Special Education K-5 ELA and Supplemental Guide

Instructional Guide 2023-2024

Special Education K-5 ELA and Supplemental Guide

Canyons School District 2023-2024 School Calendar K-12

August

September

October

Aug 14-18 Teachers at School Aug 21 First Day of School

SMTWT F S SMTWT F S SMTWT F S

1 2 3 4 5

1 2 1 2 3 4 5 6 7

Aug 21-23 Kindergarten Assessment Days Aug 24 First Day of School for Kindergarten

6 7 8 91011123 4 5 6 7 8 9 8 91011121314 13 14 15 16 17 18 19 10 11 12 13 14 15 16 15 16 17 18 19 20 21 20 21 22 23 24 25 26 17 18 19 20 21 22 23 22 23 24 25 26 27 28

Sept 4 Labor Day Recess

Sept 25, 26 Parent/Teacher Conferences High Schools Sept. 26, 27 Parent/Teacher Conferences Middle Schools Sept. 27, 28 Parent/Teacher Conferences Elementary Schools

24 25 26 27 28 29 30 29 30 31

27 28 29 30 31

November

December

January

SMTWT F S SMTWT F S SMTWT F S

Sept 28 Early Out Day for all students Sept 29 No Student Day (Compensatory Day)

1 2 3 4

1 2

1 2 3 4 5 6

Oct 19, 20 Fall Recess

567891011345678978910111213 12 13 14 15 16 17 18 10 11 12 13 14 15 16 14 15 16 17 18 19 20 # 19 20 21 22 23 24 25 17 18 19 20 21 22 23 21 22 23 24 25 26 27

Oct 23 Teacher Professional Day- No Students

Oct 27 End of 1st Quarter K-12 Nov 22-24 Thanksgiving Recess

26 27 28 29 30

24 25 26 27 28 29 30 28 29 30 31

Dec 20-Jan 1 Winter Recess Jan 11 End of 2nd Quarter Grades K-12

31

February

March

April

SMTWT F S SMTWT F S SMTWT F S

Jan 12 Grading Day Grades K-12

1 2 3

1 2

1 2 3 4 5 6

Jan 15 Martin Luther King Jr. Day Recess

45678910345678978910111213 11 12 13 14 15 16 17 10 11 12 13 14 15 16 14 15 16 17 18 19 20 18 19 20 21 22 23 24 17 18 19 20 21 22 23 21 22 23 24 25 26 27

Feb 19 Presidents' Day Recess

Feb 26, 27 Parent/Teacher Conferences Middle Schools Feb 27, 28 Parent/Teacher Conferences High Schools Feb 28, 29 Parent/Teacher Conferences Elementary Schools

24 25 26 27 28 29 30 28 29 30

25 26 27 28 29

Feb 29 Early Out Day for all students Mar 1 No Student Day (Compensatory Day)

31

May

#

Red A Day Black B Day

Mar 22 End of 3rd Quarter K-12

S M T W T F S

#

Mar 25 Teacher Professional Day- No Students

1 2 3 4

Teacher Professional Day- No Students, Board approved 1/17/23

5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Apr 1-5 Spring Recess

May 23 Kindergarten Last Day of Instruction May 24, 28, 29 Kindergarten Exit Assessment Days

May 27 Memorial Day Recess May 30 End of School

-Every Friday is an Early Out Day -This calendar is not for Brighton students

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

KINDER YEAR AT A GLANCE

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10

Feb13 Mar 6

Mar 7 Mar 29

Apr 8 Apr 26

Apr 29 May 22

Suggested Pacing

Aug24 Sep19

Sept 20 Oct18

Oct 23 Nov 10

Nov 13 Dec 12

Dec 13 Jan17

Jan18 Feb12

Grades1- 5

YEAR AT A GLANCE

Unit 1

Unit 2

Unit 3

Unit 4

Unit 5

Unit 6

Suggested Pacing

Aug 21-Oct 5 32Days

Oct 6-Nov 21 30Days

Nov 27 - Jan 22 30Days

Jan 23-Mar 6 30Days

Mar 7-Apr 25 30Days

Apr 26-May 30 24Days

Acadience Retell Acadience Maze Reading Inventory RI Writing RISE KEEP exit DWSBA Program Assessments Formative Assessments

Resource Classes 95% PLL

Special Classes 95% Core

Resource Program Fidelity - Scheduling Suggestions ● 95% Phonics Learning Library - Approximately 30 minutes 4X per week ○ Student that require specialized instruction in Word Recognition

