1st Grade Instructional Guide

Grade-Level Content Guide 2025-2026

Grade

CSD Instructional Playbook

The Instructional Playbook can be used to enhance instruction by accessing comprehensive, research-based approaches aligned with Canyons School District’s Multi-Tiered System of Supports (MTSS) Framework. This resource supports high quality teaching, safe and supportive learning environments, data-driven decision making, and tiered interventions. It includes evidence-based strategies, instructional planning tools, behavioral supports, and guides for professional growth—all aimed at boosting student achievement and classroom effectiveness. The playbook promotes intentional planning, collaboration, and consistent implementation of best practices across classrooms and grade levels.

Click on the picture below to access the document and explore the full range of tools and strategies available.

Canyons School District 2025-2026 School Calendar (Revised) K-12

August

September

October

Aug 11-15 Teachers back to school

SMTWT F s SMTWT F S SMTWT F S

Aug 15 6th & 9th Grade Orientation - 1/2 Day Aug 18 First Day of School - Grades 1-12 Aug 20 First Day of School - Kindergarten

1 2

1 2 3 4 5 6

1 2 3 4

345678978910111213567891011 10 11 12 13 14 15 16 14 15 16 17 18 19 20 12 13 14 15 16 17 18 17 18 19 20 21 22 23 21 22 23 24 25 26 27 19 20 21 22 23 24 25

Sept 1 Labor Day

Sept. 22, 23 Parent/Teacher Conferences Elementary Schools Sept. 23, 24 Parent/Teacher Conferences Middle Schools Sept. 22, 24 Parent Teacher Conferences High School Sept 25 Early Out Day for all students

26 27 28 29 30 31

24 25 26 27 28 29 30 28 29 30

31

November

December

January

SMTWT F S SMTWT F S SMTWT F S

Sept 26 No Student Day (Compensatory Day) Sept 29 Teacher Professional Day - No Students

#

1

1 2 3 4 5 6

1 2 3

23456787891011121345678910 9 1011121314151415161718192011121314151617 16 17 18 19 20 21 22 21 22 23 24 25 26 27 18 19 20 21 22 23 24 #

Oct 22 End of 1st Quarter

Oct 23, 24 Fall Recess

Oct 27 Teacher Professional Day - No Students

23 24 25 26 27 28 29 28 29 30 31

25 26 27 28 29 30 31

Nov 26-28 Thanksgiving Recess

30

Dec 22-Jan 2 Winter Recess

February

March

April

Jan 15 End of 2nd Quarter Jan 16 Grading Day Grades K-12

SMTWT F S SMTWT F S SMTWT F S

12345671234567

1 2 3 4

Jan 19 Martin Luther King Jr. Day Recess Feb 12 Early Out Day for all students Feb 13 Teacher Professional Day - No Students

8 9 10 11 12 13 14 8 9 1011121314 5 6 7 8 9 1011 15 16 17 18 19 20 21 15 16 17 18 19 20 21 12 13 14 15 16 17 18 # 22 23 24 25 26 27 28 22 23 24 25 26 27 28 19 20 21 22 23 24 25

Feb 16 Presidents' Day Recess

29 30 31

26 27 28 29 30

Feb 23, 24 Parent Teacher Conferences High School Feb 24, 25 Parent/Teacher Conferences Elementary Schools Feb 23, 25 Parent/Teacher Conferences Middle Schools

May

S M T W T F S

Red A Day

Feb 26 Early Out Day for all students Feb 27 No Student Day (Compensatory Day)

1 2

Black

B Day

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Mar 20 End of 3rd Quarter

#

Mar 23 Teacher Professional Day - No Students

Note: School emergency closure days will be made up by scheduling remote learning day(s)

April 6-10 Spring Break Recess May 25 Memorial day Recess May 29 Last Day of School K-12 -Every Friday is an Early Out Day -This calendar is not for Brighton students

31

Revised 2025.03.27

Master Schedule Components Grades K-5 2025-2026 * The dotted line represents the minutes per content area. Integrating skills across content areas are ideal and will count toward the total minutes allocated for each content.

MONDAY-THURSDAY KINDERGARTEN

MONDAY-THURSDAY 1-5 GRADES LIFE SKILLS ●​ Morning Meeting (Daily) ●​ Thrive Time (Weekly) LITERACY BLOCK ●​ Foundations ●​ Language and Reading Comprehension ●​ Skill-Based Instruction

FRIDAY SCHEDULE

LIFE SKILLS ●​ Morning Meeting (Daily) ●​ Thrive Time (Weekly)

LIFE SKILLS ●​ Morning Meeting (Daily) ●​ Thrive Time (Weekly)

10 Min

15 Min

25 Min

LITERACY BLOCK ●​ Foundations ●​ Language and Reading Comprehension

LITERACY BLOCK ●​ Foundations ●​ Language and Reading Comprehension ●​ Skill-Based Instruction

150 Min

150 Min

135 Min

MATH BLOCK ●​ Build Number Sense ●​ Review ●​ Concept /Skill Development and Application ●​ Skill-Based Instruction ORAL LANGUAGE BLOCK ●​ Plan, Do, Review ●​ Math Area, Block Area, House Area, Writing Area, Book Area, Art Area

MATH BLOCK ●​ Build Number Sense ●​ Review ●​ Concept /Skill Development and Application ●​ Skill-Based Instruction

MATH BLOCK ●​ Build Number Sense ●​ Review ●​ Concept /Skill Development and Application ●​ Skill-Based Instruction

