Instructional Playbook

Effect Sizes

Evidence-based Strategies

CSD INSTRUCTIONAL Playbook "Your Guide to Crafting an Exceptional Classroom”

Tools to Support Implementation

CSD Instructional Playbook & Instructional Guides

Instructional Guides are designed to be used as a tool for: ALIGNMENT: Provides support and coordination between concepts, skills, standards, curriculum, and assessments. COMMUNICATION: Articulates expectations and learning goals for students. PLANNING: Focuses instructional decisions and targets critical information for instructional tasks. COLLABORATION: Promotes professionalism and fosters dialogue between colleagues about best practices pertaining to sequencing, unit emphasis, length, integration, and review strategies. INCREASED SUCCESS: Students achievement increases when both teachers and students know where they are going, why they are going there, and what is required of them to get there. Instructional Guides Developed Collaboratively Canyons School District’s Instructional Guides were collaboratively developed and refined by teacher committees, instructional coaches, building administrators, and specialists in the Instructional Supports Department. Guides are updated each school year to ensure they reflect current practices. Instructional Guides are specific to grade levels and/or content areas. Purpose of CSD Playbook & Instructional Guides Canyons School District’s Instructional Playbook and Instructional Guides have been created to provide teachers with evidence-based pedagogy supports and standards based scope and sequences with teacher materials that are driven by the Utah Effective Teaching Standards and the Utah Core Standards. Tools and resources provided have been adopted by the Canyons’ Board of Education and/or been approved through the Instructional Materials Database. The guides and materials are coordinated vertically within feeder systems and horizontally within grade levels.

CSD’s Instructional Guides: https://www.canyonsdistrict.org/manuals/

CSD MTSS Framework

Canyons Multi-Tiered System of Supports (MTSS) framework specifies the critical elements of quality instruction, learning environment, and informed decision making, to support schools in the implementation of evidence-based classroom and system-wide practices so that each learner succeeds. By prioritizing a multi-tiered approach that provides instructional coherence and support intended to meet the needs and assets of the whole child, this framework serves as the foundation for achieving the important outcomes in the CSD Strategic Plan and realizing the District’s mission for every student to graduate college-and-career ready.

Classroom Practices

Safe & Supportive Environment

High Quality Teaching & Learning

Data-based Decision Making

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Classroom Behavior Essentials

Safety and Belonging

Instructional Design

Instructional Priorities

Assessment for Learning

Team Problem Solving

Schoolwide PBIS Social

Classroom Structure

Instructional Content Aligned to Utah Grade Level Standards Instructional Materials and Technology Aligned to CSD Policy Intentional Planning

Teacher Clarity Explicit Instruction Systematic Vocabulary Instruction Scaffolding Opportunities

Assessment System Effective Assessment Practices Best Practices in Grading

Tiered Teaming Structures

Relationships and Cultural Responsiveness Expectations, Rules, and Routines Student Engagement Acknowledge Appropriate Behavior Responding to Behavioral Errors

emotional Skill Development Restorative Practices Digital Citizenship Trauma

BLT PLC SST

Effective Teaming Practices Systematic Data Review Decision Making Protocols

to Respond Structured Classroom Discussion Feedback Cycle

Informed Practices

Tiered System of Supports & Educator Growth

Tiered System of Supports Behavior Supports during core instruction and intervention Supports for Multilingual Learners / Newcomers during core instruction and intervention Supports for Students with Disabilities during core instruction and intervention Supports for Advanced and Gifted Students

Educator Growth Public Practice

Professional Learning Instructional Coaching (coaching cycles, lesson study, walkthroughs, targeted observations) Canyons Teacher Effectiveness Support System (CTESS)

CSD Instructional Playbook The Instructional Playbook is aligned to CSD’s MTSS Framework and is designed to support teachers in implementing MTSS practices in the classroom. Within its pages, you will find a description and a research-based rationale for each element of the MTSS Framework. Most importantly, you will find practical tips and resources for applying specific strategies in your classroom. The playbook is organized into four specific sections that parallel the MTSS Framework.

CSD is committed to providing an environment where learners feel safe and classrooms are managed with effective, proactive practices. Safe and Supportive Environment Practices CSD is committed to providing equitable learning opportunities where all learners receive high quality instruction by design. High Quality Teaching & Learning Practices CSD is committed to using data to make informed decisions about the learning needs in classrooms. Data-based Decision Making Practices Tiered Systems of Supports & Educator Growth CSD is committed to instructional coherence across tiers to provide supports for ALL students to be successful, and opportunities for educators to grow in order to provide student supports.

