Secondary Literacy Guide

Last Updated April 14, 2025 ​

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Literacy, Page 1

Table of Contents

What’s New and Updated

4

Secondary Literacy Overview

5

Benchmarks at a Glance

7

1 3 1 4 1 5 18

Placement and Exiting

Secondary Literacy Placement Criteria

Service Delivery Guidelines for Secondary Multilingual Learners

Literacy Overview

Literacy Service Delivery Guidelines for Special Ed Students

Scope and Sequence - Middle School

19

Scope and Sequence - High School

20

Quarterly Literacy Goals

21

High Quality Implementation

22

Secondary Literacy Best Practices

29

Daily Rotation Models in Literacy and ELD Classrooms

31

Read 180 Workshop

39

Overview

40

Priority Standards and Skills

41

First Steps for Success

42

Classroom Setup Examples

43

Read 180

Materials

46

Routines

47

Rotations

50

Assessments

52

Data Analysis and Conferencing

54

Read 180 Code

55

Overview

56

First Steps for Success

58

Classroom Setup Examples

59

Read 180 Code

Materials

61

Routines

62

Rotations

65

Assessments

67

Data Analysis and Conferencing

69

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Literacy, Page 2

Table of Contents

Language Launch

70

Overview

71

Standards and Skills

72

First Steps for Success

73

Classroom Setup Examples

74

Language Launch

Materials

76

Routines

77

Rotations

79

Assessments

81

Data Analysis and Conferencing

83

Resources for Supporting Multilingual Learners

84

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What’s New and Updated?

Feature

Description

Page

Assessment updates including: ●​ NWEA MAP ●​ CPA

With the change to NWEA MAP, additional resources were added to the guides. Placement and Exiting benchmark criteria were updated.

Since we no longer use Access Newcomer, a new section addressing Language Launch was added.

Language Launch

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Secondary Literacy Overview

Overview

Canyons School District offers a variety of literacy intervention classes, including Newcomers/ELD, Literacy 1, and Literacy 2. Literacy competency skills are the most basic skills required for college and career readiness. Students not on grade level for reading and writing find the demands of college and the workplace overwhelming. Focused, skill-specific instruction in the fundamentals of reading comprehension and writing is necessary for students with reading deficiencies. Students are placed in Literacy Classes based on their proficiency levels compared to their grade level. Students who score below 40% Achievement (Low Average, Low) on the MAP Assessment should be placed in a literacy intervention course until they reach proficiency. Students are placed into these literacy classes based on their proficiency levels relative to their grade-level expectations. Those who score below 40% Achievement (Low Average or Low) on the MAP Assessment should be enrolled in a literacy intervention course until they reach proficiency. Enrollment ●​ Class sizes should be no more than 18 students for middle school and 24 students for high school ●​ Considerations should be made to balance the load of struggling readers, ELs, and students with disabilities ●​ Students selected for placement in reading intervention should be based on the last five Benchmark Assessments. ●​ Students should be able to transfer out once they reach proficiency, and based on the literacy team's decision ●​ Transferring students out should only be done at the end of grading periods. ●​ Parent and administrator meetings are needed before students opt out of the reading intervention

Instructional Programs

Canyons School District has adopted evidence-based instructional practices and programs proven to develop students’ reading abilities in the foundational skills of: phonemic awareness, phonics, vocabulary, fluency, accuracy, and comprehension. Fidelity to ensure appropriate instruction in the programs is critical to maximizing student gains. To ensure fidelity of implementation, a daily instructional block should be followed, as outlined in the class protocol. Secondary Literacy classes utilize three core programs to differentiate instruction and support students’ individual learning needs:

●​ Read 180 Comprehension ​

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This is a comprehensive, blended learning program designed to accelerate reading levels for students in Grades 4–12. It supports teachers in helping students become confident, capable readers through explicit instruction in comprehension strategies. ​ ●​ Read 180 Code ​ This is a foundational reading program tailored for older struggling readers. It provides personalized learning pathways through instructional software and focuses on building comprehension and writing skills. ​ ●​ Language Launch ​ This is a multi-level, standards-based program for middle and high school beginning Multilingual Learners. It develops English language proficiency while helping students access key concepts in English, Math, Science, and Social Studies.

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Literacy, Page 6

Benchmarks at a Glance

NWEA MAP NWEA MAP Growth Reading: Measuring Achievement and Growth with Precision

MAP® Growth™ is the leading assessment for measuring K–12 achievement and growth in reading and language usage. It dynamically adjusts to each student’s performance, creating a personalized testing experience that accurately measures whether a student is performing at, above, or below grade level. The assessment provides timely, easy-to-read reports that offer valuable insights to support instructional planning and operational decision-making. Students whose MAP Growth results show they are reading one or more years below grade level—based on their RIT or Lexile scores—but have mastered foundational reading skills are placed into the appropriate Comprehension Segments . These segments, available in the Student App during Stages B and C, offer recursive instruction to strengthen comprehension skills.

