SALTA 1st Grade Curriculum Map

MTSS Standardized /Contextualized

High Quality Implementation “Because every group of students is unique in terms of experiences, needs and cultural background, implementing well also means knowing when and how a program may need to be adapted in order to achieve its goals. It's possible to retain fidelity to program design by making sure any modifications are aligned with the program's message and objectives.” Dusenbury, L. Education World 2012 . The role of the district is to standardize the process while the role of the buildings is to contextualize implementation. District: Standardizing the Process • Common understanding of evidence-based practices for academic and behavioral instruction • Common sequencing, materials, and resources • Common set of expectations for implementation Building: Contextualizing Implementation • Consider unique factors that will need to be addressed based on school context • Student Population • Data Analysis • Master Schedule • Community • Allocation of Resources • Customize based on these factors in order to make it your own to ensure student learning • School vision aligns to district vision

• Allocated resources across the district to support staff in strong implementation, so gains in student outcomes are evident • Pre-determined data sets and data management systems to evaluate implementation efforts • Processes for obtaining and providing feedback from implementers that includes systematic and on-going data analysis

Download Standardized here

Download Contextualized here

Tier2 Standardized

Tier1

InstructionalPrioritiesand ScaffoldSupports * SmallGroupRoutinesasoutlined in the Skill-basedSmallGroupManual * ChunkingAssignments * TargetedStudentorgroupof studentsusing scaffolds listed fromabove tomeet the identified studentneed.

StandardizedCurriculum AllStudents Receive90minutesof coreELA instruction Grades1-5

Standards

StandardizedCurriculum

Assessment

InstructionalPrioritiesand ScaffoldSupports

Standardized

Standards

Assessment

AllStudents30-60minutes ofSBI

ReadingStreet * ConceptTalk

AllStandards

* DIBELS * DWSBA * SAGE * RI * KEEP * Checks forUnderstanding * ExitTickets * Whiteboards * Checklists * Observation * Check for skill fluency

* TeacherClarity * Explicit Intruction

Contextualized

Standards

StandardizedCurriculum

Assessment

* InstructionalHierarchy * SystematicVocabulary * StructuredClassroomDiscussion * MaximazingOpportunities toRespond * Feedback * Scaffoded InstructionandGrouping Structures * Manipulatives forPAandPhonics * SentenceFrames * PrecisionPartners * QuestionCards * CueCards * PacingGuide forScopeandSequence * ImagesandMultimedia * Routines fordecoding * Conceptmapping * QuestionStems * RubricsandExemplars * VocabualryRoutine * MultisyllabicRoutine * ELALiteracyBlockminutes * Writing toLearn tasks * FourSquaregraphicorganizer * SentenceandResponseFrames * Pacingbasedon studentneeds * Manipulatives forPAandPhonics * IntensifiedRoutines * DLIandSALTAPacing * FrontLoading * AdvancedOrganizer * Explanations * Examples * Models

Skill-basedSmallgroupManual * SmallGroupLessonPlansaligned to the instructional sort. * FrontLoadingLessonPlans * InterventionProtocol forgroup4 OtherSupports toConsider * LeveledLibrary * RTI kit * KPALSor PALS (1st) * PALS (2-6) * FCRR * Rewards * Phonics forReading * MySidewalks * EarlyReading InterventionKit (ERI) * 6minuteSolution * FreshReads * Sleuth * ConceptReaders * ScienceandSocialStudiesReaders * Access forAllLessons * Strategic Intervention (SI)

Increasedordecreased minutesofSBI instruction

TargetedSkills that lead to standard mastery

* CorePhonicsSurvey * RTIdiagnosticassessments (PA) * ProgressMonitoring * RTIdiagnosticassessments * Fluency * Vocabulary * Comprehension

* BuildOralLanguage * Let'sTalkabout itpage * ConceptMap * PhonologicalAwareness (K-2) * Phonics/WordStudy/Spelling * Sound/SpellingCards (K-3) * Decodables (K-3) *Vocabulary (AmazingWords,Selection,HF) * VocabularyCards * MainSelectionVocabulary

*CSDRoutinesRing (1stgradeSY2018)

* SystematicVocabularyRoutine * TeacherReadAloud (Day1) (grade2BigBook) * Skilland stategy read (Day1-Grades2-5) * VocabularySelection/ICanRead (Day2) * PairedSlection (Day4) *CloseRead (CSD recommendations) * MainSelection (Days2&3) * Fluencyof targeted skills * Conventions (compacted2days) Writing *CSD Framework forElementaryWriting (Map)

Contextualized

Standards

StandardizedCurriculum

Assessment

* OnLevel (OL) * Advanced (A)

AllStandards PrerequisiteSkills

* WeeklyTests * TeamCFA's

AllStudents20-30minutes Content Intergration

ReadingStreet * 10 ImportantSentences * Reader'sandWriter'sNotebook * ELHandbook * LetterTiles *ConceptTalkVideos * Fluency * Model * Researchand Inquiry * ThinkCritically/Retell * TeacherReadAloudAnthology * LiteraryTerms * Guided * Practice

* GameSheets * CSDDecodableBooks/Database * ComputerAssistedLearning * Lexia * ImagineLearning * Etc. *LanguageCentral

* BalancedorCCR test * ProgramAssessment * WritingPerformance Tasks inmap (3-5) * UtahCompose * StudentSelfAssessment

* Let'sLearn It * FreshReads EnglishLearners * ELLPoster * LanguageCentral * ELLSmallGroupSupportPages • ELD andELLWeeklyReadersandTeachingGuide * DigitalResources * Reader'sTheatreAnthology Writing * Teacher createdwritingprompts inplace ofor inaddition toWrite toSources. * WritingMiniLessons * FramingYourThoughts * Skill-basedSmallGroupManual * SmallGroupLessonPlansaligned to InstructionalSort * FrontLoadingLessonPlans * InterventionProtocol forgroup4

The following pages show English Language Arts and Math standardization and contextulization for both Tier I and Tier II. Schools use the standardized components to ensure high quality implementation. Schools also contextulize to intensify and extend based on student need in both Tier I and in Tier II. ELA: In English Language Arts, the Reading Street five-day plan refers to standardized components of Tier I. Tier II, by definition, is contextualized. Consequently, the contextualized components are not represented on the five-day plan. Each school should have a plan for contextualizing Tier I core and Tier II components within ELA. A sample tier II plan can be viewed here. The site-based plan becomes the school’s defined MTSS. Math: In the math block, standardized components of Tier 1 are bolded . Tier II, by definition, is contextualized. Each school should have a plan for contextualizing Tier I core and Tier II elements within their daily Math Block.

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