Targeted Instruction for Level 2

Purpose of Targeted Instruction

Targeted Instruction provides each student with focused lessons that either remediate lagging prerequisite skills or to accelerate already mastered concepts.  It is fluid and allows for the student to close any gaps or receive enrichment in either Reading or Math.  The key is to identify the standards with which the instruction will cover and targeted in a manner with which the student can accelerate.  

The required number of minutes for Targeted Instruction is 30 minutes per week (computer-based and/or teacher-led) per subject (if both Reading and Math are assigned for a student based on a triangulation of data.

Targeted Instruction can be in small groups, 4-6 students, focusing on the same skill or concept.

If differentiating between what has been viewed as "Tier 2 or Targeted Instruction" in the past to current practice, "Tier 2 or Targeted Instruction is considered being given when there is Teacher-Led time being given during the WIN Block, not just a computer-based program.    The Teacher-Led time should be 2-3 times per week and connected to the computer-based programming for coherence.

Progress Monitoring

Progress Monitoring is monthly looking at both the number of minutes per week and the percent of lessons passed.  

Updated Tier 1-3 Grid with the appropriate progress monitoring tool!!

Passive Consent Parent Letters for Level 2

Level 2 Passive Consent - Reading (English)

Level 2 Passive Consent Letter - Math (English)

Teacher-Led Targeted Instruction

Reading

• (Grades K-8) i-Ready Teacher-Led Instruction Resources:  i-Ready Teacher Toolbox (access via Clever) - Contact SPC if you need access or training.

• (Grades K-5) HMH Into Reading - Login to HMH Ed to see Targeted Instruction options embedded into each module (Read and Respond Journals or Foundational Skills and Word Study Studio). Contact your Regional Literacy Coach or SPC for additional support.

• (Grades K-5 but could be used 6-12 for basic reading) Florida Center for Reading Research (FCRR)

• (Grades 9-12) IXL

• (Grades 9-12) Reading Strategies for the Content Areas - Go to LMS for course training & materials (Contact SPC for additional support)

• (Grades 6-12) UFLI-University of Florida Literacy Institute

Math

• (Grades K-5) i-Ready Level 2 Instruction (i-Ready Intervention)

• (Grades 6-8) i-Ready/Illustrative Math

• (Grades 9-12) IXL

Computer-Based Targeted Instruction

Computer-based instruction MUST be supplemented with teacher-led, small-group explicit instruction and monitored consistently.  Contact SPC for rostering information and licensing.

• (Grades 1-8)  i-Ready: Reading and Math Level 2 (Personalized Instruction) Best Practices for i-Ready Personalized Instruction (Log into your i-Ready account for viewing)

• (Grades K-8)  Istation: Spanish Reading 

• (Grades 2-8)  ALEKS: Gifted and Talented Math 

• (Grades 6-12) Imagine Math 

• (Grades 9-12) IXL: Contact your SPC to see if your HS has it.

  • IXL Learning is dedicated to creating the best educational technology possible. An end-to-end teaching and learning solution, IXL gives educators all the tools and insights they need to maximize learning for every student.  Using students’ diagnostic results, IXL creates personalized action plans that help students close gaps quickly and provides reports that help educators plan for small-group and individualized instruction. IXL’s curriculum automatically targets and differentiates learning. Every skill is adaptive, supporting and challenging each student at the right level.

Tips for monitoring student use of computer-based targeted instruction:

• Ensure that you have set expectations, rules, and procedures for students during instruction time and for transitioning throughout the room.  

• Supervise students to ensure that they are actively engaged with their computer-based instruction.  

• Pull students into small groups as needed based on the specific skills they are working on.

• Monitor student reports to review student progress and identify obstacles.

• Before progress monitoring students, ensure that they understand the purpose of progress monitoring, and discuss with them a goal they are working toward.

• Accessing instruction at home (English) (Spanish​)