90 Min

90 Min

75 Min

NO SCIENCE AND/OR SOCIAL STUDIES

SOCIAL STUDIES

SCIENCE

C3 Framework News/Media Literacy Inquiry-Based

Phenomena-based 3D SEEd Instruction Inquiry-Based

30 Min

45 Min

SCIENCE AND/OR SOCIAL STUDIES

20 Min

RECESSES, TRANSITIONS, AND LUNCH

RECESSES, TRANSITIONS, AND LUNCH

RECESSES, TRANSITIONS, AND LUNCH

60 Min

60 Min

60 Min

BRAIN BOOSTER ●​ PE/Playworks ●​ Arts/BTS ●​ Library Media ●​ STEM

BRAIN BOOSTER ●​ PE/Playworks ●​ Arts/BTS ●​ Library Media ●​ STEM

45 Min

45 Min

©Canyons School District Revised 5/21/25

Mon-Thurs Master Schedule (1-5)

t

eg

I n

ra t

nt

i

te

on

n

LITERACY Reading, Writing, Speaking and Listening Explicitly Taught and Integrated Across Content Areas

Co

Recess/ Transitions/ Lunch 60 min

MATH Task-Based Instruction WISR Strategies Integrated with STEAM Subjects

Science/ Social Studies 45 min

Literacy 150 min

SOCIAL STUDIES

3-D SCIENCE

Foundations Language & Reading Comprehension Skill-Based Instruction

C3 Framework News & Media Literacy

Phenomena-based 3D SEEd Instruction

Brain Booster 45 min

Inquiry-Based Authentic Literacy Integration

Life Skills 15 min

Math 90 min

BRAIN BOOSTERS STEM, Library-Media, PE/Playworks and Arts/BTS LIFE SKILLS Morning Meeting (Daily) Thrive Time (Weekly)

Build Number Sense Review Concept/Skill Development & Application Skill-Based Instruction

CONTENT INTEGRATION Intentionally designed lessons that allow students to demonstrate understanding in more than one discipline

Friday Master Schedule

t

eg

I n

ra

nt

ti o

LITERACY Reading, Writing, Speaking and Listening Explicitly Taught and Integrated Across Content Areas

te

n

n

C o

Recess/ Transitions/ Lunch 60 min

MATH Task-Based Instruction WISR Strategies Integrated with STEAM Subjects

Literacy 150 min

LIFE SKILLS Morning Meeting (Daily) Thrive Time (Weekly)

Foundations Language & Reading Comprehension Skill-Based Instruction

Math 90 min

Build Number Sense Review Concept/Skill Development & Application Skill-Based Instruction

Life Skills 25 min

CONTENT INTEGRATION Intentionally designed lessons that allow students to demonstrate understanding in more than one discipline

Elementary Assessment Calendar 2025-2026 As of May 19, 2025

Aug 18

Start of School Year (Grades 1 - 12)

Aug 18 – Ongoing

WIDA Screener Testing of new ML Students on Chromebooks Kindergarten – Administer KEEP Entry OR personalized meet and greet with student and their family (individual appointments) Acadience Reading & Early Literacy Alternate Assessment – Grades K – 5 (All Students). Finish make-ups by Sept. 19th Acadience Math & Early Math Alternate Assessment – Grades K – 5 (All Students). Finish make-ups by Sept. 19th First Day of School for Kindergarten

Aug 18 – Aug 19

Aug 20

AUGUST

Aug 25 – Sept 19

Aug 25 – Sept 19

SEPTEMBER

Oct 1 – Oct 31 Oct 28 – Nov 21 Oct 21 – Dec 4

SRSS-IE – All Students Grades K – 5.

SALTA Testing

OCTOBER

STAMP testing for DUAL Immersion classes ONLY.

NOVEMBER DECEMBER

Jan 5 – Jan 30

SRSS-IE – All Students Grades K – 5.

Acadience Reading & Early Literacy Alternate Assessment – Grades K – 5 (All Students). Finish make-ups by Jan 30th. Acadience Math & Early Math Alternate Assessment – Grades K – 5 (All Students ). Finish make-ups by Jan 30th. WIDA ACCESS Testing Multilingual Students K – 5.

Jan 5 – Jan 30

JANUARY

Jan 5 – Jan 30 Jan 6 – Mar 6 Mar 9 – May 22 Mar 24 – Apr 3 Mar 25 – Apr 30

FEBRUARY

Dynamic Learning Maps – DLM (for select students with an IEP).

MARCH

Grade 5 Keyboarding Assessment (Data Due Apr 12)

SRSS-IE – Grades K – 5 (All Students).

April 6 – 10

Spring Recess

RISE End-of-Year Summative Assessment – Grades 3, 4, and 5. Acadience Reading & Early Literacy Alternate Assessment – Grades K – 5 (All Students). Finish make-ups by May 22nd. Acadience Math & Early Math Alternate Assessment – Grades K – 5 (All Students). Finish make-ups by May 22nd.

Apr 13 – May 22

Apr 27– May 22

APRIL

Apr 27 – May 22

May 29

End of School Year – Grades K – 5 (All Students).

MAY

Math District-Wide Standards-Based Assessments Elementary

DWSBA #1 Window

DWSBA #2 Window

DWSBA #3 Window

Grade

K

NA

NA

NA

1st

Oct 31 - Nov 14 Oct 22 - Nov 7 Oct 25 - Nov 8 Oct 24 - Nov 7 Oct 24 - Nov 7

Jan 16 - Jan 30 Jan 15 - Jan 30 jan 16 - Jan 31 Jan 15 - Jan 30 Feb 6 - Feb 20

April 17 - May 1 Apr 17 - May 1 Mar 28 - Apr 18 March 27 - Apr 17 March 27 - Apr 17

2nd 3rd 4th 5th

Canyons School District Elementary Screening Targets Kindergarten--Math Acadience Math Measure Performance Description Fall * Score Winter Score Spring Score

Above

6 +

10 + 7 – 9 4 – 6 0 – 3 21 +

16 +

Beginning Quantity Discrimination (BQD)

Benchmark

5

13 – 15 9 – 12

Below

2 – 4 0 – 1 6 – 8 4 – 5 0 – 3 5 – 6 2 – 4 0 – 1 33 + 9 + 7 +

Well Below

0 – 8 34 +

Above

Benchmark

14 – 20 8 – 13

25 – 33 14 – 24 0 – 13 14 – 15 10 – 13 16 +

Number Identification Fluency (NIF)

Below

Well Below

0 – 7 13 +

Above

Benchmark

11 – 12 7 – 10

Next Number Fluency (NNF)

Below

Well Below

0 – 6 89 +

0 – 9

Above

110 +

Benchmark

24 – 32 13 – 23 0 – 12

72 – 88 49 – 71 0 – 48

92 – 109 67 – 91

Acadience Math Composite Score

Below

Well Below 0 – 66 *Note. Well Below Benchmark for Fall for a Kindergarten student may indicate minimal access to instruction.