MAP Growth is an untimed, computer-adaptive online assessment that tracks academic achievement and reading growth over time. Drawing from a large bank of multiple-choice and technology-enhanced items, the test adjusts in difficulty based on student responses—becoming more challenging after correct answers and easier after incorrect ones—ensuring a tailored and accurate measure of each student’s performance.

To learn more about NWEA MAP, click here.

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HMH Code Placement Assessment (CPA) To determine placement, eligible students complete a screener called the Code Placement Assessment (CPA) . Students who have a RIT score ≤195 or a Lexile score below 600L in grades 6−12 may be eligible for foundational literacy instruction through the Code Segments . Upon their first log-in to the Student App, these students will first watch the Mindset Matters video and then complete CPA 1 . The CPA assesses Letter Sounds, High-Frequency Words, Decoding, and Morphology . The assessment measures the accuracy and speed of students’ responses. The CPA can be used for placement and progress monitoring . Each CPA automatically determines where students should be placed in the Student App at one of five placement options. The CPA provides three foundational literacy skills assessments that are used to diagnose, place students, and track progress in foundational skills mastery throughout the year. Students whose CPA results indicate gaps in foundational skills will be automatically placed into Student App Code Segments where they will receive systematic, individualized instruction to help close skills gaps.

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Placement and Exiting When considering placement and exit criteria for the Literacy class, use multiple data points. Teams are encouraged to place or exit students based on the last 5 Benchmark Assessment scores to ensure decisions are based on a trend, rather than a single data point. CSD Literacy Entry & Exit Criteria To ensure students are placed correctly in the Read 180 program: 1. ​ MAP should occur three times a year—during the fall, winter, and spring assessment windows. 2. ​ Adjustments in the program should be made based on the most recent data from MAP and CPA given during those assessment windows. 3. ​ Refer to the table below to match RIT scores with the correct instructional level. Use the RIT score range in the center column to determine the correct Read 180 level on the left. The Lexile range on the right provides an additional reference point to support placement decisions, especially for students whose scores are on the border between levels. ●​ Students in grades 6–12 who score 195 or below should be placed in the CODE Foundational Skills software and must be given the CPA (Coding Placement Assessment) to ensure accurate placement within the CODE software. ●​ Students who score above 195 should be placed in the appropriate Comprehension level, using the ranges in the table.

Other Criteria to Consider: Attendance, Grades, Behavior (can’t vs. won’t)

Considerations for students with an IEP: If the IEP does not specifically address reading as part of the services and the student is reading below grade level, SPED teams are encouraged to place the student in a Literacy class (does not necessarily need to be a SPED teacher).

Resources to support communication on placement: Parent Letter Version 1 ; Parent Letter Version 2

Read 180 Levels Placement Guide PROGRAM

LEVEL

RIT SCORE RANGE ≤ 184 (Grades 3–5) ≤ 195 (Grades 6–12)

LEXILE RANGE

Foundational Skills

< 400L (Grades 3–5) < 600L (Grades 6–12)

CODE

1

185 – 195 196 – 200 201 – 205 206 – 211 212 – 218 219 – 231+

400–600L 601–700L 701–800L 801–900L 901–1050L 1051–1300L+

2 3 4 5 6

COMPREHENSION

General Guidelines for Program Placement Read 180

Read 180 Code

Language Launch

RIT >196 or RIT < 196 CPA = On Track For SPED, see guidelines on pg. 18 Literacy skills with an emphasis on: Vocabulary, Comprehension, Writing

RIT ≤ 195 CPA = Not Yet or Developing For SPED, see guidelines on pg. 18.

See ML Service Delivery Guidelines - Next Page

Phonics, Phonemic Awareness, Fluency

Language Acquisition and Development, Vocabulary, Background, and Content Knowledge

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Literacy, Page 13

Secondary Literacy Course Placement Criteria The following courses provide services for students with a Lexile below 1000, including the federal ML and SPED Services requirement. ACC ABS SPED Literacy ELD 1 Literacy 1 Literacy 2 Course Number For Learning Strategies ELA: 0589 Middle or High School For Elective Credit: 0506 - Middle School (with reading endorsement) For Middle and High School: 4636 Middle School: 4519 (middle school; no reading endorsement) For Middle and High School:

For ELA Credit: Use ELA course codes (SPED or non-SPED ELA courses) For Elective Credit: 0506 - Middle School 0507 - High School (with reading endorsement) 0546 - Middle School or High School (no reading endorsement) (with reading endorsement)

