SALTA 3rd grade

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

Tier 2 Standardized

Tier 1

Instructional Priorities and Scaffold Supports * Small Group Routines as outlined in the Skill-based Small Group Manual * Chunking Assignments * Targeted Student or group of students using scaffolds listed from above to meet the identified student need.

Standardized Curriculum All Students Receive 90 minutes of core ELA instruction Grades 1-5

Standards

Standardized Curriculum

Assessment

Instructional Priorities and Scaffold Supports

Standardized

Standards

Assessment

All Students 30-60 minutes of SBI

Reading Street * Concept Talk

All Standards

* DIBELS * DWSBA * SAGE * RI * KEEP * Checks for Understanding * Exit Tickets * Whiteboards * Checklists * Observation * Check for skill fluency

* Teacher Clarity * Explicit Intruction

Contextualized

Standards

Standardized Curriculum

Assessment

* Instructional Hierarchy * Systematic Vocabulary * Structured Classroom Discussion * Maximazing Opportunities to Respond * Feedback * Scaffoded Instruction and Grouping Structures * Manipulatives for PA and Phonics * Sentence Frames * Precision Partners * Question Cards * Cue Cards * Pacing Guide for Scope and Sequence * Images and Multimedia * Routines for decoding * Concept mapping * Question Stems * Rubrics and Exemplars * Vocabualry Routine * Multisyllabic Routine * ELA Literacy Block minutes * Writing to Learn tasks * Four Square graphic organizer * Sentence and Response Frames * Pacing based on student needs * Manipulatives for PA and Phonics * Intensified Routines * DLI and SALTA Pacing * Front Loading * Advanced Organizer * Explanations * Examples * Models

Skill-based Small group Manual * Small Group Lesson Plans aligned to the instructional sort. * Front Loading Lesson Plans * Intervention Protocol for group 4 Other Supports to Consider * Leveled Library * RTI kit * KPALS or PALS (1st) * PALS (2-6) * FCRR * Rewards * Phonics for Reading * My Sidewalks * Early Reading Intervention Kit (ERI) * 6 minute Solution * Fresh Reads * Sleuth * Concept Readers * Science and Social Studies Readers * Access for All Lessons * Strategic Intervention (SI)

* Core Phonics Survey * RTI diagnostic assessments (PA) * Progress Monitoring * RTI diagnostic assessments * Fluency * Vocabulary * Comprehension

Increased or decreased minutes of SBI instruction

Targeted Skills that lead to standard mastery

* Build Oral Language * Let's Talk about it page * Concept Map * Phonological Awareness (K-2) * CSD Routines Ring (1st grade SY 2018) * Phonics/Word Study/Spelling * Sound/Spelling Cards (K-3) * Decodables (K-3) * Vocabulary (Amazing Words, Selection, HF) * Vocabulary Cards * Main Selection Vocabulary * Systematic Vocabulary Routine * Teacher Read Aloud (Day 1) (grade 2 Big Book) * Skill and stategy read (Day 1-Grades 2-5) * Vocabulary Selection/I Can Read (Day 2) * Paired Slection (Day 4) * Close Read (CSD recommendations) * Main Selection (Days 2 & 3) * Fluency of targeted skills * Conventions (compacted 2 days) Writing * CSD Framework for Elementary Writing (Map)

Contextualized

Standards

Standardized Curriculum

Assessment

* On Level (OL) * Advanced (A)

All Standards Prerequisite Skills

* Weekly Tests * Team CFA's

All Students 20-30 minutes Content Intergration

Reading Street * 10 Important Sentences * Reader's and Writer's Notebook * EL Handbook * Letter Tiles * Concept Talk Videos * Fluency * Model * Research and Inquiry * Think Critically/Retell * Teacher Read Aloud Anthology * Literary Terms * Guided * Practice

* Game Sheets * CSD Decodable Books/Data base * Computer Assisted Learning * Lexia * Imagine Learning * Etc. *Language Central

* Balanced or CCR test * Program Assessment * Writing Performance Tasks in map (3-5) * Utah Compose * Student Self Assessment

* Let's Learn It * Fresh Reads English Learners * ELL Poster * Language Central * ELL Small Group Support Pages • ELD and ELL Weekly Readers and Teaching Guide * Digital Resources * Reader's Theatre Anthology Writing * Teacher created writing prompts in place of or in addition to Write to Sources. * Writing Mini Lessons * Framing Your Thoughts * Skill-based Small Group Manual * Small Group Lesson Plans aligned to Instructional Sort * Front Loading Lesson Plans * Intervention Protocol for group 4

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.