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Kindergarten--Literacy Acadience Reading Measure Performance Description Fall* Score Winter Score Spring Score Letter Naming Fluency (LNF) Above No Benchmarks No Benchmarks No Benchmarks Benchmark Below Well Below First Sound Fluency (FSF) Above 16 + 43 + Not Administered Benchmark 10 – 15 30 – 42 Below 5 – 9 20 – 29 Well Below 0 – 4 0 – 19 Phoneme Segmentation Fluency (PSF) Above Not Administered 44 + 56 + Benchmark 20 – 43 40 – 55 Below 10 – 19 25 – 39 Well Below 0 – 9 0 – 24 Nonsense Word Fluency— Correct Letter Sounds (NWF-CLS) Above Not Administered 28 + 40 + Benchmark 17 – 27 28 – 39 Below 8 – 16 15 – 27 Well Below 0 – 7 0 – 14 Acadience Reading Composite Score Above 38 + 156 + 152 + Benchmark 26 – 37 122 – 155 119 – 151 Below 13 – 25 85 – 121 89 – 118 Well Below 0 – 12 0 – 84 0 – 88 *Note. Well Below Benchmark for Fall for a Kindergarten student may indicate minimal access to instruction.

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets First Grade--Math Acadience Math Measure Performance Description Fall Score Winter Score Spring Score Number Identification Fluency (NIF) Above 33 + Not Administered Not Administered Benchmark 27 – 32 Below 16 – 26 Well Below 0 – 15 Next Number Fluency (NNF) Above 14 + Not Administered Not Administered Benchmark 12 – 13 Below 9 – 11 Well Below 0 – 8 Advanced Quantity Discrimination (AQD) Above 13 + 22 + 25 + Benchmark 10 – 12 19 – 21 22 – 24 Below 6 – 9 14 – 18 17 – 21 Well Below 0 – 5 0 – 13 0 – 16 Missing Number Fluency (MNF) Above 6 + 9 + 12 + Benchmark 4 – 5 8 10 – 11 Below 2 – 3 6 – 7 8 – 9 Well Below 0 – 1 0 – 5 0 – 7 Computation (COMP) Above 6 + 14 + 20 + Benchmark 5 11 – 13 17 – 19 Below 3 – 4 7 – 10 11 – 16 Well Below 0 – 2 0 – 6 0 – 10

Above

148 +

53 +

68 +

Benchmark

124 – 147 81 – 123

46 – 52 33 – 45 0 – 32

59 – 67 44 – 58 0 – 43

Acadience Math Composite Score

Below

Well Below

0 – 80

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets First Grade--Literacy Note: NWF = Nonsense Word Fluency Acadience Reading Measure Performance Description Fall Score Winter Score Spring Score Letter Naming Fluency (LNF) Above No Benchmarks Not Administered Not Administered Benchmark Below Well Below Phoneme Segmentation Fluency (PSF) Above 47 + Not Administered Not Administered Benchmark 40 – 46 Below 25 – 39 Well Below 0 – 24 Nonsense Word—Correct Letter Sounds (NWF-CLS) Above 34 + 59 + 81 + Benchmark 27 – 33 43 – 58 58 – 80 Below 18 – 26 33 – 42 47 – 57 Well Below 0 – 17 0 – 32 0 – 46 Nonsense Word—Whole Above 4 + 17 + 25 +

Benchmark

1 – 3

8 – 16 3 – 7 0 – 2 34 + 23 – 33 16 – 22 0 – 15 86% +

13 – 24 6 – 12

Words Read (NWF-WWR)

Below

0

Well Below

N/A

0 – 5 67 +

Above

Oral Reading — Words Read Correctly (ORF-WRC)

Benchmark

47 – 66 32 – 46 0 – 31 97% +

Not Administered

Below

Well Below

Above

Oral Reading— Accuracy (ORF-Accuracy)

Benchmark

78% – 85% 68% – 77% 0% – 67% No Benchmarks

90% – 96% 82% – 89% 0% – 81%

Not Administered

Below

Well Below

Above

17 +

Benchmark

15 – 16 0 – 14

Not Administered

Retell

Below

Well Below

N/A

Above

129 +

177 +

208 +

Benchmark

113 – 128 97 – 112

130 – 176 100 – 129

155 – 207 111 – 154

Acadience Reading Composite Score

Below

Well Below

0 – 96

0 – 99

0 – 110

*Note: NWF = Nonsense Word Fluency

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Second Grade--Math Acadience Math Measure Performance Description Fall Score Winter Score Spring Score Computation (COMP) Above 8 + 14 + 19 + Benchmark 6 – 7 11 – 13 15 – 18 Below 3 – 5 8 – 10 10 – 14 Well Below 0 – 2 0 – 7 0 – 9 Concepts and Applications (C&A) Above 18 + 31 + 47 + Benchmark 14 – 17 24 – 30 35 – 46 Below 8 – 13 15 – 23 23 – 34 Well Below 0 – 7 0 – 14 0 – 22