4528 (middle school; reading endorsement) 4519 (middle school; no reading endorsement) 4518 (high school; no reading endorsement) 4699 (high school; reading endorsement)

0507 - High School (with reading endorsement) 0546 - Middle School or High School (no reading endorsement)

4528 (middle school; reading endorsement) High School: 4518 (high school; no reading endorsement) 4699 (high school; reading endorsement) 40th Achievement Percentile or Below and RIT≤195 and Not Yet or Developing on the CPA

For ELA Credit:

0569 SPED ELA 12 0568 SPED ELA 11 0567 SPED ELA 10 0566 SPED ELA 9 0501 SPED ELA 8 0500 SPED ELA 7 0499 SPED ELA 6

Student Profile

40th Achievement Percentile or Below OR On Track on the CPA

40th Achievement Percentile or Below

40th Achievement Percentile or Below

RIT≤195 and Not Yet or Developing on the CPA

Newcomer to the U.S. 2 semesters

Students requiring Literacy instruction with a Special Education licensed teacher who cannot access resource classes.

Students requiring Literacy instruction with a Special Education licensed teacher due to their IEP minutes in Basic Reading.

Students requiring Literacy instruction with a Special Education licensed teacher who need behavior support.

Students requiring Literacy instruction d ue to their IEP minutes in Reading Comprehension

Course Focus

Language Launch Beginning English skills, core content intro, acculturation to the US school system, building students’ confidence and connection to school and community.

Read 180 - Code Literacy 1 may be a combination of MLs, general education, and students with disabilities.

Read 180 Literacy 2 may be a combination of MLs, general education, and students with disabilities.

Read 180 or Code

Read 180 or Code

Read 180 - Code

Exiting Criteria ●​ All Students who score 51st ACHIEVEMENT PERCENTILE OR ABOVE do not qualify for Literacy Intervention and should not be placed in any of these classes. ●​ If a student scores between the 41st and 50th percentile, analyze other criteria before exiting such as GPA,, Early Warning Signs, historic MAP performance, state test performance, and performance on the student app. ●​ If the student has an IEP, review the student’s IEP goals and decide on the next steps. For more detailed information and course continuums for SPED and ML students, please refer to the Service Delivery Guidelines for Secondary ML Students and the Service Delivery Guidelines for Secondary SPED Students below.

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Literacy, Page 14

Service Delivery Guidelines for Secondary Multilingual Learners CSD values the assets our multilingual learners (MLs) bring to our communities and is committed to building on these assets by designing multilingual learner (ML) services that (1) prioritize access to quality educators and quality instruction, (2) provide equitable opportunities, and (3) meet federal and state requirements. Using these 3 pillars, this document provides guidelines for secondary administrators and counselors to consider when designing services for multilingual learners. PILLAR #1: Prioritizing Access to Quality Educators and Instruction 1.​ Quality Educators who have demonstrated the ability to create an inclusive classroom where students feel valued, connected, and safe to engage in learning, even if they make mistakes 2.​ Quality Instruction that increases students’ opportunities to practice speaking, reading, writing, and understanding English PILLAR #2: Equitable Opportunities

KEY ACTIONS THAT INCREASE EQUITABLE OPPORTUNITIES

KEY ACTIONS THAT DECREASE EQUITABLE OPPORTUNITIES

●​ Collaborating with other counselors and administrators to make decisions ●​ Anchoring in Pillar #1 ●​ Interview the student and family about past educational experiences and interests ●​ Follow the guidance from the enrollment memo ●​ Utilize all data available to determine placement and select courses (Lexile, past transcripts, and language proficiency) ●​ Place MLs in courses based on individual needs, interests, and goals ●​ Place students in courses with proficient English speakers ●​ Evaluate services and change the schedule as frequently as needed ●​ Prioritize the student’s needs over convenience

●​ Making decisions in isolation ●​ Placing students with teachers who are less effective in building relationships and/or whose instruction is not likely to increase language practice ●​ Determining grade level based on age only, without considering other factors ●​ Making assumptions about what the student can and cannot do ●​ Using only language proficiency to select courses ●​ Placing all MLs in a predetermined set of courses (tracking) ●​ Grouping a high number of MLs in the same class ●​ Keeping students in specific classes regardless of progress

PILLAR #3: Federal and State Requirements

Federal/State Requirements

CSD Implementation

Accurately identify ML students and make placement decisions. ●​ Within 30 days, Aug.- Oct. 1 ●​ Within 10 days after Oct. 1

●​ WIDA Screener as prompted by Home Language Survey responses at the time of enrollment ●​ WIDA ACCESS 2.0 annually to measure progress

Language Development Instruction

Secondary Language Course (ELD and Literacy)

Access to grade-level content

●​ Course Recommendations ●​ Important Considerations

Language Development courses taught by an ESL-endorsed teacher

●​ CSD-funded endorsement courses ●​ CSD Competency-based ESL Endorsement (coming soon)

