Purpose

High quality instruction that teaches grade level standards.  Learning is differentiated within instruction to meet the needs of the students.   Tier 1 instruction is provided to all students.

Tier 1 instruction provides a window into each student's literacy strengths and needs. When data indicate a need, differentiated instruction should be planned for students needing remediation support as well as for those needing advanced instruction.

Reading

Reading instruction includes time for whole group and small group instruction each day. 

 Key elements include:

• Time to read  self-selected text

• Systematic instruction in phonics and word analysis

• Opportunities for vocabulary development

• Small group instruction 

• Use of authentic text to introduce concepts and model thinking

• Explicit instruction in comprehension strategies

• Shared reading

• Interactive read alouds

• Integration of content area text

• Reading aloud to students for pleasure 

Writing

A writing workshop approach is used to teach and practice writing.  

Key elements include:

• Time to write every day

• Mentor text that provides models for genre, author’s craft, and grammar

• Interactive and shared writing experiences

• Writing for authentic purposes

• Choice in topic 

• Seed writing

• Use of the writing process steps

• Opportunities to confer with the teacher

• Peer collaboration

• Time to share writing

Assessment

Assessments focused on thinking, strategies, and skills are used to evaluate progress and guide instruction

Key assessments include:

• Oral Reading Fluency Assessments

• Informal Decoding Inventory

• Writing scored with a rubric

• Reading and writing conferences

• Performance-based tasks

• Spelling  inventory (DSA or WTW)

• PALS 1-3

• Anecdotal notes

Purpose

Tier 2 Interventions are implemented when assessment data indicates that a student is not making adequate progress from universal instruction (Tier 1) alone and requires more specific, targeted support. Tier 2 Intervention is typically accessed by 10-15% of all students. 

Purpose

Tier 3 Interventions offer a student highly individualized, systematic and explicit instruction in an area of assessed need. This intensive remediation of basic skills is for a very small number (5-10%) of students that have evidenced either significantly low skills or have not responded with an acceptable rate of improvement in Tier 2.