Above

32 +

57 +

86 +

Benchmark

24 – 31 16 – 23 0 – 15

46 – 56 30 – 45 0 – 29

66 – 85 48 – 65 0 – 47

Acadience Math Composite Score

Below

Well Below

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Second Grade--Literacy Acadience Reading Measure Performance Description Fall Score Winter Score Spring Score Nonsense Word—Correct Letter Sounds (NWF-CLS) Above 72 + Not Administered Benchmark 54 – 71 Below 35 – 53 Well Below 0 – 34 Nonsense Word—Whole Above 21 +

Benchmark

13 – 20 6 – 12

Words Read (NWF-WWR)

Not Administered

Below

Well Below

0 – 5 68 +

Above

91 +

104 +

Oral Reading— Words Read Correctly (ORF-WRC)

Benchmark

52 – 67 37 – 51 0 – 36 96% +

72 – 90 55 – 71 0 – 54 99% +

87 – 103 65 – 86

Below

Well Below

0 – 64 99% +

Above

Oral Reading— Accuracy (ORF-Accuracy)

Benchmark

90% – 95% 81% – 89% 0% – 80%

96% – 98% 91% – 95% 0% – 90%

97% – 98% 93% – 96% 0% – 92%

Below

Well Below

Above

25 +

31 +

39 +

Benchmark

16 – 24 8 – 15

21 – 30 13 – 20 0 – 12 256 +

27 – 38 18 – 26 0 – 17 287 +

Retell

Below

Well Below

0 – 7

Above

202 +

Benchmark

141 – 201 109 – 140 0 – 108

190 – 255 145 – 189 0 – 144

238 – 286 180 – 237 0 – 179

Acadience Reading Composite Score

Below

Well Below

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Third Grade--Math Acadience Math Measure Performance Description Fall Score Winter Score Spring Score Computation (COMP) Above 15 + 25 + 35 + Benchmark 13 – 14 22 – 24 29 – 34 Below 9 – 12 16 – 21 21 – 28 Well Below 0 – 8 0 – 15 0 – 20 Concepts and Applications (C&A) Above 28 + 50 + 59 + Benchmark 23 – 27 40 – 49 47 – 58 Below 13 – 22 24 – 39 32 – 46 Well Below 0 – 12 0 – 23 0 – 31

Above

56 +

99 +

126 +

Benchmark

49 – 55 33 – 48 0 – 32

83 – 98 57 – 82 0 – 56

101 – 125 74 – 100

Acadience Math Composite Score

Below

Well Below

0 – 73

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Third Grade--Literacy Acadience Reading Measure Performance Description Fall Score Winter Score Spring Score Oral Reading — Words Read Correctly (ORF-WRC) Above 90 + 105 + 118 + Benchmark 70 – 89 86 – 104 100 – 117 Below 55 – 69 68 – 85 80 – 99 Well Below 0 – 54 0 – 67 0 – 79 Oral Reading— Accuracy (ORF-Accuracy) Above 98% + 99% + 99% + Benchmark 95% – 97% 96% – 98% 97% – 98% Below 89% – 94% 92% – 95 % 94% – 96% Well Below 0% – 88% 0 % – 91% 0% – 93%

Above

33 +

40 +

46 +

Benchmark

20 – 32 10 – 19 0 – 9 11 + 8 – 10 5 – 7 0 – 4 289 +

26 – 39 18 – 25 0 – 17 11 – 15 7 – 10 16 +

30 – 45 20 – 29 0 – 19 19 – 22 14 – 18 0 – 13 405 + 23 +

Retell

Below

Well Below

Above

Benchmark

Maze Adjusted Score

Below

Well Below

0 – 6

Above

349 +

Benchmark

220 – 288 180 – 219

285 – 348 235 – 284

330 – 404 280 – 329

Acadience Reading Composite Score

Below

Well Below

0 – 179

0 – 234

0 – 279

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Fourth Grade--Math Acadience Math Measure Performance Description Fall Score Winter Score Spring Score Computation (COMP) Above 21 + 39 + 58 + Benchmark 17 – 20 31 – 38 46 – 57 Below 12 – 16 21 – 30 33 – 45 Well Below 0 – 11 0 – 20 0 – 32 Concepts and Applications (C&A) Above 44 + 63 + 93 + Benchmark 34 – 43 49 – 62 71 – 92 Below 21 – 33 30 – 48 46 – 70 Well Below 0 – 20 0 – 29 0 – 45

Above

84 +

101 +

150 +

Benchmark

70 – 83 47 – 69 0 – 46

83 – 100 55 – 82

117 – 149 81 – 116

Acadience Math Composite Score

Below

Well Below

0 – 54

0 – 80

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Fourth Grade--Literacy Reading Measure Performance Description Fall Score Winter Score Spring Score

Advanced Proficient

Level Not Available Level Not Available Level Not Available Level Not Available

886 +

770 – 885 500 – 769

Reading Inventory (RI)—Lexile Scores

Basic

Below Basic

0 – 499 133 +

Above

104 +

121 +

Oral Reading: Words Read Correctly (ORF-WRC)

Benchmark

90 – 103 70 – 89

103 – 120 79 – 102

115 – 132 95 – 114

Below

Well Below

0 – 69 98% +

0 – 78 99% +

0 – 94

Above

100% +

Oral Reading: Accuracy (ORF-Accuracy)

Benchmark

96% – 97% 93% – 95% 0% – 92%

97% – 98% 94% – 96% 0% – 93%

98% – 99% 95% – 97% 0% – 94%

Below

Well Below

Above

36 +

39 +

46 +

Benchmark

27 – 35 14 – 26 0 – 13 15 – 17 10 – 14 18 +

30 – 38 20 – 29 0 – 19 17 – 19 12 – 16 0 – 11 383 + 20 +

33 – 45 24 – 32 0 – 23 24 – 27 20 – 23 0 – 19 446 + 28 +

Retell

Below

Well Below

Above

Benchmark

Maze Adjusted Score

Below

Well Below

0 – 9

Above

341 +

Benchmark

290 – 340 245 – 289

330 – 382 290 – 329

391 – 445 330 – 390

Acadience Reading Composite Score

Below

Well Below

0 – 244

0 – 289

0 – 329

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Fifth Grade--Math Acadience Math Measure Performance Description Fall Score Winter Score Spring Score Computation (COMP) Above 32 + 66 + 70 + Benchmark 27 – 31 52 – 65 56 – 69 Below 18 – 26 31 – 51 38 – 55 Well Below 0 – 17 0 – 30 0 – 37 Concepts and Applications (C&A) Above 33 + 53 + 81 + Benchmark 25 – 32 42 – 52 62 – 80 Below 15 – 24 26 – 41 40 – 61 Well Below 0 – 14 0 – 25 0 – 39