● WonderWorks - Approximately 30 minutes 4X per week

○ Students that require specialized instruction in Language Comprehension

● Fridays are to be utilized for planning, testing, IEPs, observations, additional requirements for special education

Canyons School District

Instructional Supports Department

ELEMENTARY ASSESSMENT CALENDAR 2023-2024

Aug21

Start of School Year Aug 21 – Aug 23 Kindergarten KEEP Assessment – (Individual appointments – No school for K) Aug 23 – Sept 8 Reading Inventory (RI) Grades 4 & 5 Aug 28 – Sept 22 Acadience Reading & Early Literacy Alternate Assessment – Grades K – 3 (All Students); Grades 4 – 5 (Only students who score Basic or Below Basic on RI) Aug 28– Sept 22 Acadience Math – Grades K – 5 (All Students)

AUGUST

SEPTEMBER OCTOBER NOVEMBER DECEMBER

Oct 2 – Oct 31 Oct 23 – Dec 1

SRSS-IE – Grades K – 5 (All Students)

AAPPL Testing – Dual Immersion Schools Only

Nov 27 – Dec 19 Reading Inventory (RI) – All Students Grades 4 – 5

Jan 2 – Jan 31

SRSS-IE – Grades K – 5 (All Students)

Acadience Reading & Early Literacy Alternate Assessment – Grades K – 3 (All Students); Grades 4 – 5 (Only students who score Basic or Below Basic on RI)

JANUARY

Jan 2 – Jan 31

Jan 2 – Jan 31 Jan8– Mar 8

Acadience Math – Grades K – 5 (All Students)

WIDA ACCESS Testing – All English Learner Students K – 5

FEBRUARY

Mar 18 – May 17 Dynamic Learning Maps – DLM (for select students with an IEP) Mar 18 – Mar 29 Grade 5 Keyboarding Assessment (Data Due Apr 12) Mar 26 – Apr 30 SRSS-IE – Grades K – 5 (All Students) RISE End-of-Year Summative Assessment – Grades 3 – 5 April 25 – End of the year Kindergarten KEEP Assessment – small group only Apr 8 – Apr 26 Apr 15 – May 24 Reading Inventory (RI) – Grades 4 – 5

MARCH

APRIL

Acadience Reading & Early Literacy Alternate Assessment – Grades K – 3 (All Students); Grades 4 – 5 (Only students who score Basic or Below Basic on RI on latest test)

Apr 29– May 24

Apr 29 – May 24 Acadience Math – Grades K – 5 (All Students)

May 23

Last day of Kindergarten Instruction

MAY

May 24 -29

Kindergarten KEEP Assessment – (Individual appointments – No school for K)

May 30

End of School Year, Grades 1-5

Elementary Math District-Wide Standards-BasedAssessments

DWSBA#1 Window

DWSBA#2 Window

DWSBA#3 Window

Grade

NA

NA

NA

K

1st

Jan 19-Feb 2

April 19-May 3

Nov 3-Nov 17

Jan 19-Feb 2

April 26-May 10

2nd

Oct 27-Nov 10 Oct 27-Nov 10 Oct 27-Nov 10

Mar 29-April 19

Jan 19-Feb 2 Jan 19-Feb 2 Feb 9-Feb 23

3rd

4th

Mar 29-April 19 Mar 29-April 19

5th

Oct 27-Nov 10

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

Above

6 +

10 + 7 – 9 4 – 6 0 – 3 21 +

16 +

Beginning Quantity Discrimination (BQD)

Benchmark

5

13 – 15 9 – 12

Below

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

Well Below

0 – 8 34 +

Above

Benchmark

14 – 20 8 – 13

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

Number Identification Fluency (NIF)

Below

Well Below

0 – 7 13 +

Above

Benchmark

11 – 12 7 – 10

Next Number Fluency (NNF)

Below

Well Below

0 – 6 89 +

0 – 9

Above

110 +

Benchmark

24 – 32 13 – 23 0 – 12

72 – 88 49 – 71 0 – 48

92 – 109 67 – 91

Acadience Math Composite Score

Below

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

CSD Elementary Screening 2022-23

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

CSD Elementary Screening 2022-23

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

Above

148 +

53 +

68 +

Benchmark

124 – 147 81 – 123

46 – 52 33 – 45 0 – 32

59 – 67 44 – 58 0 – 43

Acadience Math Composite Score

Below

Well Below

0 – 80

CSD Elementary Screening 2022-23

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

Benchmark

1 – 3

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

13 – 24 6 – 12

Words Read (NWF-WWR)