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There are several easy ways to access more resources. 1. Click on the Framework Logo on each page to access the website with resources. 2.Click on the title of each page to access resources for that section. Navigation

Safe & Supportive Environment

Schools build safe and supportive environments by integrating a culture of safety and belonging and utilizing Positive Behavioral Interventions and Supports (PBIS) practices to help all students thrive both academically and emotionally.

Safety and Belonging

Classroom Behavior Essentials

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Safe & Supportive Environment Safety and Belonging

A culture of safety and belonging is reflected by a school climate that is both welcoming and inclusive in which all members of the school community are valued. School environments that foster safety and belonging provide students with predictability and help buffer students from stressors.

Recognizes the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world; acting and modeling in ways that are safe, legal, and ethical in digital spaces.

Digital Citizenship

A framework for creating safe, positive, equitable schools, where every student can feel valued, connected to the school community and supported by caring adults.

Schoolwide PBIS

Learning opportunities that help develop social-emotional skills have positive impacts on the social, behavioral, and academic outcomes for students, helping them to learn essential skills for success and well-being. Helps foster an equitable and positive school environment through proactive strategies that create a sense of community and belonging and strengthen relationships and connections within the school community. Restorative practices also encompass strategies for conflict resolution, repairing harm, and healing relationships in response to disciplinary infractions. Promotes a safe and welcoming climate, creates a predictable and responsive learning environment, builds positive relationships to establish an atmosphere of trustworthiness, establishes supportive practices that ensure safety for all, and uses a restorative approach to conflict resolution.

Social emotional Skill Development

Restorative Practices

Trauma Informed Practices

Digital Citizenship

Click here for the Implementation Toolbox

Digital citizenship is the ability to recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world; acting and modeling in ways that are safe, legal, and ethical in digital spaces (ISTE, 2016). Students and staff live in a world where both the physical and digital world are integrated into their lives. As educators, we need to help students think critically and use technology responsibly to learn, create, and participate. Five Aspects of a Digital Citizen: I am Inclusive: I engage with others online with respect and empathy. I am Informed: I evaluate the accuracy, perspective, and validity of online. information. I give credit to other’s work. I am engaged: I use technology for civic engagement, to solve problems, and be a force for good. I am balanced: I make informed decisions about how to prioritize my time and activities online and off. I am alert: I am aware of my online actions, know how to be safe, and create spaces for others online. (ISTE, 2024a) Consider how you can best incorporate the Five Aspects of a Digital Citizen into your classroom.

XXX TECHNOLOGY EXPECTATIONS Establish and teach expectations and routines for using devices and digital materials in the classroom. Reference the applicable aspects of a digital citizen when correcting and reteaching student behavior. Model digital citizenship practices for your students. Use the Screen Time document to evaluate the current balance of screen time use in your classroom. TEACHING DIGITAL CITIZENSHIP Teach the Thrive Time lessons and/or other digital citizenship lessons identified by your Dig Cit coordinator. XXX Critical Actions for Educators SCREEN TIME

Information Literacy

To be information literate means to be skilled at locating, evaluating, using, and sharing information legally, ethically, and effectively. Information-literate students understand the importance of making decisions based on reliable, credible, and verifiable facts (being informed), rather than opinions (being influenced). They develop a healthy skepticism toward the information they encounter and learn to fact-check to avoid misinformation, disinformation, and malinformation. When intentionally embedding information literacy into classroom instruction, teachers can support student success by teaching skills needed to navigate and critically assess the vast amount of information available in the digital age. This involves helping students differentiate between facts and opinions, advertising or propaganda, identify manipulated or computer-generated images, and recognize bias and stereotyping in information, news, and media. Students who master information literacy understand the motives between creators and audiences and possess sound research skills. They can formulate questions and locate high-quality, factual information to meet their academic and personal needs. By developing these skills, students become more informed and engaged citizens, capable of making thoughtful, well-informed decisions. “Despite the perception that we are more divided and fractured than ever, there are some things we can and must agree on: The challenges we face as a species are monumental. The consequences for inaction are dire. We may not always agree on who is to blame or who has the best solution, but we do know that the answers to those questions must be rooted in facts.” (Lagarde & Hudgins, 2021).

