Beginning Developing Applying Refining Tier 1: Awareness that some students Varies instructional approaches Practices responsive instruction Practices responsive reading require an individualized (whole group and small group) to to meet students’ individual instruction so that each Intervention approach within regular meet students’ needs based learning needs as determined student’s needs as a reader are Within classroom instruction. upon classroom formative through multiple sources of met within the Gradual Release Instruction assessment data. more individualized formative of Responsibility Model (see pg. assessment. 42 of Saskatchewan Reads). Utilizes ongoing, authentic formative assessments to determine the instructional approaches that will meet the needs of each student. Tier 2: Awareness that some students Supplements classroom Supplements classroom Supplements classroom require additional support instruction with additional small instruction with additional small instruction with additional Instruction beyond classroom-based group support for students who group support for students’ who group support to students who intervention within instruction. struggle to read well. This struggle to read well. Instruction struggle to read well through support is often given by is based upon multiple sources instruction that is aligned with teachers specially qualified to of ongoing formative classroom instruction and is offer this intervention. assessments. based upon ongoing and frequent formative assessments. Tier 3: Awareness that some students Students who do not progress School and division (education Supplements classroom require additional support satisfactorily after receiving Tier organization) team determines instruction and small group Individual beyond Tier 2 small group 2 support are identified. the most promising approaches instruction with individual Intervention intervention. to intervention with the intervention designed by a individual student. school and division team (education organization).
Beginning Developing Applying Refining Tier 1: Intervention Within Instruction Awareness that some students require an individualized approach within regular classroom instruction. Varies instructional approaches (whole group and small group) to meet students’ needs based upon classroom formative assessment data. Practices responsive instruction to meet students’ individual learning needs as determined through multiple sources of more individualized formative assessment. Practices responsive reading instruction so that each student’s needs as a reader are met within the Gradual Release of Responsibility Model (see pg. 42 of Saskatchewan Reads). Utilizes ongoing, authentic formative assessments to determine the instructional approaches that will meet the needs of each student. Tier 2: Instruction Awareness that some students require additional support beyond classroom-based intervention within instruction. Supplements classroom instruction with additional small group support for students who struggle to read well. This support is often given by teachers specially qualified to offer this intervention. Supplements classroom instruction with additional small group support for students’ who struggle to read well. Instruction is based upon multiple sources of ongoing formative assessments. Supplements classroom instruction with additional group support to students who struggle to read well through instruction that is aligned with classroom instruction and is based upon ongoing and frequent formative assessments. Tier 3: Individual Intervention Awareness that some students require additional support beyond Tier 2 small group intervention. Students who do not progress satisfactorily after receiving Tier 2 support are identified. School and division (education organization) team determines the most promising approaches to intervention with the individual student. Supplements classroom instruction and small group instruction with individual intervention designed by a school and division team (education organization).
app-c-formative-assessment-of-the-implementation-of-saskatchewan-reads-rubrics.docx