Below

0

Well Below

N/A

0 – 5 67 +

Above

Oral Reading — Words Read Correctly (ORF-WRC)

Benchmark

47 – 66 32 – 46 0 – 31 97% +

Not Administered

Below

Well Below

Above

Oral Reading— Accuracy (ORF-Accuracy)

Benchmark

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

90% – 96% 82% – 89% 0% – 81%

Not Administered

Below

Well Below

Above

17 +

Benchmark

15 – 16 0 – 14

Not Administered

Retell

Below

Well Below

N/A

Above

129 +

177 +

208 +

Benchmark

113 – 128 97 – 112

130 – 176 100 – 129

155 – 207 111 – 154

Acadience Reading Composite Score

Below

Well Below

0 – 96

0 – 99

0 – 110

*Note: NWF = Nonsense Word Fluency

CSD Elementary Screening 2022-23

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

Above

32 +

57 +

86 +

Benchmark

24 – 31 16 – 23 0 – 15

46 – 56 30 – 45 0 – 29

66 – 85 48 – 65 0 – 47

Acadience Math Composite Score

Below

Well Below

CSD Elementary Screening 2022-23

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

Benchmark

13 – 20 6 – 12

Words Read (NWF-WWR)

Not Administered

Below

Well Below

0 – 5 68 +

Above

91 +

104 +

Oral Reading— Words Read Correctly (ORF-WRC)

Benchmark

52 – 67 37 – 51 0 – 36 96% +

72 – 90 55 – 71 0 – 54 99% +

87 – 103 65 – 86

Below

Well Below

0 – 64 99% +

Above

Oral Reading— Accuracy (ORF-Accuracy)

Benchmark

90% – 95% 81% – 89% 0% – 80%

96% – 98% 91% – 95% 0% – 90%

97% – 98% 93% – 96% 0% – 92%

Below

Well Below

Above

25 +

31 +

39 +

Benchmark

16 – 24 8 – 15

21 – 30 13 – 20 0 – 12 256 +

27 – 38 18 – 26 0 – 17 287 +

Retell

Below

Well Below

0 – 7

Above

202 +

Benchmark

141 – 201 109 – 140 0 – 108

190 – 255 145 – 189 0 – 144

238 – 286 180 – 237 0 – 179

Acadience Reading Composite Score

Below

Well Below

CSD Elementary Screening 2022-23

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

Above

56 +

99 +

126 +

Benchmark

49 – 55 33 – 48 0 – 32

83 – 98 57 – 82 0 – 56

101 – 125 74 – 100

Acadience Math Composite Score

Below

Well Below

0 – 73

CSD Elementary Screening 2022-23

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

Above

33 +

40 +

46 +

Benchmark

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

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

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

Retell

Below

Well Below

Above

Benchmark

Maze Adjusted Score

Below

Well Below

0 – 6

Above

349 +

Benchmark

220 – 288 180 – 219

285 – 348 235 – 284

330 – 404 280 – 329

Acadience Reading Composite Score

Below

Well Below

0 – 179

0 – 234

0 – 279

CSD Elementary Screening 2022-23

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

Above

84 +

101 +

150 +

Benchmark

70 – 83 47 – 69 0 – 46

83 – 100 55 – 82

117 – 149 81 – 116

Acadience Math Composite Score

Below

Well Below

0 – 54

0 – 80

CSD Elementary Screening 2022-23

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

Advanced Proficient

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

886 +

770 – 885 500 – 769

Reading Inventory (RI)—Lexile Scores

Basic

Below Basic

0 – 499 133 +

Above

104 +

121 +

Oral Reading: Words Read Correctly (ORF-WRC)

Benchmark

90 – 103 70 – 89

103 – 120 79 – 102

115 – 132 95 – 114

Below

Well Below

0 – 69 98% +

0 – 78 99% +

0 – 94

Above

100% +

Oral Reading: Accuracy (ORF-Accuracy)