Above

65 +

118 +

149 +

Benchmark

53 – 64 35 – 52 0 – 34

93 – 117 63 – 92

116 – 148 79 – 115

Acadience Math Composite Score

Below

Well Below

0 – 62

0 – 78

CSD Elementary Screening 2022-23

Canyons School District Elementary Screening Targets Fifth Grade--Literacy Reading Measure Performance Description Fall Score Winter Score Spring Score

Advanced Proficient

Level Not Available Level Not Available Level Not Available Level Not Available

981 +

865 – 980 600 – 864

Reading Inventory (RI)—Lexile Scores

Basic

Below Basic

0 – 599 143 +

Above

121 +

133 +

Oral Reading: Words Read Correctly (ORF-WRC)

Benchmark

111 – 120 96 – 110

120 – 132 101 – 119

130 – 142 105 – 129 0 – 104 100% + 97% – 98% 0% – 96% 99%

Below

Well Below

0 – 95 99% +

0 – 100 99% +

Above

Oral Reading: Accuracy (ORF-Accuracy)

Benchmark

98%

98%

Below

95% – 97% 0% – 94%

96% – 97% 0% – 95%

Well Below

Above

40 +

46 +

52 +

Benchmark

33 – 39 22 – 32 0 – 21 18 – 20 12 – 17 0 – 11 386 + 21 +

36 – 45 25 – 35 0 – 24

36 – 51 25 – 35 0 – 24 24 – 27 18 – 23 0 – 17 466 + 28 +

Retell

Below

Well Below

Above

21 +

Benchmark

20

Maze Adjusted Score

Below

13 – 19 0 – 12 411 +

Well Below

Above

Benchmark

357 – 385 258 – 356

372 – 410 310 – 371

415 – 465 340 – 414

Acadience Reading Composite Score

Below

Well Below

0 – 257

0 – 309

0 – 339

CSD Elementary Screening 2022-23

PROGRESS MONITORING AND UTAH LAW What is progress monitoring ? Progress monitoring is “a scientifically based practice that is used to assess students’ academic performance and evaluate the effectiveness of instruction.” (National Center on Student Progress Monitoring, 2016). Progress monitoring involves frequent measurement of student performance for the purpose of evaluating a student’s growth toward a targeted objective. Progress monitoring is a powerful formative assessment strategy that has been demonstrated to have a high effect size on student achievement, particularly when data are graphed, shared with students, and decision rules are used to determine when an evidence-based intervention is working for that student or when interventions need to be intensified. Why progress monitor ? Best practice indicates that students who are significantly behind in basic foundational skills, such as reading and math, should receive intensified instruction accompanied by frequent progress monitoring for the purpose of evaluating a student’s growth toward a targeted objective along with adjusting instruction based on the resulting student data. Progress monitoring makes skill improvement visible to teachers and students alike. Being able to see progress is highly motivating to students. A lack of progress should prompt problem-solving and joint responsibility (student, teachers, and where possible, parents) to find a solution. Progress monitoring is essential to determine the effectiveness of intensified interventions (Tier 2 and Tier 3) within a Multi-Tiered System of Support (MTSS) for identified students. Who is progress monitored ? Based on Utah state law (SB 127), students who perform below or well below benchmark on curriculum-based measures (e.g., Acadience Reading, Acadience Math) must be progress monitored at the frequency noted below. Ideally, students should be progress monitored using a curriculum-based measure. Once students are consistently performing above benchmark levels, progress monitoring is no longer necessary. Students who perform at grade-level (i.e., meeting benchmarks) should not be progress monitored; screening three times per year is sufficient. Who conducts progress monitoring assessments ? Ideally, the teachers primarily responsible for a given student’s intensive intervention should conduct the progress monitoring. This could be a classroom teacher, a special education teacher, or an intervention specialist with the appropriate training; however, trained instructional assistants and specialized staff who instruct students may also progress monitor students. All progress monitoring data should be entered into the Acadience data management system (acadiencelearning.net) on a weekly basis. To best inform problem solving and decision making, these progress monitoring data should be regularly reviewed by the teachers responsible for a student’s learning, the student, and the parents of that student. It is the combination of all these individuals that makes a collaborative intervention team. When to progress monitor ? Each site will need to identify appropriate times during the school day to progress monitor students (e.g., during skills-based instruction, entrance and exit tasks, etc.). Canyons School District 2022.07.21 USBE Recommended Progress Monitoring Frequency CBMScore Support Level Frequency Well Below Benchmark Core Support + Intensive Support Core Support + Strategic Support Every 1 to 2 weeks Every 2 to 4 weeks Below Benchmark At or Above Benchmark ONLY as necessary NOTE: If students score below or well below on MAZE, progress monitoring should only occur monthly. Core Support