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High School Content Course Recommendations Highly scaffolded grade-level core content with engaging teachers (preferably ESL endorsed)

ELA ●​ Literacy can count as 1 year of ELA credit ●​ Students with a Lexile above 1000, can take ESL 1010 and 1020 for ELA 11 and ELA 12 credit ●​ After passing ESL 1010 and 1020 with a C or better, students can take English 1010 and 2010 without the minimum ACT requirement MATH ●​ Schools with high numbers of newcomers may elect to have a Basic Math Class upon approval and may enroll newcomers in this class until an appropriate Math level can be determined ●​ 9th & 10th grade students who are Below Basic/Basic on MI should be enrolled in math every day for the full academic year (eg. Math Lab with Secondary Math 1 or 2 or Secondary Math 1 or 2 daily) ●​ 11th grade students may opt out of Secondary III and take a more applicable approved AAF course (such as Accounting, Stats 101, Mathematics of Personal Finance, Modern Math, Intro to Programming) subject to performance in Secondary Math 2 and future plans ●​ The overall goal for students is that they complete their 3rd year of Math by the time they graduate SCIENCE ●​ Newcomer students should be placed in core Science classes such as Biology, Earth Science, Chemistry, and Physics based on student choice ●​ MI scores and other data should be considered to help students choose course placement in Chemistry and Physics specifically ●​ Newcomers should not be immediately placed in one certain course subject area based on level of language acquisition. Students should be encouraged to enroll in a Science course based on interest and prior academic experience. SOCIAL STUDIES ●​ 9th and 10th grade newcomer students only need to take one semester of 9th grade Geography and 10th grade World History, which is allowed per state graduation requirements ●​ 11th grade newcomer students should enroll in 11th grade US history. It is a state graduation requirement that students complete a full year. ●​ 12th grade newcomer students should enroll in Government & Citizenship rather than be placed in a non grade level social studies course so they can begin to understand the framework of constitution literacy. Since this is a semester course, students need to enroll in another Social Studies elective (eg. Psychology, Sociology, American Problems, etc.). HEALTHY LIFESTYLES ●​ Assign placement based on student interest and opportunities to practice language using low stakes speaking tasks WORLD LANGUAGE / DLI ●​ Students can enroll in any World Language course, regardless of home language ●​ Students may be awarded credit if the student scores “Intermediate Level 2” on Form B of the AAPPL test, the student can receive up to 3 elective credits automatically without having to enroll in a class ●​ If Dual Immersion is offered in the student’s home language, contact ISD to determine if placement is an option ●​ If an AP course is offered in the student’s home language and he/she has the literacy skills, consider enrolling the student ●​ Students who speak a language other than English may receive the Seal of Biliteracy, contact ISD to determine eligibility ARTS ●​ Ask students to identify which art forms they enjoy most (music, art, dance, or theater) and place by interest ●​ Aim to place students in arts classes that promote and prioritize student creativity and communication

CTE/CTEC

●​ Help the student choose a completer pathway based on interest and enroll in introductory course ●​ Students should not be denied access to CTE or CTEC classes based on language proficiency ●​ Consider alternative options for demonstrating skills associated with the safety tests

Middle School Course Recommendations Highly scaffolded grade level core content with engaging teachers (preferably ESL endorsed)

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Literacy, Page 16

At the middle school level, multilingual learners should be scheduled based on the following: ●​ Classes that provide collaborative opportunities, are language rich, and content is scaffolded with visuals and other supports

●​ Student interest (e.g. Art forms they enjoy most like music, art, dance, or theater) ●​ Classes that promote and prioritize student creativity and communication

●​ For newcomers, classes that are highly sheltered may be appropriate, including co-taught grade level core content . Sheltered instruction is an approach that adapts academic content to the language proficiency of a ML student, integrating content and language goals with scaffolds like visuals, graphic organizers, sentence frames to aid comprehension and engagement. Prioritize schedule based on each student’s language needs, even if this means substituting courses that are required for the general populations. This may include substituting courses for a newcomer, for example: ●​ Literacy course for an ELA course ●​ An elective, that is more likely to increase language development, for a Social Studies or Science course Note: substituting should be done with the intent to increase language acquisition NOT because of perceived student ability, to fill a schedule, or lessen a burden on a specific teacher

Important Considerations

All ML Students ●​ Lexile score of ML student determines Secondary Language Course Placement (previously known as ELD).