Benchmark

96% – 97% 93% – 95% 0% – 92%

97% – 98% 94% – 96% 0% – 93%

98% – 99% 95% – 97% 0% – 94%

Below

Well Below

Above

36 +

39 +

46 +

Benchmark

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

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

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

Retell

Below

Well Below

Above

Benchmark

Maze Adjusted Score

Below

Well Below

0 – 9

Above

341 +

Benchmark

290 – 340 245 – 289

330 – 382 290 – 329

391 – 445 330 – 390

Acadience Reading Composite Score

Below

Well Below

0 – 244

0 – 289

0 – 329

CSD Elementary Screening 2022-23

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

Above

65 +

118 +

149 +

Benchmark

53 – 64 35 – 52 0 – 34

93 – 117 63 – 92

116 – 148 79 – 115

Acadience Math Composite Score

Below

Well Below

0 – 62

0 – 78

CSD Elementary Screening 2022-23

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

Advanced Proficient

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

981 +

865 – 980 600 – 864

Reading Inventory (RI)—Lexile Scores

Basic

Below Basic

0 – 599 143 +

Above

121 +

133 +

Oral Reading: Words Read Correctly (ORF-WRC)

Benchmark

111 – 120 96 – 110

120 – 132 101 – 119

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

Below

Well Below

0 – 95 99% +

0 – 100 99% +

Above

Oral Reading: Accuracy (ORF-Accuracy)

Benchmark

98%

98%

Below

95% – 97% 0% – 94%

96% – 97% 0% – 95%

Well Below

Above

40 +

46 +

52 +

Benchmark

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

36 – 45 25 – 35 0 – 24

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

Retell

Below

Well Below

Above

21 +

Benchmark

20

Maze Adjusted Score

Below

13 – 19 0 – 12 411 +

Well Below

Above

Benchmark

357 – 385 258 – 356

372 – 410 310 – 371

415 – 465 340 – 414

Acadience Reading Composite Score

Below

Well Below

0 – 257

0 – 309

0 – 339

CSD Elementary Screening 2022-23

DIAGNOSTIC ASSESSMENT AND UTAH LAW

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

Canyons School District 2022.07.21

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

English Language Arts Standards

The ELA standards are presented in a variety of ways to help educators discern when particular standards demand more or less attention. Utah Core Standards are included to provide a reference of your grade-level standards in Speaking and Listening (SL), Reading (R), and Writing (W). These standards are included for your grade-level to support focus for instruction to ensure that students gain adequate mastery of a range of skills and applications. ELA Standards Vertical Alignment of Standards provides a K-6 overview of each ELA standard. The skills students should have mastered in previous grade levels are represented in black text, while red text indicates a skill or understanding that is new to each grade level. Students advancing through the grades are expected to meet each year’s grade-level specific standards, and retain or further develop skills and understandings from the preceding grades. The vertical alignment of standards helps teachers to plan and support students on this learning continuum. Embedded ELA Grade Level Standards includes standards that are not represented as targeted standards during the learning progressions. Instead the ELA standard is used as a skill or application daily or weekly enabling work on standards to be frequent. The following embedded standards page outlines those standards and provides a rationale for not being represented in the instructional guide. Throughout the course of the school year, teachers should refer to these standards to ensure students develop an understanding of all grade-level standards. A tool for aligning standards to i ncrease the number of students earning an ACT composite score of 18 or higher can be found here. ELA is a spiraled curriculum that steps up in complexity of the standards therefore, all grade levels play an i mportant part in ensuring college and career readiness. The attached document highlights important connections between the ACT and the Utah Core Standards. Teacher’s understanding and teaching the connections between the Utah Core Standards and the ACT will support students to be College and Career Ready.

Considerations for Educators —-------------------------- ● Plan and teach

using the Utah Core standards

● Use district adopted

curriculum to teach the Utah Core standards.

● Set clear

standards based learning intentions and success criteria.

● Use frequent, ongoing assessment of standards to drive daily instruction.

● Provide

opportunities for practice and

extension basedon formative assessment outcomes.

● Communicate student

progress toward masteryof grade level standards.

