Elementary Systems of Support

Cache County School District uses a tiered approach to ensure every child receives the instruction and support they need to succeed.

Tier 1: Core Classroom Instruction

• All students receive high-quality, standards-aligned instruction in the general education classroom.

• Teachers use research-based strategies aligned to Utah Core Standards.

• Student learning is monitored through regular classroom assessments.

Tier 2: Targeted Support

• Some students may need small group instruction focused on specific academic skills.

• These short-term interventions are based on classroom data and teacher observation.

• Student progress is tracked frequently to adjust support as needed.

Tier 3: Intensive Individualized Support

• A few students may require more individualized, intensive interventions.

• Support is tailored to the student’s specific needs and may involve specialists.

• School staff works closely with families to monitor and adjust instruction.

Parents are essential to a child's success in school. To keep parents well-informed, teachers will provide regular updates on student progress.

When a child needs additional support, parents may be invited to share insights about factors influencing their child's learning. This open communication fosters a healthy relationship between school and home and plays a critical role in student success.

To ensure all students become skilled readers, quality instruction is vital.

• Tier 1: All students are provided with whole group grade-level instruction.
  Tier 2: Additional small-group reading instruction (typically 30–45 minutes daily) focuses on strengthening foundational skills.
• Tier 3: If needed, students may receive more intensive interventions. Progress is reviewed regularly by teachers and literacy support teams, and updates are shared with families.

Please visit our literacy page for tips on supporting reading at home:

explore ccsd literacy page

Strong math skills are key to future success. Our curriculum helps all students develop:

• Fluency in computation (+, −, ×, ÷)

• Flexible thinking about numbers and how they relate

• Problem-solving and reasoning skills

Please visit our literacy page for tips on supporting reading at home:

explore ccsd literacy page

If a child's progress remains limited despite multiple interventions, further examination may be necessary.

• The process begins with a school team review of existing data.

• If needed, parents will be asked to provide written consent for individualized testing.

• These evaluations help identify cognitive, academic, or behavioral strengths and challenges.

• Results are shared with families to determine whether a child qualifies for more intensive support through special education services.

Parents who believe their child may need substantial support may request a meeting with their child’s teacher to discuss options.

Before any evaluation takes place, a testing consent form must be signed by a parent or legal guardian.

A child's behavioral success depends on strong communication and collaboration between teachers and caregivers. Communication may vary depending on the level of support the student is receiving at school.

Tier 1: Whole-Class Support

• What the School Does:
  • Develops, models, and reinforces class-wide behavior expectations.
  • Frequently reteaches expectations and shares them with caregivers.
• How Caregivers Can Help:
  • Talk with your child about classroom behavior expectations.
  • Ask your child how they are following these expectations at school.
  • Reinforce the same expectations at home when possible.

Tier 2: Targeted Support

• What the School Does:
  • Identifies specific behavioral skills the student needs to strengthen.
  • Provides targeted instruction and intervention.
  • Collaborates with caregivers in developing and monitoring a behavior plan.
• How Caregivers Can Help:
  • Share insights about factors influencing your child's behavior.
  • Work with the school team to create a plan for support.
  • Reinforce strategies and skills at home.
  • Participate in regular progress monitoring conversations.

Tier 3: Intensive Individualized Support

• What the School Does:
  • Reviews the student’s current intervention plan and progress.
  • If needed, requests parent consent to conduct a more individualized evaluation.
  • Uses evaluation results to guide more intensive services or accommodations.
• How Caregivers Can Help:
  • Provide written consent if further evaluation is recommended.
  • Participate in meetings to review evaluation results and next steps.
  • Continue to collaborate with the school team to support your child's behavioral success.

CCSD teachers develop whole-class behavior expectations and reinforce these throughout the year. Effective whole-class behavior supports include:

• Maximize structure and predictability for students.
• Instruct and frequently review class-wide expectations.
• Reinforce appropriate behavior occurring in the classroom.
• Provide frequent feedback and respond to disruptions consistently.
• Engage students and emphasize the building of lasting relationships with students.

CCSD teachers identify any students in need of additional behavioral instruction, modeling, and skill development. Teachers collaborate with school professionals and parents to identify the needs of the student. Effective targeted intervention includes:

• Predict and prevent any known problem behaviors.
• Teach, model, and practice the behavior skills.
• Increase praise and positive reinforcement.
• Provide frequent feedback and reteach as needed.

When appropriate, CCSD teachers implement targeted interventions that incorporate the above described effective features and are research based. These targeted interventions include:

• Check-In/Check-Out: The teacher (or an assigned mentor) provides direct skill instruction and meets with the student periodically throughout the day to give feedback, encouragement, and reteaching. The student is rewarded for displaying the new learned skills.
• Token Economy: The teacher provides direct skill instruction and gives the student a token (e.g. sticker, check mark, etc.) for displaying an expected appropriate behavior. Accumulated tokens are later exchanged for preferred items or activities.