Elementary Tier 2 Manual

Canyons School District

Instructional Supports Department

1st Grade Fall 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 moving to intervention.

Critical Actions for Educators

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

Connect Data Points:

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

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

● 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 Blending Routines ○ Use 95 Phonics Core Program ○ Use PALS/KPALS ● Consider how best touse the4 modalities of

Consider lesson extensions in 95 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 instruction on the last day of

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

the instructional sequence (Day 5) contains multiple scaffolds, the instruction of that skill is not complete. Consider review and extension before building skills-based grouping Blending Routines: Students that seem “stuck” with blending sounds in a closed syllable with needing to say each sound before automatically blending, may need more instruction and practice with the stages of blending. Attack this skill in core frst. If 30% or more of students are below benchmark in Acadience Nonsense Word Fluency Whole Words Read (NWF-WWR). Other identifying patterns for needing of blending are: ● Haltingly saying each sound with long pauses between sounds.

● Use the Standardized Protocol for

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