Elementary Tier 2 Manual

Canyons School District

Instructional Supports Department

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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