Canyons School District

Instructional Supports Department

Reading Standards Vertical Alignment (R) P-K-6 Students will learn to profciently read and comprehend grade level literature and informational text, including seminal U.S. documents of historical and literary signifcance, at the high end of the grade level text complexity band, with scaffolding as needed. *Standard R.4 includes an asterisk for reference to the Text Complexity Grade Bands and Associated Lexile Ranges from the introduction of the standards. Text Complexity Grade Bands and Associated Lexile Ranges Text Complexity Grade Band Lexile Range K-1 N/A 2-3 450-790 4-5 770-980 6-8 955-1155 9-10 1080-1305 11-12 1215-1355 Standard R.1 Standard P4.R.1: Demonstrate mastery of age-appropriate concepts of print. a. Correctly hold a book and demonstrate that print is read from top to bottom, left to right, and from front to back. b. Begin to identify frequently seen letters and words, recognizing that words are made up of letters. Standard 1: Mastered in preschool Standard R.2 Standard P4.R.2: Demonstrate mastery of age-appropriate phonological awareness skills. a . Recognize rhyming words and alliteration. b. With prompting and support, segment words into syllables. c. Identify initial sounds in spoken language. d. Identify the base parts that make up a compound word. e . With prompting and support, blend and segment initial sounds of single-syllable spoken words. f. With prompting and support, blend and segment single-syllable words into individual phonemes. Standard K.R.2: Demonstrate mastery of age-appropriate phonological awareness skills. a. Blend and segment words at the syllable level. b. Identify the initial, medial, and fnal sound in 2-3 phoneme words. c. Substitute and delete one base part in a compound word.

Canyons School District

Instructional Supports Department

d. Pronounce, blend, and segment phonemes in 2-3 phoneme words - except for CVC words ending with /l/, /r/, or /k/ /s/ for the letter x. Standard 1.R.2: Demonstrate mastery of age-appropriate phonological awareness skills. a. Add, delete, and substitute initial and fnal phonemes in single-syllable words including blends. b. Isolate, pronounce, blend, and segment sounds in 4-5 phoneme words, including blends. c . Distinguish long and short vowel sounds in spoken single-syllable words. Standard 2.R.2: Demonstrate mastery of age-appropriate phonological awareness skills. a. Add, delete, and substitute initial, medial, and fnal sounds in 5-6 phoneme words including blends. b . Isolate, pronounce, blend, and segment phonemes in 5-6 phoneme words. Standard 3.R.2: Demonstrate mastery of age-appropriate phonological awareness skills. a . Reversal of phonemes. b. Phoneme chaining including addition, deletion, and substitution at all word positions (initial, fnal, and medial). Standard R.2: Mastered in grade 3. Standard R.3 Standard P4.R.3: Demonstrate mastery of age-appropriate phonics skills. a. Identify 13 or more of the consonant names and sounds using one-to-one letter-sound correspondence (alphabetic principle). b. Identify three or more vowel names and short vowel sounds using one-to-one letter-sound correspondence (alphabetic principle). Standard K.R.3: Demonstrate mastery of age-appropriate phonics skills. a. Demonstrate mastery of all consonant names and sounds using one-to-one letter-sound correspondence (alphabetic principle). b . Demonstrate mastery of short vowel sounds (/ă/, /ĕ/, /ĭ/, /ŏ/, /ŭ/) in isolation and in VC and CVC words in single-syllable words. c. Demonstrate mastery of long vowel sounds (/ā/, /ē/, /ī/, /ō/, /ū/) associated with single letters; open syllables in single-syllable words (e.g. be, I, no). d. Demonstrate mastery of segmenting and blending sounds in VC and CVC words when reading. e. Read and spell common irregular words. Standard 1.R.3: Demonstrate mastery of age-appropriate phonics skills. a. With prompting and support, identify and begin using consonant and vowel y while reading (i.e., consonant sound: /y/ as in yes, vowel sound: fnal sound /ī/ as in fy, fnal sound /ē/ as in baby, and medial sound /ĭ/ in gym). b. With prompting and support, identify and begin reading and spelling words with all six syllable types (i.e., open, closed, CVCe, vowel team, vowel-r, consonant -le). c. Demonstrate mastery of the hard and soft sounds of c and g. d. Blend words with 4-5 phonemes when reading.