Realize how emotional reactions influence online behavior Locate markers of credibility when viewing information on personal devices Recognize common red flags and practice such skills as, lateral reading Explain the motives behind mis-, dis,- and malinformation Establish credibility when creating and sharing Artificial Intelligence (AI) generated content, as well as possible AI generated content Critical Actions for Educators

Critical Actions for Educators Schoolwide PBIS

Schoolwide PBIS, or Positive Behavioral Interventions and Supports uses proactive, evidence-based practices that help establish a climate where everyone feels welcome and safe. The heart of PBIS is building strong relationships with students, developing routines, and organizing environments that promote student success through the active teaching of positive social behaviors. Connecting classroom rules, routines, and rewards to the school-wide PBIS system will help to promote positive behavior in classrooms and throughout the school. Determining what those rules look like in each area of the building, including entryways, playgrounds, etc. Explicitly teaching rules Routinely reinforcing positive behaviors Systematically correcting behavioral errors Providing systematic interventions for Tier 2 behaviors, and individualized interventions for Tier 3 behaviors. The key components of PBIS include: Clearly establishing school-wide rules

Clearly identify behavior expectations by posting the rules and expectations in all areas in and around

the school building. Determine a plan to

explicitly teach rules and routines to students at the beginning of each school year. Reteach expectations at crucial times of the year (e.g., before winter recess, after spring break). Implement reinforcement system for appropriate behavior and routinely evaluate the system for effectiveness.

A well-implemented system will: Increase positive social behaviors in students

TIER 3

Help students feel positively towards their teacher, administrator, and school Help students feel safer in school Increase time for academic instruction and decrease teacher time spent correcting behavioral errors

TIER 2

TIER 1

Social-emotional Skill Development

Social-emotional skill development provides a framework for students to understand, manage, and be successful with social interactions and emotional regulation. It also provides the skills to problem solve and handle difficult emotions and social situations. These skills are essential to student success at school and help build college and career readiness. Social-emotional skill development is best taught through effective classroom instruction with high student engagement, skills reinforced inside and outside the classroom, and broad parent and community involvement. Social-Emotional Skill Competencies Respecting Self 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. Building Resilience: Understanding your emotions, how to manage them, and ways to express them constructively, enables one to handle stress, control impulses, and persevere in overcoming obstacles to achieve goals. Making Responsible Decisions: Accurately defining decisions to be made, generating solutions, anticipating the consequences of each, and evaluating and learning from one’s decisions are critical skills for solving complex problems and working with others. Resolving Conflict: Resolving conflicts requires skills in cooperating, communicating respectfully, and constructively working toward a solution with others. Setting Goals for Personal Growth: Goal setting for academic and personal growth areas can enhance self-confidence and resilience, create self-awareness, and foster a sense of accomplishment. Understanding One’s Community: Being part of a community involves learning to work with and support others with kindness, compassion, and respect, regardless of differences.

Critical Actions for Educators

Build Community: use morning meeting or advisory time to create a safe space in your classroom for students to feel comfortable sharing their feelings and opinions Point Out Examples in Learning Activities: take time to highlight examples in learning tasks that demonstrate social-emotional skills and strategies Point Out Examples in Daily Life: take time when possible to conflict resolution - debrief what happened, could have happened, or what should happen next time Act as an Model: students learn from models; monitor your own emotions for intensity and model healthy coping skills when needed apply social-emotional skill learning as needed, such as

Thrive Time , a Canyons District created and adopted curriculum, provides teachers with the lessons and resources needed to teach a full scope of social-emotional skills for students in grades K-8.

Critical Actions for Educators Restorative Practices

The underlying premise of restorative practices focuses on the belief that people will make positive changes when those in positions of authority do things with them rather than to them or for them. A restorative approach balances high levels of control or limit setting with high levels of support, encouragement, and nurture (Costello et al., 2019). classroom communities. It includes interventions when harm has occurred, as well as pro-active practices that help to prevent harm and conflict by building a sense of belonging, safety, and shared social responsibility throughout school and classroom communities. “Restorative practices are ways of pro-actively developing relationships and community, as well as repairing community when harm is done. After conflict or harm, restorative practices provide a way of thinking about, talking about, and responding to issues and problems.” (Chicago Public Schools, 2022). Restorative practices are a focus of Canyons School District, which will allow “all schools...to ensure that every student feels connected, safe, and empowered to solve problems within a school community.” (Canyons Board of Education, 2019). Restorative practices, when consistently implemented, promote and strengthen positive school culture and enhance pro-social relationships within the school and individual

Build Community: use circle discussions to share experiences and build trust; implement regular check-ins with your class(es) to address any concerns proactively Establish Shared Classroom Culture: collaborate with students to create shared classroom agreements emphasizing respect, empathy, and accountability Practice Active Listening: encourage open dialogue between students and students and staff and validate students' feelings; use reflective listening to ensure understanding Address Conflict Restoratively: not every conflict requires a restorative approach; many conflicts can be solved with simple strategies like Ro-Sham Bo and prompting students to ask each other “What do you need to feel better?”

