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 whole group, small group, and personalized instruction throughout each unit.

Key elements include:

• Explicit instruction in comprehension strategies

• Time to read self-selected texts

• Read alouds for pleasure and modeling reading techniques

• Differentiated small group instruction

• Opportunities to confer with the teacher

• Vocabulary development through reading a variety of authentic texts

• Collaborative conversations to analyze, compare, and contrast texts

Writing

A Writing workshop model supports the writing process.

Key elements include:

• Time to write each day

• Explicit instruction in writing strategies

• Use of mentor texts to provide models for a variety of writing techniques

• Practice using steps of the writing process

• Embedded grammar instruction

• Opportunities to confer with the teacher

• Writing for authentic purposes

• Writing to reflect on reading

• Seed writing

• Writing to demonstrate critical thinking and analysis

Assessment

Assessments focused on critical thinking with the application of skills and strategies are used to evaluate progress and guide instruction.

Key assessments include:

• Writing to demonstrate thinking and new learning

• Performance-based tasks

• Writing samples scored with a rubric

• Exit tickets to check for understanding

• Reading and writing conferences

• Multiple choice using specific question stems

• Student/teacher collaboration in assessment development

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.