DIAGNOSTIC ASSESSMENT AND UTAH LAW

What is diagnostic assessment ? A diagnostic assessment provides an in-depth assessment of key underlying academic skills that better informs the instructional and intervention needs for individual students who are not performing at grade level in a specific academic area, such as reading. For example, a diagnostic assessment in reading measures key literacy skills (phonemic awareness, sound-symbol recognition, alphabet knowledge, decoding and encoding skills, and comprehension), to help make informed decisions about the specific literacy skills that intensified instruction or intervention should focus on for a particular student. The evidence-based diagnostic assessments in reading that have been approved for use in Canyons School District include the: ● Phonological Awareness Screener for Intervention (PASI), and ● Phonics Screener for Intervention (PSI). The precise information provided by these diagnostic assessments helps inform decision making regarding the instructional needs of struggling learners. Why administer diagnostic assessments ? Diagnostic assessments can help identify why a student may be having difficulty in an academic area, such as reading, and help determine what intensified instruction or intervention may be needed to support that student’s reading skill development. Who is given a diagnostic assessment ? Based on Utah state law (SB 127), a diagnostic assessment must be administered to all K-3 students who perform below or well below benchmark on Acadience Reading benchmark assessments . Diagnostic assessments may also be administered to students who are behind other students in that grade in acquiring a reading skill or students who lack competency in a reading skill based on a supplemental assessment. Data from diagnostic assessments must be used to provide specific, focused, and individualized interventions to further support the development of that reading skill. Who conducts diagnostic assessments ? Ideally, the teachers primarily responsible for a given student’s intensive intervention should conduct the diagnostic assessment. This could be a classroom teacher, a special education teacher, or an intervention specialist with the appropriate training. When to conduct diagnostic assessments ? A diagnostic assessment should be administered as soon as a student is identified as behind in grade level reading skills (as determined by the Acadience Reading benchmark assessment or a supplemental assessment). A diagnostic assessment only needs to be administered once per year when a student is identified as being below grade level. If a student is not identified as being below grade level until the mid-year benchmark, a diagnostic assessment can be conducted then.

Canyons School District 2022.07.21

Canyons School District

Instructional Supports Department

Students today spend a significant amount of time viewing and interacting with digital media. One area of concern for many parents is the balance their children have between the virtual and physical world. The plate below is modeled after MyPlate and can be used as a tool to evaluate the balance of digital media in a person's life. Just as we have to make healthy meal choices and enjoy some foods in moderation, we also need to make choices to achieve balance in the digital world (Culatta, 2021). In order to help children learn to self-regulate their digital media use at home, it is important to understand how they are using technology at school. When students are using technology at school, the majority of their time is spent in the active, high learning quadrant. Research overwhelmingly suggests how a device is used in instruction has the greatest potential impacts on students. Therefore, our graphic focuses on the context of technology use rather than the minutes of technology use. SCREEN TIME

Critical Actions for Educators

Critical Actions for Families Use the technology integration checklist to evaluate the effectiveness of digital resources Disclose frequently used digital resources Integrate Digital Citizenship curriculum into classroom instruction Responsible use policy Teacher Professional Development Partner with families to teach balance Talk to children about balance and the value of their digital media use Collaborate as a family to develop a Family Media Agreement tailored to each child Monitor use of digital media

These activities involve critical thinking and are directly correlated to grade level learning objectives and standards. Activities should facilitate a greater depth of understanding through: collaboration, student creativity, and/or adaptable programs that fit the needs of the learner. Active, High Learning Value These activities are directly correlated to grade-level learning objectives and standards and allow for students to read, watch, and absorb information. In this context, there is not an expectation for students to make learning visible. Passive, High Learning Value These activities engage students but may not be tied to grade-level learning objectives and standards. Active, Low Learning Value These activities may involve students reading, watching, and/or absorbing content but may not be tied to grade-level learning objectives and standards. Passive, Low Learning Value

Ensure sleep is not being inhibited by media use Stay current on Pediatric Recommendations

Source: Culatta, R. (2021). Digital for Good: Raising Kids to Thrive in an Online World. Reed Business Education.

Active, High Learning Value

Active, Low Learning Value

Passive, High Learning Value

Passive, Low Learning Value

Students watching a video in Nearpod that pauses to check for student understanding Students collaborating to create a video on Canva

Students watching a short video embedded on Canvas

You are done with your assignment, you can play on your cell phone

Students playing a Halloween Kahoot Game

on cellular respiration.

Students reading a Newsela Article that is adjusted for their reading level

Watching a lenghty video without notes or guiding questions

Flipping through Quizlet Flash cards

Listening to an audio book or podcast without discussion or reflection

Annotating a document

Students playing Wordle

Teacher led Google Slides Presentation

Setting up a fantasy football league for the class

Canyons School District

Instructional Supports Department

HOMEWORK GUIDELINES Elementary Evidence-based Practices for Grading

The overall message of homework research is the right amount of homework that is high quality, provides timely feedback, and is purposeful can be beneficial for learning and too much homework has negative effects on student achievement. (Hattie, 2008) Purpose Homework needs a clear purpose and should be able to be completed without assistance. Homework should focus on the process of learning rather than the final result (Schimmer, 2016). Valid purposes for homework include: 1. Practicing a skill or process that students can do independently, but not fluently. 2. Elaborating on information that has been addressed in class to deepen students’ knowledge. 3. Providing opportunities for students to explore topics of their own interest (Vatterott, 2009).

CSD Resources that align to these purposes include: ELA ELA CSD Reading Corner Leveled Readers in the McGraw-Hill platform found in Clever Nightly reading student motivational and high interest books Computer assisted learning (Lexia, iReady, Amira)

Math

enVision 2020 Online Practice Buddy Adaptive Homework & Practice Powered by Knewton Computer assisted learning, (ST Math, iReady, Dreambox)

Key Findings of Homework Research ● Homework provides formative data for teachers and learners when it becomes a tool for continuing the learning the next day (Erkens, 2016). ● “Homework is most effective when it covers material already taught. Material that was taught the same day is not as effective as an assignment given to review and reinforce skills learned previously” (AFT, 2006) ● “Homework is also most effective when it is used to reinforce skills learned in previous weeks or months” (AFT, 2006). This will provide additional reinforcement to build automaticity in the concept being practiced. Time and Communication ● Shorter, more frequent homework is better than longer assignments given infrequently (Vatterott, 2009). ● Homework should be time-based. This means students should be given a specific amount of time to complete it and stop when that time is up. The general rule of thumb in elementary is 10 minutes per grade level (Cooper, 2001). ● Parents should be made aware of the purpose of the homework assignments, the length of time the student should spend, and the expectations. Parents should feel free to call a halt to homework assignments if their child is getting frustrated, spending an inordinate amount of time on homework, or obviously doesn’t understand what to do. Sending a note or an email to the teacher is entirely appropriate and teachers should respond positively. It is important to note, research indicates that homework has little or no effect on student achievement at the elementary level. Additionally, homework can create inequality with student access to content, and add significant stress to families and students who need the most support. Be sure to use best practices by assigning the right amount of homework that is high quality, provides timely feedback and is purposeful.