High Support + High Control

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Restorative

Punitive

High Control Low Control

High Support

Low Support

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Neglectful

Permissive

Restorative Practices

Proactive Strategies of Restorative Practices: Building Relationships and Communities

1. Relationships & Connections: relationships build connections that help build a safe climate in classrooms and schools. 2. Listening Skills: good listening skills allow us to show greater empathy and have a better perspective to move forward together. 3. Affective Statements: affective statements allow the speaker to own their own feelings and not place blame or judgment. 4. Proactive Circles: the circle process helps create community as well as assist in conflict resolution. 5. Inclusive Decision Making: those affected by decisions are provided opportunities to be include in the decision-making process, thereby contributing to an inclusive culture where all voices are valued.

Traditional Approach

Restorative Approach

Misbehavior is defined as

Breaking school rules, disobeying authority

Harm done to one person or group by another

Authority figure establishing what rules are broken, and who is to blame

Everyone working to problem solve, build relationships, and achieve a mutually-desired outcome

Process relies on

Understanding the impact of actions, taking responsibility for choices, and suggesting ways to repair harm and restore community

Accountability defined as

Receiving punishment

Goal of the response

Pain or unpleasantness to deter/prevent

Meaningful restituiton to reconcile and acknowledge responsibilty for choices

Short term--behaviors often stop in the moment but return once the punishment is over

Long term--students learn critical social and emotional skills that serve them in college, career, and life

Effects of the response

Trauma-Informed Practices

Trauma-Informed Practices promote a safe and welcoming climate, create a predictable and responsive learning environment, build positive relationships to establish an atmosphere of trustworthiness, establish supportive practices that ensure safety for all, and use a restorative practices approach to conflict resolution. Trauma is defined as the emotional response someone has to an extremely negative event. An event becomes traumatic when it exceeds a person’s ability to cope. (American Psychological Association, 2024). Experiencing the same event can affect two people differently, depending on each person’s ability to cope at the time the event occurs. Trauma informed practice IS: the framework for understanding, recognizing, and responding to behaviors in a way that considers trauma as a possible reason for these behaviors a way to address a child’s needs and avoid inadvertently re-traumatizing the child. (Source: www.traumainformedcareproject.org)

Build connections with students Create a predictable environment with routines and procedures Ensure that classrooms feel safe for students Give choices when possible Be aware that some topics Critical Actions for Educators

of conversations may remind a student of a traumatic experience

Trauma informed practice is NOT: excusing misbehavior

asking school staff to be trauma therapists taking on the trauma from your students

Implementing trauma informed practices in a classroom adds protection for the student while the student is able to heal psychologically and emotionally. An analogy to think of is when you have a broken bone. A broken bone is put into a cast, which protects the bone while the body does the healing. In this analogy, the cast is the trauma informed practices that protect from further harm while healing is occurring for the student.

Compared to peers, students with a history of traumatic experiences: are 5 times more likely to struggle with attendance are 6 times more likely to display behavioral issues are at higher risk for a variety of physical and mental health conditions, and overall risk increases as the number of traumatic experiences increases Factors that mitigate the impact of traumatic experiences: having a sense of belonging with physical and emotional safety establishing positive relationships with at least one caring adult having predictable routines and procedures in at least one part of their lives

Safe & Supportive Environment

Aligning classroom expectations to the schoolwide PBIS system reduces learning time for students to master expectations and fosters predictability for students and their families. The Classroom Behavior Essentials represent the PBIS practices needed to create a positive classroom climate, but also improve academic engagement, increase the likelihood of appropriate behavior, decrease the likelihood of behavioral errors, and enhance social skills. Classroom Behavior Essentials

Creates an effective, safe, and supportive classroom environment that promotes positive teaching and learning experiences for all students.

Classroom Structure

Cultivates a safe, caring, and supportive classroom culture by being responsive to students from all backgrounds and works toward establishing positive teacher student relationships.

Relationships & Cultural Responsiveness

Creates a foundation with common language to build a positive classroom culture through clearly defined behavioral expectations, rules, and routines for all students.

Expectations, Rules & Routines

Facilitates an optimum learning experience to enhance teacher-student relationships, increase appropriate and on-task behavior, and decrease inappropriate behavior.

Student Engagement

Acknowledge Appropriate Behaviors

Creates a safe, supportive classroom environment by recognizing and reinforcing appropriate behavior while building positive teacher-student relationships.

Prevents escalation of problem behavior, creates opportunities to learn and practice new skills, maintains instructional time, and minimizes the potential of rewarding inappropriate behavior.

Respond to Behavioral Errors

Critical Actions for Educators Classroom Structure

To effectively manage student behavior, the teacher and students must have physical, visual, and auditory access to all parts of the room. This allows for active supervision and unimpeded use of attention signals. Classroom Structure encompasses the arrangement of the physical learning space to promote positive teacher-student and student student interactions and reduce the possibility of disruptions.