○​ WIDA ACCESS overall proficiency score (4.2) may be used as a consideration. Since ACCESS scores are not available until June and WIDA placement is not accessible right away for newcomers, Lexile is readily available and monitored more than once a year and therefore should be the determining factor. Math Specialists can conduct a screener to determine skill level in Math as well. ●​ If a course has prerequisites but it could benefit the ML student’s language development, consider waiving the prerequisite to support language development; in these instances, consider if a P/F option is more appropriate given that the language development is the priority rather than the content mastery. ●​ Ensure intentional placement as a team (ie. coaches and admin) and avoid “tracking” students into one course over others. ○​ For example, historically, ML students have been placed in Earth Science classes because content and standards weren’t as rigorous as other Science subject areas. This overwhelmed teachers and led to a disproportionate population of students with varied learning needs rather than placing students in classes where they would have choice in their learning and opportunities to learn from their peers. ○​ If a student is dually identified in Special Education and as a multilingual learner, the IEP team will determine placement (ie. LEA, any GenEd teacher, ELD teacher, Special Ed teacher, parents/guardians, school counselor). ●​ Schedule ML students in heterogeneous classes whenever possible and ensure classes develop inclusive environments where students feel comfortable practicing language. ●​ Review classes each quarter and change as needed. For example, students with a higher Lexile score and success in content area classes like ELA and/or Social Studies may not need an ELD and/or Literacy course. ●​ Reduced schedule considerations: ○​ For high school students, ensure the schedule does not impede progress toward graduation ○​ For middle school students, the goals is to eventually move them back to a full schedule ●​ If a school offers an Academic Prep class, special consideration should be made to group students for individualized student conferencing on goal setting, and to receive extra support in content classes. ○​ If an ML is not scheduled in an Academic Prep or an ELD/Literacy class, build in opportunities for individual student conferencing and support with content courses. Resources Contact Information Academic History Interview Progress Questionnaire Key Terms

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Literacy Service Delivery Guidelines for Secondary SPED Students CSD values the assets our students with disabilities bring to our communities and is committed to building on these assets by designing services that (1) prioritize access to quality educators and quality instruction, (2) provide equitable opportunities, and (3) meet federal and state requirements. Using these 3 pillars, this document provides guidelines for secondary administrators and counselors to consider when designing services for students with disabilities. Literacy intervention for Special Education is supplemental to the ELA curriculum and courses, not a direct replacement for ELA courses. PILLAR #1: Prioritizing Access to Quality Educators and Instruction for Intervention 1.​ Quality Educators who have demonstrated the ability to create an inclusive classroom where students feel valued, connected, and safe to engage in learning even if they make mistakes 2.​ Quality Instruction that increases students’ opportunities to practice speaking, listening, reading, and writing. PILLAR #2: Equitable Opportunities

KEY ACTIONS THAT INCREASE EQUITABLE OPPORTUNITIES

KEY ACTIONS THAT DECREASE EQUITABLE OPPORTUNITIES

●​ Collaborating with all stakeholders to make decisions ●​ Anchoring in Pillar #1 ●​ Review and utilize all data available to select courses (Lexile, past transcripts, IEPs, and Eligibilities) ●​ Place students in courses based on individual needs, interests, and goals ●​ Place students in the least restrictive environments ●​ Evaluate services and change schedule as frequently as needed ●​ Prioritize the student’s needs over convenience

●​ Making decisions in isolation ●​ Not providing follow-up on coaching or professional learning for teachers regarding scaffolds and supports for students ●​ Making assumptions about what the student can and cannot do ●​ Using only special education status to select courses ●​ Placing all students in a predetermined set of courses (tracking) ●​ Keeping students in specific classes regardless of progress

PILLAR #3: Federal and State Requirements

Federal/State Requirements

Literacy Implementation Considerations

●​ Students receive instruction from Special Education certified teachers only in the areas in which they qualify. ●​ Documentation of interventions provided for students, including collaboration between SPED and non-SPED teachers. ●​ Student services are individualized based on their individualized educational plan (IEP) service minutes. ●​ Students receive services in the least restrictive environment. ●​ Students receive Tier II interventions prior to being qualified for special education services.

●​ Teachers review where students are receiving minutes (Literacy, ELA, ACC, Resource Reading) ○​ For example: If a student’s IEP indicates needing services in Phonics, the student should be placed in a Literacy 1 course (taught by a SPED or non-SPED teacher under the supervision of a SPED teacher with documentation) ●​ Students are scheduled in classes with a heterogeneous mix of students whenever possible as long as specially designed instruction is occurring based on IEP ●​ Interdepartmental collaboration ●​ Opportunities for teacher professional learning and coaching ●​ Student reading services should be reevaluated quarterly based on progress and class schedule changed as needed ●​ ACC, ABS, and Resource teachers work together to determine which course pathway is the best fit for students

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Scope and Sequence - Middle School Use the following table to guide you in pacing (moving too slowly or too quickly through the curriculum or student app) and determining additional supports for students.