Overview

Canyons School District‘s Thrive Time curriculum focuses on developing critical competencies that support students to be successful both in school and life. Beginning in kindergarten and continuing through eighth grade, students will acquire the knowledge and skills to: respect oneself and others, build resilience, make responsible decisions, resolve conflict, set goals for personal growth, and understand one’s community. The Thrive Time curriculum is one component of the Human-Centered Supports strategic focus area within Canyons School District’s Strategic Plan.

Understanding Our Community

Building Resilience

Making Responsible Decisions

Respecting Myself and Others

Setting Goals for Personal Growth

Resolving Conflict

Canyons‘ Thrive Time curriculum is organized into six units based on these critical competencies. Each unit has a series of weekly lessons that target specific developmental learning targets associated with each competency and their application in the physical and digital world. Lessons have been designed with intention to provide a routine and structure for explicitly teaching skills and building a responsive classroom community. The developmental learning targets for each unit are outline on the following pages.

Respecting Myself and Others

Establishing and maintaining positive relationships with others are central to success in school and in life, and require the ability to recognize the thoughts, feelings, and perspectives of others, including those different from one’s own. Scope and Sequence - 9/8 through 10/10

Lesson and Date

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

Respecting Myself, Others, and My Community

R 1 Week of 9/8 - 9/12

Learning from Mistakes

Cooperating with Others

Positive Friendships

Meeting New People

R 2 Week of 9/15 - 9/19 R 3 Week of 9/22 - 9/25 R 4 Week of 9/30 - 10/3

Finding Happiness

Respectful Communication

Positive Conversations

Being a Good Friend

Conversations

Receiving Feedback Respecfully

Compliments and Encouraging Words

Managing Disappointment

Disagree Respectfully

Respect vs. Disrespect

Teamwork and Building Positive Relationships

Supportive Relationships

Communicating with Respect

Navigating Social Challenges

Working Together

R 5 Digital Citizenship Week of 10/6 - 10/10

Who is in Your Online Community?

Meet Heart of the Digital Citizens!

Our Digital Citizenship Pledge

Gaming with Positivity

Dealing with Digital Drama

Building Resilience Building resilience is part of a key set of skills that involves understanding your emotions, how to manage them, and ways to express them constructively. This enables one to handle stress, control impulses, and motivate oneself to persevere in overcoming obstacles to achieve academic and personal goals. Scope and Sequence - 10/13 through 11/21

Lesson and Date

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

BR 1 Week of 10/13 - 10/17 BR 2 Week of 10/20 - 10/31

Feelings Have Names

Emotion Vocabulary

What’s the Emotion?

Basic and Complex Emotions

Identifying Emotions

Understanding My Basic and Complex Emotions

We Have Feelings

How Big Are My Emotions?

Using Self-Talk

How Do I Feel?

The Brain’s Involvement in Emotions

BR 3 Week of 11/3 - 11/7

Calming Strategies for Big Emotions

Coping with Big Emotions

Effective Coping Strategies

Staying Calm

BR 4 Week of 11/10 - 11/14

Reading Facial Expressions

Managing Test Anxiety

Belly Breathe

Positive Self-Talk

Coping Skills

BR 5 Digital Citizenship Week of 11/17 - 11/21

Meet Arms of the Digital Citizens!

Our Responsibilities Online

My Feelings When Using Technology

Finding My Media Balance

My Media Choices

*2nd Grade Bonus Lesson: Listening and Avoiding Distractions

Making Responsible Decisions

Making responsible decisions is based on accurately defining decisions to be made, generating alternative solutions, anticipating the consequences of each, and evaluating and learning from one’s decision making. Scope and Sequence - 12/1 through 1/15

Lesson and Date

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

RD 1 Week of 12/1 - 12/5

The Importance of Rules

How to Be Responsible

Responsibility at School

What if Everybody Did That?

The Importance of Being Responsible

RD 2 Week of 12/8 - 12/12

Stop to Move Forward

Problem Solving - Part 1

Finding a Solution Making Decisions

Stop, Think, Act

RD 3 Week of 12/15 - 12/19

Say the Problem Without Blame

Brainstorming Solutions

Problem Solving - Part 2

Being Patient

Stop, Think, Act

Accepting Responsibility and Showing Integrity

RD 4 Week of 1/5 - 1/9

Listening Without Interrupting

Identify Our Escalators

Consequences and Solutions

Problem Solving

RD 5 Digital Citizenship Week of 1/12 - 1/15

Meet Feet of the Digital Citizens!

Digital Trails

This is Me

Our Online Tracks

Digital Friendships

*4th Grade Bonus Lesson: Ready, Plan, Action!