PHYSICAL ENVIRONMENT Arrange classroom so the teacher can scan easily Organize room to facilitate movement for the teacher and students Ensure materials are clearly labeled and easily accessible Post a daily schedule that is clear and easily visible Dedicate a space to showcase student work and achievements Create a plan for charging

By structuring the classroom environment, an educator:

promotes a sense of safety and security provides predictability and a sense of stability for learners, plans for adequate personal space for all learners, provides the opportunity for students to acquire the skill of respecting the personal space for themselves and others, decreases the potential for disruptions, and decreases opportunities for overstimulation.

stations and managing cords to maintain a safe environment

ATTENTION SIGNALS Use consistently to maintain attention Teach, practice and reinforce signals

The thoughtful implementation of classroom structures is essential in promoting a culture of respect, responsiblitiy, and academic excellence.

Relationships & Cultural Responsiveness

Critical Actions for Educators

Relationships matter. Positive teacher-student relationships can remove barriers for students, allowing them to feel safe enough to give their full attention to learning. An essential element of building relationships is using students’ cultures and experiences to make learning more relevant. Cultural responsiveness is teaching “ to and through” the strengths of all students (Gay, 2018). This requires awareness and understanding of varying cultures and how classroom and school systems can be arranged to ensure the support and validation of each student. Building relationships and cultural responsiveness begins with high expectations and the belief that, with support, all students can be successful. Attending to relationships and cultural responsiveness shapes the classroom climate by: helping students establish connections with the school and school community promoting positive student to student relationships establishing a sense of belonging for students who feel they do not “fit in” giving students opportunities to explore and attempt more challenging tasks without fear of failure or ridicule creating a respectful environment that helps all students feel valued, safe, and respected

TEACHER-STUDENT RELATIONSHIPS

Use student names during interactions with correct pronunciation Engage with students about their personal interests or experiences Equitably distribute response opportunities

CULTURAL RESPONSIVENESS Cultural and linguistic characteristics of all students are reflected in the classroom Connect new content to culturally relevant examples Make space for student voice "Positive teacher student interaction is the most important factor in effective teaching." -John Hattie (2009)

Teach Expectations, Rules & Routines

A well-managed, successful classroom environment includes three key components: (1) Expectations: clear general guidelines for all students (be respectful, be kind, etc.), ( 2) Rules: explicitly stated directives that are tied to school-wide expectations and are consistently enforced, and (3) Routines: established patterns of behavior that provide structure and predictibility. Establishing and teaching classroom expectations, rules, and routines builds a positive classroom culture for ALL students and help students to know where to be, what to expect, and how they can be successful behaviorally. Some examples of common routines to establish in classrooms are: finishing early, arriving tardy to class, asking for help, online etiquette, calming corner, transitioning between activities, turning in assignments, obtaining supplies, using technology or equipment, using the restroom, sharpening pencils, and cell phone use. Expectations, rules, and routines: create a stable, predictable, consistent environment by making expectations explicit, provide guidelines for behavioral expectations with consideration for all students’ needs, support consistent teacher behavior, reduce stress from unpredictability in the classroom, facilitate students operating in a state of calm, create intentional regulation of activities and events, provide structure to increase the likelihood of appropriate, effective skills, and reduce the likelihood of inappropriate behavior, and build trust through positive, supportive relationships between students, staff, and families.

Critical Actions for Educators

CLASSROOM EXPECTATIONS Clearly explain expectations prior to activities, using scaffolds as appropriate (e.g., visual cues) Expectations are consistently reviewed, prompted, and retaught CLASSROOM RULES Limited number (three to five), clearly defined, and positively stated Align with school rules Rules are readily accessible visually Consistently enforced Model and practice with positive and corrective feedback Transitions occur smoothly with minimal disruptions Routines are age appropriate CLASSROOM ROUTINES

Observe Student Engagement

When students are focused on exciting and relevant academic tasks, greater learning occurs, and opportunities for inappropriate behaviors decrease. Therefore, maximizing student engagement is both an instructional and behavioral strategy. To increase student engagement, teachers can: foster positive teacher-student interactions create opportunities for students to demonstrate their learning deliver authentic feedback provide opportunities for physical movement focus on proper pacing to maintain student attention balance students’ active and passive learning give adequate time to students for formulating answers and asking questions use engaging transitions consider the ratio of active versus passive engagement Enhanced student engagement also: provides a safe environment for responding whether it is the “correct response” or not allows for increased opportunities to process and apply what is being learned supports reluctant students (e.g., who may be

ACTIVE SUPERVISION Move about all areas in the classroom to come in contact with as many students as possible Scan the classroom looking for cues in students’ behavior and opportunities to positively reinforce students Critical Actions for Educators

