Tier 1
Embed explicit modeling and practice in daily core instruction.
1. Standard At A Glance
Context: Quick summary of the standard and why it matters.
Standard: SCI.9.LS2.C
Short description: Evaluate the claims, evidence, and reasoning that anthropogenic changes in the environment — including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change — can disrupt an ecosystem and threaten the survival of other species.
2. Typical Indicators
- Student demonstrates this skill during core instruction tasks.
- Student can transfer the skill to related assignments with reduced prompting.
- Student performance shows improving consistency over time.
3. Warning Signs
- Student performance remains inconsistent across contexts.
- Student has persistent errors tied to prerequisite skills.
- Student requires sustained intensive prompting to complete aligned tasks.
4. Escalating Accommodations
Tier 2
Use targeted small-group instruction with structured guided practice.
Tier 3
Provide intensive individualized support with frequent progress checks.
5. Modifications
- Diverse learners: include language objectives, visuals, and scaffolded response options.
- Disabled learners: provide adapted materials, pacing, and assistive supports.
6. IEP Considerations (If Student Has a Disability)
Context: Align classroom supports to IEP goals, services, and progress monitoring.
- Align this standard to present levels and measurable annual goals.
- Document accommodations, specially designed instruction, and service frequency.
- Use regular progress-monitoring checks linked to this standard.
- Coordinate implementation across general/special education and family communication.
- Adjust supports based on data at scheduled IEP review intervals.
7. Cross-Curricular Integration
Integrate into inquiry labs, science notebooks, and cross-content reading.