Small Group Manual 2019-2020

Planning for Intervention Tier 1 universal (core) instruction is typically enough support for approximately 80– 85% of the students in a school. Tier 1 is the most efficient system of support, requiring minimal resources per student. Tier 2 interventions are designed to proactively support students at risk for poor reading outcomes, or who are just beginning to exhibit reading skill difficulties. When student identification 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 interventions are delivered with fidelity.

Students who are already exhibiting significant reading difficulties may require more intensive Tier 3 reading Interventions. After ensuring that both Tier 1 and Tier 2 reading instruction are being implemented with fidelity, the school may also need to provide Tier 3 reading Interventions for approximately 1– 5% of students. Tier 3 involves the highest staff to student ratio, and can be a very labor-intensive process, so should be reserved for a small number of students who have the highest level of need. 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.

CSD’s System of Assessment includes screening assessments designed to efficiently identify students who are at academic risk. Empirically-derived benchmarks have been established for these screening tools, which represent adequate reading skills for a particular grade and time of year. Each benchmark goal represents the level of reading skills necessary for students to be likely to achieve the next benchmark goal if they receive effective core reading 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 supplemental instructional support. Team and school-wide assessments, District-wide Standards-based assessments (DWSBAs), and classroom assessing all yield important data that may or may not validate screening assessment results.

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2019.08.20

©Canyons School District

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