Interact positively and encouraging with ALL students

OPPORTUNITIES TO RESPOND Provide high rates of opportunities for students to engage Provide multiple methods for student responses

uncomfortable with individual attention, distrustful of adults and peers) with varying opportunities to respond fosters self-esteem provides increased opportunities for positive interactions strengthens positive and supportive adult student relationships supports positive student-student relationships

Acknowledging Appropriate Behaviors

BEHAVIOR SPECIFIC PRAISE Recognize and Critical Actions for Educators

Giving positive feedback is a powerful way to encourage responsible behavior because it confirms for students that they are on the right track and increases the probability that they will demonstrate the same behaviors in the future (Sprick, Sprick, Edwards, & Coughlin, 2021). Acknowledging appropriate behavior involves communicating positive examples, giving specific feedback, and motivating students with pre determined individual and class reinforcement systems. Acknowledging appropriate behavior also: builds students’ self-esteem and a positive sense of self through genuine acknowledgment, supports positive relationships with adults, supports acquisition of new skills in a safe environment, creates a sense of stability and enhances student confidence in their own personal skills, supports expected behaviors and promotes predictable environments, allows opportunities to practice expected behaviors, and helps establish a sense of community and belonging.

acknowledge specific behavior/expectations

PROMPTS

Positively state reminders about what is expected

PRE-CORRECTION

Inform students how to respond to new/ challenging situations

4:1 POSITIVE TO CORRECTIVE STATEMENTS Students are given at least four positive statements for every one corrective (Note: this ratio is higher for vulnerable populations)

GROUP CONTINGENCIES Entire group is acknowledged for appropriate behavior

Negative

4:1

Positive

Acknowledging Appropriate Behaviors

Non Examples

Strategy

Description

Examples

Recognize and acknowledge a specific behavior (expectation/rule) demonstrated by a student or group.

“José, thank you for being kind (expectation) by lining up safely at the door (rule).” “I appreciate you getting started on your starter immediately.” “Before you go, please be responsible and push in your chair.” “As you can see from our agenda today, your chromebook is not one of our needed materials. Please keep them in your backpack.” “Mr. Fox is coming to our classroom. We will be respectful and listen during his presentation and be active learners.”

“Good job, José.”

Behavior Specific Praise

Positively state reminders about what is expected.

“Everyone line up.”

Prompts

Inform students how to respond in new or challenging situations.

“Mr. Fox is here. Be nice to him.”

Pre-correction

Give students at least four positive, supportive statements to every recommended ratio is even higher than 4:1 for vulnerable student populations. one corrective statement. The

(see videos in Implementation Toolbox)

Use sarcasm to disguise corrective feedback Give less than four positive statements following a corrective statement. “Because you were loud, everyone is going to miss ... (recess, free time, fun activity, etc.)”

4:1 Positive/ Negative Corrections

Acknowledge entire group, class, table for appropriate behavior.

See examples in Implementation Toolbox

Group Contingencies

Responding to Behavioral Errors

When behavioral errors occur, it is important for teachers to re-teach, as well as consistently implement pre-planned consequences with students. If behavioral errors continue to occur with a class, or with a particular student, teachers must employ further strategies along a continuum to support students in demonstrating positive behavior. Responding to behavioral errors prevents escalation of problem behavior, creates opportunities to learn and practice new skills, maintains instructional time, and minimizes the potential of rewarding inappropriate behavior. Students and teachers benefit from an appropriate response to behavioral errors because it: helps reduce and replace learned responses that may not be appropriate or effective coping skills, provides structure for learning and demonstrating the expectations rather than focusing on negative consequences, helps students regulate emotions by focusing on what students are supposed to do (expectations) instead of what they are not to do, empowers students to be resilient, supports students using problem-solving and reasoning skills, focuses on the student’s strengths, fosters positive and supportive relationships through instructional responses to behavioral errors that are communicated calmly and respectfully, maintains student dignity when mistakes or missteps are made, and minimizes likelihood of subjecting students to power struggles with supportive adults.

