Elementary Tier 2 Manual

Canyons School District

Instructional Supports Department

● Expectation for Student Responses~ Everyone Does Everything! ● Opportunities for success with the decodable readers. ● Repeated readings for fuency, a skill needed for application Skills-based Instruction: Allow students to have access to standards through core instruction frst. If students are not showing progress with application, then determine the need for intervention from student data. Data sets to consider are: ● Acadience Progress Monitoring Data ● 95% Unit Assessments Grades 2-3 (Winter Grade 1) ● Student interactive texts ● Teacher created assessments ● Teacher observation ● Analytical or process writing 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 and on the following pages to support focus of instruction and materials. Recommended materials to support skills based instruction: ● PALS 1st grade ● 95 Teaching Blending 1st grade ● 95 Phonological Awareness Kit 1st grade ● 95 Phonics Lesson Library (PLL) ● Suggested Lesson Plan materials as described on the following pages for fuency, accuracy or comprehension Step 1: Give the Diagnostic; ● Diagnostics can be found in the One95 platform found in Clever ○ Phonological Assessment (PASI) ○ Phonics Screener for Intervention (PASI) ● Each assessment will place the student in the appropriate skill level for learning. If a student has been given the diagnostic previously, continue using the diagnostic checklist to show which skills are mastered. If the skill is part of the grade-level core, do not intervene until the core teacher has addressed the skill and determined there is a need for intervention. Step2 : Group students ● Group the students according to needs. If the need is: ● Close reading and Vocabulary, use the Group 1 lesson plan guide. ● Fluency, use the Group 2 lesson plan guide. ● Accuracy, use the Group 3 lesson plan guide. ● Word recognition skills including PA and Phonics, use the PASI and PSI for placing in the 95 phonics Lesson Library (PLL); Group 4 lesson plan guide. Step3: Deliver Instruction ● Follow the instructional delivery essentials and use CSD district approved materials. Step4: Progress Monitor on skill and with Acadience as needed using the Standardized Protocol for Diagnostic and Intervention protocol. Step5: Regroup and begin the next instructional sequence.

● Use the Standardized Protocol for

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

● Use the Progress

Monitoring Hierarchy for aligning off-level progress monitoring