How many 15-20 minute sessions should a student complete in a month?

How long should it take a student to progress through the student app?

How many workshops/ modules will I teach in a year?

How long should it take to teach a lesson?

How often should I use data to regroup students?

Schedule

Program

Mid-Workshop, End of Workshop

4 weeks for 1 segment

Read 180

3 days

10

2-3 workshops

Middle School A/B Schedule

Read 180 The Code

30 - 50 minutes per lesson 30 - 50 minutes per lesson

2 days

Every 3 lessons

10

3-5 modules

Varies by student language level

Language Launch

2 days

Every 3 lessons

10

Mid-Workshop, End of Workshop

2 weeks for 1 segment

Read 180

3 days

20

2-3 workshops

Middle School Daily

Read 180 The Code

30 - 50 minutes per lesson 30 - 50 minutes per lesson

2 days

Every 2 lessons

20

3-5 modules

Varies by student language level

Language Launch

2 days

Every 2 lessons

20

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Scope and Sequence - High School Use the following table to guide you in pacing (moving too slowly or too quickly through the curriculum or student app) and determining additional supports for students.

How many 15-20 minute sessions should a student complete in a month?

How long should it take a student to progress through the student app?

How many workshops/ modules will I teach in a year?

How long should it take to teach a lesson?

How often should I use data to regroup students?

Schedule

Program

Mid-Workshop, End of Workshop

4 weeks for 1 segment

Read 180

1 day

10

2-3 workshops

High School A/B Schedule

Read 180 The Code

30 - 50 minutes per lesson 30 - 50 minutes per lesson

1 day

Every 3 lessons

10

3-5 modules

Varies by student language level

Language Launch

1 day

Every 3 lessons

10

Mid-Workshop, End of Workshop

2 weeks for 1 segment

Read 180

3 days

20

2-3 workshops

Read 180 ​ The Code

30 - 50 minutes per lesson 30 - 50 minutes per lesson

High School Daily

2 days

Every 2 lessons

20

3-5 modules

Varies by student language level

Language Launch

2 days

Every 2 lessons

20

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Implementation Walkthrough CSD Literacy Classroom Implementation Review

Teacher Name: __________________ School: ______________________ Date: ___________ Observer:______________

READ 180 Curriculum (Workshop, CODE, Language Launch) is most effective when implemented with fidelity. Use this Classroom Implementation Review to complete a self-assessment of your READ 180 classroom implementation. Use the results to determine appropriate instructional goals for the year.

Directions: Place a check mark to the left of the implementation indicator that is fully in place. Discuss results with all stakeholders.

Part I: School-Wide System Implementation Indicators Implementation Success Indicators

If not on model, indicate challenge

Class Sizes ●​ Appropriate class size - students ○​ Middle School 15-21 ○​ High School 15-24

Number of students in the largest class

Number of students in the smallest class

Data is shared with the schoolwide team (teachers, coach, admin, counselors) to determine entry and exit. ●​ Ask Teacher

The literacy team meets at least monthly in a PLC

Notes:

Part II: Classroom Implementation Indicators

Management and Organization ​

Implementation Success Indicator

Notes

Rotations timed appropriately with daily use of timer

Blended Learning Model with 3 rotations (small group, independent reading, student app)

Procedures, expectations, and routines are evident and posted

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Transitions are: timely (90 seconds or less), smooth, orderly, and well-managed.

A system established for monitoring student behavior in all rotation areas ●​ LanSchool ●​ Para support ●​ Getting up and walking around - active supervision Motivation and/or incentive system in place for the class ●​ Classroom Contingency ●​ Token Economy ●​ Whole Class Rewards

Whole-Group & Small-Group Instruction

W S

Implementation Success Indicators

Notes

The teacher purposefully uses the curriculum when following the lesson in the Teacher Edition to guide student learning ●​ Follow along in HMH Ed ●​ Teacher Clarity ○​ Posted and reviewed Learning Intention and Success criteria Active involvement of 80% of students during engagement strategies and Instructional Routines . Tally OTRs

●​ Physical _______________________________ ●​ Verbal ________________________________ ●​ Written ________________________________ Tally Structure ●​ Whole Class ___________________________ ●​ Partner _______________________________ ●​ Individual _____________________________ ●​ Small Group ___________________________ Teacher vs. Student Talk

Students receive positive feedback (at least 2:1) that encourages effort Tally ●​ Academic

○​ Positive _________________________ ○​ Corrective _______________________ ○​ Harsh ___________________________ ○​ Positive _________________________ ○​ Corrective _______________________ ○​ Harsh ___________________________

●​ Behavior

●​ Sequence/Loop _________________________

Off-task behavior is quickly redirected, following established consequences.