Critical Actions for Educators CONSISTENT RESPONSE Remain calm, clear, and brief to maintain student dignity Use physical proximity to communicate awareness CONTINUUM OF RESPONSE STRATEGIES (see next page) Reteach Error Correction Redirection Withholding Attention Reward Around Student Reward Alternative Behavior DE-ESCALATION STRATEGIES Help Prompt Wait Consistently respond to inappropriate behavior

Responding to Behavioral Errors

Strategy

Description

Examples

Non-Examples

Respond to behavior error by restating the rule/expectation

Some materials are not cleaned up following a science activity. “Let’s review our classroom rule for being responsible and why it is important.” Harrison gets out of his seat during group instruction to turn in a paper. Teacher: “Harrison, please return to your seat and respectfully wait until instruction is over to turn in your paper.” “Remember, we want to keep our floor clean so we can be safe. Sam, please be responsible and clean up your area.” After Sam cleans up, “Thank you Sam, for being responsible.” During instruction, Sue is tapping her pencil and looking around the room. The teacher continues the lesson without interruption. Afterwards, the teacher quietly speaks with Sue. Shawna is drawing on her paper. The teacher ignores her, but states, “I like the way Peter (sitting next to Shawna) has his book out and is following along. Thank you for being responsible and on-task.” Once Shawna focuses on her work, the teacher then acknowledges Shawna’s on-task behavior. During math, Jim has his math book out, opened to the correct page, with paper and pencil on the desk, but is not working. The teacher states, “Jim, thank you for getting all your materials out. It looks like you are ready to begin working. Remember to raise your hand if you need help.”

Some materials are not cleaned up following a science activity. “Clearly, some of us are not following our rule of being responsible.” “Harrison, sit down. You aren’t supposed to turn in your paper now.”

Reteach

Neutral, brief feedback that targets inappropriate behavior and describes desired behavior Neutral, brief reminder about the expectation/rule, followed by positive feedback when the student engages in appropriate behavior Conscious decision not to recognize or attend to a student who is engaged in minor disruptions (i.e., planned ignoring). Reinforce the positive behavior of a student near the student engaged in challenging behavior.

Error Correction

“Sam, clean up.”

Redirection

During instruction, Sue is lightly tapping her pencil and looking around the room. The teacher stops the lesson and tells Sue to stop disrupting everyone. Shawna is drawing on her paper instead of having her book out and following along while Sam reads. The teacher stops Sam and says, “Shawna, get your book out and pay attention.” During math, Jim has his math book out, opened to the correct page, with paper and pencil on his desk, but is not working. The teacher says, “Jim, you need to get started. Everyone else is already on page 2.”

Withholding Attention

Reward Around Student

Reinforce positive behaviors linked to the desired behavior.

Reward Alternative Behavior

High Quality Teaching & Learning

High Quality teaching integrates intentionally crafted lessons with evidence-based instructional practices to foster engaging and effective learning opportunities for ALL students.

Instructional Design

Instructional Priorities

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High Quality Teaching & Learning Instructional Design

Effective instructional design begins with understanding the lived experiences, culture, and background knowledge of your students. Students are more motivated to learn when they understand why they are learning something, can personally connect to the content, and feel supported through productive struggle.

Connects learning intentions and success criteria to Utah Grade Level Standards and student data.

Instructional Content Aligned to Grade Level Standards

Maintains high expectations that take unique student characteristics into account.

All instructional materials and technology tools/apps are evaluated and approved in accordance with CSD policy. District approved instructional materials and technology are outlined in CSD’s Content Instructional Guides. Considers instructional materials, technology integration, and specific instructional strategies to personalize, accommodate, and scaffold in order to provide students with access to grade level instruction and opportunities to demonstrate competency.

Instructional Materials and Technology aligned to CSD Policy

Intentional Planning

Instructional Content Aligned to Utah Grade Level Standards

Align lesson content to adopted standards Unpack standards to ensure appropriate learning progressions are followed Keep the intended level of the rigor by providing scaffolds for learners who need additional support Provide students with learning intentions and success criteria for each standard Create and use assessments aligned to the standards Determine next steps for learning based on mastery of the standard Critical Actions for Educators

Utah State Standards outline what learners should know and be able to do at each grade level. These standards provide a roadmap for educators, students, and parents, and guide curriculum development, instructional practices, and assessment strategies. The purpose of the standards is to provide the following: Standards ensure alignment and continuity across grade levels and schools promoting a coherent educational experience for learners. Standards facilitate a progression of skills and knowledge acquisition, laying the foundation for future learning and academic success. Standards set rigorous academic expectations for learners, challenging them to achieve at high levels and reach their full potential. Rigorous standards prepare students for college, career, and civic life, equipping them with the knowledge, skills, and competencies needed to succeed. Standards provide a basis for accountability, enabling educators and other stakeholders to monitor learner progress and evaluate the effectiveness of educational programs. Standards-based accountability systems hold schools and the district accountable for learner outcomes, driving continuous improvement and fostering data-driven decision-making. Standards serve as a blueprint for curriculum development and instructional planning, guiding educators in selecting and designing learning experiences that align with learning objectives and promote learner mastery. Educators use standards to develop learning goals, design instruction, and assess learner progress. Standards play a crucial role in preparing students for post secondary education by emphasizing critical thinking, problem-solving, communication, and collaboration skills to cultivate the competencies needed for success in college or career. Rigor & Expectations Accountability & Assessment Curriculum & Instruction College & Career Readiness Alignment & Continuity

Instructional Materials Policy

Instructional materials are the digital and print resources used to promote student learning. All instructional materials must be selected and approved in accordance with Canyons IInstructional Materials Policy 600.2. The policy differentiates five categories of instructional materials and specifies an approval process for each category. All materials require evaluation using the Instructional Materials Selection Criteria.