Resolving Conflict Resolving conflicts requires skills in cooperating, communicating respectfully, and constructively working toward a solution with others. Understanding others’ values, opinions, and cultures can facilitate perspective taking, which in turn, can aid in determining solutions to potential conflicts when they arise. Scope and Sequence - 1/20 through 2/20

Lesson and Date

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

Conflicts Come in Different Sizes

Causes and Consequences of Conflict

RC 1 Week of 1/20 - 1/23 RC 2 Week of 1/26 - 1/30

Recognizing our Emotions

Sizing Up a Conflict

Conflict

Understanding Different Perspectives

Communicating My Feelings

Consequences of Conflict

Flexible Thinking Strategies

Conflict Cause and Effect

Finding Solutions to Conflicts

RC 3 Week of 2/2 - 2/6

Talk It Out and Apologize

Strategies to Resolve Conflict

Communicating to Resolve Conflict

‘I Feel’ Messages

Using Coping Skills for Big Feelings

Reviewing and Practicing Conflict Resolution Skills

RC 4 Week of 2/9 - 2/12

Compromising

Flexible Thinking

Others’ Perspectives

RC 5 Digital Citizenship Week of 2/17 - 2/20

Meet Legs of the Digital Citizens!

Standing Up to Online Meanness

The Words We Choose

What is Cyberbullying?

Being an Upstander

*1st Grade Bonus Lesson: Resolving Conflicts Review

Setting Goals for Personal Growth

Positive goal setting for academic and personal growth areas, by both establishing goals and monitoring progress towards those goals.

Scope and Sequence - 2/23 through 3/27

Lesson and Date

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

Learning to Focus When Distractions Occur

G 1 Week of 2/23 - 2/26

Strengths and Growth Areas

The Importance of Growth Mindset

Staying Focused

Ignoring Distractions

Setting and Accomplishing a Goal

G 2 Week of 3/2 - 3/6

Qualities of a Good Goal

What is a SMART Goal?

Exploring Skills I Want to Learn

Flexible Thinking

G 3 Week of 3/9 - 3/13

Planning for Problem Solving

Setting Academic and Personal Goals

The 5 Steps of a SMART Goal

Positive Self-Talk

Writing a Goal

Persistence Through Positive Self-Talk

G 4 Week of 3/16 - 3/20

I Can Choose How to React

Growth Mindset vs. Fixed Mindset

Using a Growth Mindset

Monitoring a Goal

G 5 Digital Citizenship Week of 3/24 - 3/27

Meet Head of the Digital Citizens!

A Creator’s Rights and Responsibilities

Reading News Online

Let’s Give Credit!

Is Seeing Believing?

Understanding Our Community

The skill of empathy, which is the ability to understand and share the feelings of others, allows students to understand the perspectives of other individuals and respond with kindness, compassion, and respect both within and outside their own communities. Scope and Sequence - 3/30 through 5/8

Lesson and Date

1st Grade

2nd Grade

3rd Grade

4th Grade

5th Grade

C 1 Week of 3/30 - 4/3

Belonging To A Community

Similarities and Differences

Respecting Culture and Values

Different Backgrounds

Listening to Learn

Recognizing Strengths in Myself and Others

C 2 Week of 4/13 - 4/17 C 3 Week of 4/20 - 4/24

What is Culture?

Collaborative Storytelling

Working Together

Identifying Strengths

What is Empathy?

Empathizing with Others

Respecting Others’ Opinions

Verbal and Nonverbal Cues

Empathy in Action

Compromising to Resolve Differences

Identifying Trusted Adults in the Community

C 4 Week of 4/27 - 5/1

Showing Empathy to Others

What’s Your Perspective?

Respond with Respect

Meet Guts of the Digital Citizens!

C 5 Week of 5/4 - 5/8

Private and Personal Information

You Won’t Believe This!

That’a Private!

Password Power-Up

Respecting Myself and Others Establishing and maintaining positive relationships with others are central to success in school and in life, and require the ability to recognize the thoughts, feelings, and perspectives of others, including those that may be different from one’s own.

Developmental Learning Targets Grades KDG - 2

Developmental Learning Targets Grades 3 - 5

Developmental Learning Targets Grades 6-8

Students will identify ways to work and play well with others.

Students will describe approaches for making and keeping friends.

Students will analyze ways to establish positive relationships with others.

Students will be able to, with adult guidance, recognize, establish, and maintain healthy and rewarding relationships. Students will be able to effectively communicate clearly, listen well, and cooperate with others to

Students will be able to recognize emotional, physical, social and other costs of negative relationships. Students will be able to use active listening and assertive, clear communication when expressing thoughts and ideas. Students will be able to evaluate constructive feedback and also provide constructive feedback when needed.

Students will be able to identify the different relationships they have with others.

Students will be able to describe how words, tone, and body language are used to communicate with others.

build healthy relationships.

Students will be able to recognize and respond appropriately to constructive feedback.

Students will be able to accept constructive feedback.

Building Resilience Building resilience is part of a key set of skills that involves understanding your emotions, how to manage them, and ways to express them constructively. This enables one to handle stress, control impulses, and motivate oneself to persevere in overcoming obstacles to achieve academic and personal goals.

Developmental Learning Targets Grades KDG - 2

Developmental Learning Targets Grades 3 - 5

Developmental Learning Targets Grades 6-8

Students will be able to recognize and name their own basic emotions and how they are linked to behavior.

Students will be able to describe a range of emotions in self and others and what causes them. Students will be able to identify a variety of effective coping strategies to deal with stressors. Students will be able to, with minimal adult guidance, manage emotions (e.g., stress, impulses) in a manner that is respectful to self and others. Students will be able to, with minimal adult guidance, identify how emotions may affect behavior in themselves and others.

Students analyze factors that impact both negative and positive emotions.

Students will be able to identify sources of stress

Students will apply strategies to manage stress.

(e.g., losing a game, being left out, etc.)

Students will be able to identify what triggers a strong emotion and apply an appropriate calming or coping strategy to defuse the emotional trigger.

Students will be able to, with adult guidance, demonstrate a variety of strategies to manage strong emotions.

Students will be able to identify factors that may impact their emotions and healthy ways to self

Students will be able to, with adult guidance, verbally express their emotions.

advocate for their emotional needs.