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●​ Precision Commands ●​ Planned Ignoring ●​ Visual of Rewards and Consequences ●​ Visual What If Poster ●​ Positive after corrective ●​ CSD Instructional Playbook

During structured interactions, students follow appropriate discourse procedures (sentence frames/response frames displayed) and remain on topic

Students use academic and content-area vocabulary while responding in complete sentences, or teacher prompts the students

Lesson is appropriately paced to meet student needs

Flexible student groupings based on data and student progress ●​ Ask Teacher

Independent Reading

Implementation Success Indicators

Notes

Students select approp riate books and/or eReads based on interest and reading ability (50 Lexile below to 100 above) ●​ Ask Student(s) and Teacher

80% of Students actively read silently or with audio support for the entire rotation, and off-task behavior is quickly redirected, following established consequences

Independent reading expectations established through: reading logs, graphic organizer, tracking log, quick write, reading tracker, or quizzes. ●​ Ask Student(s) ●​ Ask Teacher ●​ Teacher Central Independent Reading Report Motivation and/or incentive system in place for independent reading. ●​ Quiz points ●​ Pages read ●​ Map Growth ●​ CPA Growth ●​ Ask Teacher and Student

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Teacher/para conferences with individual students to track goals and provide feedback on performance and engagement in Independent Reading ●​ Ask Teacher and Student

I nstructional Software and Data Analysis

Implementation Success Criteria

Notes

Students log into the student app for 15-20 minutes every time they have class. ●​ Check on Teacher Central

Students are making appropriate progress through the student app. ●​ Workshop ○​ 1:10 Segment : Session ●​ CODE ○​ 1:1 Topic : Session Student Application expectations are established through a tracking log/response log, or communicating to students their progress (conferencing) ●​ Ask Teacher Most Students (80%) are engaged and focused on the student app, and off-task behavior is quickly redirected, following established consequences Motivation and/or incentive system in place for student app software. ●​ Segments, Zones, or Topics Completed ●​ Performance/percentage earned ●​ Time met ●​ Advancement of comprehension level ●​ Ask Teacher and Student Student app data (usage and performance) is regularly analyzed. ●​ Ask Teacher

Teacher/para conferences with individual students to track goals and provide feedback on performance and progress in the Student Application ●​ Ask Teacher

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Implementation Goals By Year CSD Read 180 / Read 180 The Code/ Language Launch Implementation Goals

Studies confirm that when implemented with fidelity, Read180, Code, and Language Launch effectively raise reading achievement when students experience all aspects of the rotation model of blended learning. Full implementation of a curriculum involves a multi-year plan and can take up to 5 years for full implementation. Below are Canyon School District’s implementation goals for the first 3 years of the Read 180 / Read 180 Code/ Language Launch rollout. Year 1 ●​ Establish expectations, routines, and procedures ●​ Implement the Blended Learning Model with 3 rotations (small group, independent reading, student app) ●​ Teaching with instructional routines laid out in the lesson ●​ Students log into the student app for 15-20 minutes every time they have class. ●​ Students are making appropriate progress through the student app. ○​ Workshop - 1:10 Segment: Session ○​ CODE - 1:1 Topic: Session ●​ Accountability and incentives are set up for each rotation ●​ Frequently and consistently conference with students about the student app progress and MAP ●​ Use a timer Year 2 ●​ The teacher regularly examines data to make small-group instructional decisions ●​ Consistently using Instructional Routines ●​ Increase the depth and complexity of student talk utilizing the Academic Vocabulary and Think, (Write), Pair, Share instructional routines (verbs: infer, analyze, apply, connect, create, critique) ●​ Frequently and consistently conference with students about the independent reading Year 3 ●​ Purposefully use the curriculum when following the lesson in the Teacher Edition to guide student learning ●​ Increase the depth and complexity of student discussions utilizing the Structured Academic Discussion instructional routine (verbs: infer, analyze, apply, connect, create, critique) ●​ Increase the frequency and complexity of writing ●​ Teach Comprehension RDI lessons in small groups based on MAP Reading data. ●​ Increase the writing frequency and complexity utilizing the supports in the curriculum, for example: ○​ Workshop

■​ Stretch Questions ■​ Reach and Write

○​ CODE

■​ Making Meaning - Fluency and Comprehension Section ●​ Write It Question ●​ Vocabulary

○​ Language Launch ■​ Embed QTEL strategies for writing based on the background knowledge the students have been learning from Language Launch ■​ “Write About It” ■​ “Guided Writing Practice”

