst place. For further information, see this professional learning on creating a student behavioral intervention plan. challenges, the problem-solving process focuses initially on Tier 1, classroom instruction and management, as a priority before identifying students who may beneft from more intensive interventions or services. Additionally, it is effcient and effective to have students with similar behavioral challenges grouped to receive similar interventions. Students who need a Tier 2 level of support should be able to be matched with standardized intervention protocols without a great need for individualization. For more complex behavior challenges, consult with your school’s wellness staff and/or make a referral to your school’s Student Support Team (SST). Monitor Progress The tracking of student behavior and monitoring progress of an intervention is not done by a designated assessment or curriculum measures. Rather, the data that is measured is determined by the intervention selected for the student. Data can be tracked on a spreadsheet, in the intervention program itself (e.g., CICO in PBIS Rewards) or simply graphed with paper and pencil. Or consider using a data graphing program such as this one available from Missouri PBIS. Behavior Interventions and Grouping When a large percentage of students demonstrate similar behavioral

● Choose

appropriate data source for progress monitoring

● Monitor

progress on target behavior/skill ● Problem solve around

intervention effectiveness

DRAFT Exit Criteria When a student is receiving a behavioral intervention, the exit criteria for that student should be determined prior to the intervention starting. A student can exit for two reasons: (1) the student has shown success and no longer requires targeted support or (2) the student is struggling to meet the target skill and needs more individualized support than is offered by the standardized protocol. For more detailed information on how to implement specifc standardized intervention protocols that are aligned with CSD’s Instructional Priorities, see Appendix D for more PBIS Tier 2 resources.

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Appendix A ELA Resources

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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

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determine the need for intervention from Winter Benchmark data.

● Use the Standardized Protocol for

A student in the Fall who is well below may be well below because they need access to core instruction and exposure to alphabetic principle. Intervene on skills that have already been taught. Instruction should happen prior to an intervention. However, after explicit core instruction, students may show evidence of not mastering skills. This is where student data can determine needs and skill gaps. Use the instructional sorts provided in the instructional guide to support focus of instruction and materials. Recommended Materials to support skills based instruction: ● KPALS ● 95 Phonics Core Instruction ● ERI Kit ● 95 Phonological Awareness Kit after Winter Benchmark

Diagnostic and Intervention as a guide for each grade-level.