Instructional Material

Description

Approval Process

Primary materials adopted for core content areas used in all schools by all teachers who teach the course Materials are mapped to a specific scope and sequence in the Content Instructional Guide. Examples: Wonders, Illustrative Math, Inspire Physics

Curriculum Committee

District-wide

CSD Board Approval

District Specialist/School Submits Request

Primary materials for elective courses Examples: Concurrent Enrollment texts

Course-level

Director of ISD Approval

Materials that enhance primary materials or are used in combination with other supplemental materials for teaching specific standards Examples: Derivita, Number Talks Materials intended to build specific skills with students who are below benchmark in reading, language, writing, and/or mathematics These materials typically have a diagnostic assessment for placement and a recommended scope and sequence Examples: Read/Math 180, 95% PLL, Lexia Specific instructional materials selected by teachers or licensed educators to enhance a lesson(s) Not intended for extended use (on a routine basis) Recommended that teachers have a colleague or administrator review for appropriateness if unsure about whether or not materials meet criteria

District Specialist/School Submits Request

Supplemental

Director of ISD Approval

District Specialist/School Submits Request

Intervention

Director of ISD Approval

Teachers Evaluate Using Criteria

Teacher Selected

Instructional Materials Teacher Selection Criteria

In accordance with Canyons School District Instructional Materials policy 600.02, all instructional materials must be evaluated using the 13 criteria below. Instructional materials that do not meet one or more of the applicable criteria listed should not be used by teachers. Instructional materials that partially meet criteria in 1-3 areas may still be used if the materials meet criteria when combined with other instructional materials and/or directly align to the learning intention and success criteria of a given lesson. If instructional materials partially meet criteria in more than 3 areas, the materials should not be used by teachers.

Review Criteria

Meets Criteria Guidance

Aligned to the Utah Core Standards or specified course standards and CSD Board Policy

Instructional materials align to the practices, specific content, and rigorous expectations outlined in the course standards. Instructional materials support the development of students’ conceptual understanding of the standards Primary and supplemental materials should reflect the rigor of the course standards Content and context of the materials are generally suitable for students of the same age or level of social and cognitive development The context and prevalence of violence, sex, language, and illegal substances as well as the social and cultural factors of the learning communities must be considered when selecting instructional materials Materials and/or the instructional practices outlined in the materials are evidence-based, evidence-informed, or pre approved by a partnering organization such as the College Board or the partnering institute of higher education Evidence-based: demonstrates significant effect, of at least 0.40 effect size on improving student outcomes based on strong evidence from at least one well-designed or well implemented quasi-experimental study or moderate evidence (UT Code 53G-11-303) Evidence-informed: developed using high quality research outside of a controlled setting in the given field and includes strategies and activities with a strong scientific basis for use (UT Code 53G-11-303)

Age appropriate

Supported by generally accepted standards of evidence

Instructional Materials Teacher Selection Criteria

Review Criteria

Meets Criteria Guidance

Information included in materials is true, contains primary sources, well-referenced or cited works, or original content. Materials DO NOT include: Misinformation--false or misleading information created or shared without knowing it is false Disinformation--false information that is deliberately misleading or manipulated Malinformation--information based in truth but has been altered in content or context to intentionally deceive Materials include contributions to the body of knowledge/work in the content from people with different lived experiences and from different cultures. Contributors include but are not limited to: Artists, authors, historical figures, field experts, researchers, scientists, etc. Materials include the diverse cultures and lived experiences of students. In other words, do students see themselves and their family/community reflected in materials A stereotype is a belief or assumption associated with groups of people, places, or situations Materials reflect individuals or groups accurately and do not reinforce stereotypes Images and other media embedded in materials depict individuals with distinctive features rather than individuals who all look alike Content within materials does not assume all students have common experiences or perspectives (e.g. family dynamics, birthday celebrations, extra-curricular activities, community engagement) Content within materials does not assume all students have common access to physical spaces and materials (e.g. park, toys)

Accurate and factual

Reflect contributions from authors, artists, or appropriate experts in the field that represent diverse viewpoints, ethnic and cultural backgrounds, and experiences

Representative of diverse cultures

Free of biases and stereotypes related to sex, race, religion, sexual orientation, or gender identity