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One Pager Implementation Walkthrough CSD Literacy - Classroom Implementation Walkthrough One Pager Teacher Name: ______________________ Observer:____________________ School: ________________________ Date: __________ Management and Organization Implementation Success Indicator Notes All materials and resources are available for each rotation Three clearly defined visible rotations Inviting classroom environment (alternative seating, alternative lighting, etc) Procedures, expectations, and routines are evident and posted Transitions are: timely (90 seconds or less), smooth, orderly, and well-managed Monitoring student behavior in all rotation areas Incentive system in place Most Students are engaged Whole-Group & Small-Group Instruction W S Implementation Success Indicators Notes The teacher purposefully uses the curriculum when following the lesson in the Teacher Edition to guide student learning Small Group Instruction based on students' data and needs Active involvement of most students during structured academic routines Students use academic and content-area vocabulary Students receive positive feedback (at least 2:1) that encourages effort The lesson is appropriately paced to meet student needs Independent Reading Implementation Success Indicators Notes Students select appropriate books and/or eReads based on interest and reading ability (50 Lexile below to 100 above) Independent reading expectations are established through reading logs, graphic organizers, tracking logs, quick writes, reading trackers, or quizzes. Most Students actively read silently or with audio support for the entire rotation Motivation and/or incentive system in place for independent reading. Teacher/para conferences with individual students to track goals and provide feedback Student Application on Software Implementation Success Criteria Notes Students log into the student app for 15-20 minutes every time they have class. Students are making appropriate progress through the student app. Student Application expectations are established through a tracking log/response log, or communicating to students their progress (conferencing) Most Students were actively engaged and focused on the student app for the entire rotation Motivation and/or incentive system in place for independent reading. Teacher/para conferences with individual students to track goals and provide feedback

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Secondary Literacy Best Practices

Name

Definition

Student Moves

Data Based Instruction

Teacher uses reliable screening assessment to identify students with reading difficulties and follow up with formal and informal assessments to pinpoint each student’s instructional needs.

Students engage in assessment to identify instructional needs.

Engage in learning routines, structures, and lessons of targeted interventions.

Individualized Intervention for Struggling Readers

Teacher us reliable screening assessments to identify students with reading difficulties and follow up with formal and informal assessments to pinpoint each student’s instructional needs. Provide interventions where intensiveness matches student needs: the greater the instructional need, the more intensive the intervention. Assuming a high level of instructional quality, the intensity of interventions is related most directly to the size of instructional groups and amount of instructional time. Teachers implement interventions with fidelity. This means implementations and adherence to both the proper execution of the specific practices and the effective coordination of all the practices as they are intended to be combined. Teachers build classroom conditions to promote higher reading engagement and conceptual learning through such strategies as goal setting, self-directed learning, and collaborative learning. - Text should be read critically in digestible chunks, with tasks that make reading visible and support student comprehension and application of the texts, such as repeated reading from varying purposes and skills. - Annotation, discussion, and other active strategies should be employed. - Teachers should avoid reading strategies that do not hold students accountable or make learning visible, e.g. SSR, popcorn reading, and actively listening to text being read to students. Teachers provide and explicitly teach vocabulary that is academic and domain specific. Teachers plan to use text actively.

Students should engage positively in intervention in specialized groupings to maximize their learning.

Fidelity of Implementation

Students should engage in intervention in the manner in which they were designed.

Increase Student Motivation and Engagement in Literacy Learning

Students should engage positively in activities, goal setting, self-directed, and collaborative learning.

Use of Text

Students should actively read the text.

- Annotation - Close Reading - Discussion - Re-engage with the text

Students will understand and be able to use word-solving strategies to determine meanings of words in

Vocabulary

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Secondary Literacy Best Practices

Name

Definition

Student Moves

• Teachers will teach words and parts of words • Teach multiple-meaning words and nuances in word meaning. • Teach word-solving strategies. Teachers provide students with opportunities to discuss in order to express learning, gain knowledge, engage with text, demonstrate growth, and communicate with the world around them. Teachers will develop opportunities for all students to speak daily, for a range of purposes, audiences, and lengths of time using academic language. Teachers provide direct and explicit comprehension strategy instruction. ● Select carefully the text to use when beginning to teach a given strategy ● Show students how to apply the strategies they are learning to different texts. ● Make sure the text is appropriate for the reading level of students ● Use a direct and explicit instruction lesson plan for teaching students how to use comprehension strategies ● Provide the appropriate amount of guided practice depending on the difficulty level of the strategies that students are learning. Teachers should monitor and set goals for students’ individual progress to provide individualized explicit instruction.

context and interpret meanings of texts.

Students should engage in speaking in order to express learning, gain knowledge, engage with text, demonstrate growth, and communication with the world around them.

Structured Classroom Discussions

Students should actively participate in the lesson, reading, writing, and speaking in order to express learning, gain knowledge, engage with text, demonstrate growth, and communicate with the world around them.

Comprehension Strategy Instruction

Students will monitor and set goals for student’s individual progress to receive individualized instruction and progress.

Use of Authentic Assessments

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