Canyons School District

Instructional Supports Department

e. Decode two-syllable words by breaking the words into syllables (i.e., open, closed, VCe). f. Read and spell words with common consonant digraphs (i.e., sh, ch, wh, th, ng). g. Read age-appropriate compound words. h. Read words with infectional endings (i.e., -s, -ed, -ing, -er, -est). i. Read and spell common irregular words. Standard 2.R.3: Demonstrate mastery of age-appropriate phonics skills. a. Identify and begin reading and spelling words with all six syllable types (i.e., open, closed, CVCe, vowel team, vowel-r, consonant -le) in multisyllabic words. b. Identify and begin using schwa in multisyllabic words (e.g., ago, away, again, along, afraid) when reading and spelling. c . Blend words with 5-6 phonemes when reading. d. Decode words with common prefxes and suffxes. e . Read and spell age-appropriate compound words. f. Read and spell words with common variant digraphs (i.e., ph /f/, gh /f/, ch /sh/ and /ck/). g. Read and spell words with common trigraphs (i.e., tch /ch/ and dge /j/). h . Read and spell words with hard and soft c and g along with silent letters kn-, -lm, -mb, gh-, and wr-. i. Read and spell words with the following diphthongs and vowels (i.e., oi, oy; ou, ow; au, aw; oo, u). j. Read and spell words with phonograms (i.e., -old, -ild, -ost, -olt, -ind). k. Read and spell common irregular words. Standard 3.R.3: Demonstrate mastery of age-appropriate phonics skills. a. Identify and begin using the combined knowledge of all letter-sound correspondences, syllabication patterns, morphology (e.g., roots and affxes), and etymology to accurately read unfamiliar multisyllabic words in and out of context. b. Read and spell words with all six syllable types (i.e., open, closed, CVCe, vowel team, vowel-r, consonant -le) in multisyllabic words. c . Identify and know the meaning of the most common prefxes and derivational suffxes. d. Identify the unaccented syllable in multisyllabic words (e.g., nation, active, atomic) when reading and spelling. e. Read and spell common irregular words. Standard 4.R.3: Demonstrate mastery of age-appropriate phonics skills. a. Use combined knowledge of all letter-sound correspondences, syllabication patterns, morphology (e.g., roots and affxes), and etymology to accurately read unfamiliar multisyllabic words in context and out of context. Standard 5.R.3: Demonstrate mastery of age-appropriate phonics skills. a. Read and spell all letter-sound correspondences, syllabication patterns, morphology (e.g., roots and affxes), and etymology to accurately read unfamiliar multisyllabic words in context and out of context. Standard R.3: Mastered in grade 5.

Canyons School District

Instructional Supports Department

Standard R.4 Standard P4.R.4: Begins in kindergarten. Standard K.R.4: Read grade-level text* with accuracy and fuency to support comprehension. (RL & RI) Standard 1.R.4: Read grade-level text* with accuracy and fuency to support comprehension. (RL & RI) Standard 2.R.4: Read grade-level text* with accuracy and fuency to support comprehension. (RL & RI) Standard 3.R.4: Read grade-level text* with accuracy and fuency to support comprehension. (RL & RI) Standard 4.R.4: Read grade-level text* with accuracy and fuency to support comprehension. (RL & RI) Standard 5.R.4: Read grade-level text* with accuracy and fuency to support comprehension. (RL & RI) Standard 6.R.4: Read grade-level text* with accuracy and fuency to support comprehension. (RL & RI) *Text Complexity Grade Bands and Associated Lexile Ranges

Standard R.5 Standard P4.R.5: With prompting and support, ask and answer questions and make connections about a text. (RL & RI) Standard K.R.5: With prompting and support, ask and answer questions about key details in text. (RL & RI) Standard 1.R.5: Ask and answer questions about key details in a text. (RL & RI) Standard 2.R.5: Ask and answer questions such as, who, what, where, when, why, and how to demonstrate understanding of key details in a text. (RL & RI) Standard 3.R.5: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (RL & RI) Standard 4.R.5: Refer to details and evidence in a text when explaining what the text says explicitly and when drawing inferences from the text. (RL & RI) Standard 5.R.5: Identify and refer to evidence from a text when explaining what the text says explicitly and when drawing inferences from the text. (RL & RI) Standard 6.R.5: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (RL & RI)

Canyons School District

Instructional Supports Department

Standard R.6 Standard P4.R.6-7: With prompting and support, retell simple texts, including event sequence and characters. (RL & RI) Standard K.R.6: Retell familiar stories. (RL) Share key details from a text. (RI) Standard 1.R.6: Read a variety of texts including those from diverse cultures to identify and retell the main idea and key details of a text. (RL & RI) Standard 2.R.6: Read a variety of texts including those from diverse cultures, retell the narrative (RL) or informational text (RI) according to the text structure including the main idea. Standard 3.R.6: Read a variety of texts including those from diverse cultures, retell the text according to the text structure including the main idea and how key details support the main idea. (RL & RI) Standard 4.R.6: Read a variety of text types, including those from diverse cultures to determine a theme or main idea and explain how it is supported by key details; summarize texts using textual evidence. (RL & RI) Standard 5.R.6: Determine the theme or main idea of a text including those from diverse cultures and how it is conveyed through particular details and summarize the text. (RL & RI) Standard 6.R.6: When reading texts, including those from diverse cultures, determine the theme, how characters respond to confict or how the speaker refects upon a topic, and summarize the text. (RL) When reading texts, including those from diverse cultures, determine the main idea of a text, explain how they are supported by key details and summarize the text. (RI) Standard R.7 Standard P4.R.6-7: With prompting and support, retell simple texts, including event sequence and characters. (RL & RI) Standard K.R.7: Identify the characters, settings, and important events in a story (RL) or pieces of information in a text. (RI) Standard 1.R.7: Describe characters, settings, and important events in a story (RL) or pieces of information in a text. (RI) Standard 2.R.7: Describe how characters respond to major events and challenges. (RL) Describe the connection between a series of historical events, scientifc ideas or concepts, or steps in technical procedures in a text. (RI)

Canyons School District

Instructional Supports Department

Standard 3.R.7: Describe characters in a story and explain how their actions contribute to the sequence of events. (RL) Describe the relationship between a series of historical events, scientifc ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. (RI) Standard 4.R.7: Describe in depth a character, setting, or event in a story or drama, drawing on specifc details in the text. (RL) Explain events, procedures, ideas, or concepts in a historical, scientifc, or technical text, including what happened and why, based on specifc information in the text. (RI) Standard 5.R.7: Compare two characters, settings, or events in a story or drama, drawing on specifc details in the text. (RL) Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientifc, or technical text based on specifc information in the text. (RI) Standard 6.R.7: Compare two or more characters, settings, or events in a story or drama, drawing on specifc details in the text. (RL) Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. (RI) Standard R.8 Standard P4.R.8: With prompting and support, begin to ask and answer questions about unknown words in a text. (RL & RI) Standard K.R.8: Ask and answer questions about unknown words in a text. (RL & RI) Standard 1.R.8: Identify specifc words and phrases that express emotion, appeal to the senses, and/or determine the meaning of content-specifc words within a text. (RL & RI) Standard 2.R.8: Explain how specifc words and phrases express emotion, appeal to the senses, or determine the meaning of content-specifc words within a text. (RL & RI) Standard 3.R.8: Determine the meaning of words, phrases, similes, metaphors, and academic and content-specifc words within a text. (RL & RI) Standard 4.R.8: Determine the meaning of words, phrases, fgurative language, academic and content-specifc words within a text. (RL & RI) Standard 5.R.8: Determine the meaning of words, phrases, fgurative language, academic and content-specifc words, and analyze their effect on meaning within a text. (RL & RI) Standard 6.R.8: Determine the meaning of words and phrases, including fgurative language, connotative meanings, and fgures of speech. Analyze the impact of specifc word choices on meaning and tone, including words with multiple meanings within a text. (RL & RI)

Canyons School District

Instructional Supports Department

Standard R.9 Standard P4.R.9: Begins in kindergarten. Standard K.R.9: Determine or clarify the meaning of multiple-meaning words and phrases in context. (RL & RI) Standard 1.R.9: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing fexibly from a range of strategies. (RL & RI) a . Begin using sentence-level context as a clue to the meaning of a word. b . Identify frequently occurring root words and their infectional forms. Standard 2.R.9: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing fexibly from a range of strategies. (RL & RI) a. Use sentence-level context as a clue to the meaning of a word. b. Determine the meaning of a new word when a known prefx or root is used. c. Predict the meaning of compound words using knowledge of the meaning of the individual words. d. Use glossaries and dictionaries to determine the meaning of words and phrases. Standard 3.R.9: Determine or clarify the meaning of unknown and multiple-meaning words and phrases choosing fexibly from a range of strategies. (RL & RI) a. Use sentence-level context as a clue to the meaning of a word or phrase. b. Determine the meaning of a new word when a known affx or root is used. c. Use glossaries or dictionaries to determine or clarify the precise meaning of key words and phrases. Standard 4.R.9: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing fexibly from a range of strategies. (RL & RI) a. Use context as a clue to the meaning of a word. b. Use common Greek and Latin affxes and roots as clues to the meaning of a word. c. Consult reference materials to fnd the pronunciation and determine or clarify the precise meaning of key words and phrases. Standard 5.R.9: Determine or clarify the meaning of unknown and multiple-meaning words and phrases, choosing fexibly from a range of strategies. (RL & RI) a. Use context as a clue to the meaning of a word or phrase. b. Use Greek and Latin affxes and roots as clues to the meaning of a word. c. Consult reference materials to fnd the pronunciation and determine the precise meaning of key words and phrases. Standard 6.R.9: Determine or clarify the meaning of unknown and multiple-meaning

words and phrases, choosing fexibly from a range of strategies. (RL & RI) a. Consistently use context as a clue to the meaning of a word or phrase.

b. Consistently use Greek or Latin affxes and roots as clues to the meaning of a word. c. Consult reference materials to fnd the pronunciation of a word or determine its precise meaning or its part of speech.

Canyons School District

Instructional Supports Department

Standard R.10 Standard R.10: Begins in grade 1. Standard 1.R.10: Identify a variety of texts and explain the differences between literary texts and informational texts. (RL & RI) Standard 2.R.10: Describe the overall literary and informational text structure to locate facts, details, and information effciently. (RL & RI) Standard 3.R.10: Identify and discuss the structural elements of different types of text when writing or speaking about a text. (RL) Use text features and search tools to build comprehension and locate relevant information effciently. (RI) Standard 4.R.10: Analyze and discuss the parts of literary text using terms such as chapter, scene, and stanza. (RL) Describe the overall structure using terms such as sequence, comparison, cause/effect, and problem/solution. (RI) Standard 5.R.10: Analyze how a series of chapters, scenes, or stanzas fts together to provide the overall structure of a literary text. (RL) Compare the overall structure in two or more texts using terms such as sequence, comparison, cause/effect, and problem/solution. (RI) Standard 6.R.10: Analyze how a sentence, paragraph, stanza, chapter, scene, or section fts into the overall structure and how it contributes to the development of theme, main idea, settings, or plot. (RL) Analyze how a particular sentence, paragraph, chapter, or section fts into the overall structure of a text and how it contributes to the development of the main idea. (RI) Standard R.11 Standard R.11: Begins in grade 4. Standard 4.R.11: Compare the point of view from which different stories are narrated, including the difference between frst- and third-person narrations. (RL) Compare a primary and secondary source on the same event or topic. (RI) Standard 5.R.11: Explain how a narrator’s or speaker’s point of view infuences how events are described. (RL) Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. (RI) Standard 6.R.11: Explain how an author's perspective develops the point of view of the narrator or speaker in multiple texts. (RL) Analyze how the author distinguishes a perspective and/or position from that of others. (RI)

Canyons School District

Instructional Supports Department

Standard R.12 Standard R.12: Begins in grade 2. Standard 2.R.12: Demonstrate understanding of story elements and/or topics by applying information gained from illustrations or text features. (RL & RI) Standard 3.R.12: Explain how specifc illustrations or text features contribute to what is conveyed by the words in a text. (RL & RI) Standard 4.R.12: Compare a visual or oral presentation of a story or drama with the text itself and identify where each version refects specifc descriptions and directions in the text. (RL) Interpret information presented visually, orally, or quantitatively and explain how the information contributes to an understanding of the text in which it appears. (RI) Standard 5.R.12: Analyze how the visual and multimedia elements contribute to the meaning, tone, or beauty of a text. (RL) Draw on information from multiple sources including media to locate an answer to a question or to solve a problem. (RI) Standard 6.R.12: Compare how different mediums, including print and digital media, contribute to the understanding of a text. (RL & RI) Standard R.13 Standard R.13: Begins in grade 2. Standard 2.R13: Not applicable for RL. Explain how specifc points an author or illustrator makes in a text are supported by relevant reasons and evidence. (RI) Standard 3.R.13: Not applicable for RL. Explain how claims in a text are supported by relevant reasons and evidence. (RI) Standard 4.R.13: Not applicable to RL. Explain how an author uses reasons and evidence to support particular claims in a text. (RI) Standard 5.R.13: Not applicable to RL. Explain how an author uses reasons and evidence to support particular claims in a text, identifying which reasons and evidence support which claims. (RI) Standard 6.R.13: Not applicable to RL. Evaluate the argument and specifc claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (RI)