Small Group Manual 2019-2020

Skills-Based Small Group Instruction Manual

Instructional Supports Department 20 19 - 2020

©Canyons School District

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Table of Contents

Introduction Tier 2 Reading Intervention Guide Small Group Planner-(16 days of instruction) Standardized/Contextualized

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3 10 16 18 39 40

Tier 2 Interventions and Supports for ELA Instructional Sorts/Focus of Instruction Implementation Flow Chart PA, Fluency, Vocabulary, Comprehension Implementation Flow Chart Phonics Routines English Language Development • ELD Instructional Block • How to Log into Pearson English Language Learning System • Language Central 5 Day Plan; Kindergarten • Routines Kindergarten • Language Central 5 Day Plan; Grades 1-5 • Routines Grades 1-5 • ELL Handbook Fluency Lesson Plans • ELL Handbook Frontload Lesson Plans • WIDA Can Do Descriptors • WIDA Performance Definitions • WIDA Guiding Principles of Language Development Group 1

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42

72

3 75 76

80 81

5 91 96

99

95

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• Group 1 Lesson Plan • Group 1 Resources • Group 2 Lesson Plan • Group 2 Resources • Group 3 Lesson Plan • Group 3 Resources • Group 4 Lesson Plan • Group 4 Resources

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Group 2

117 119 130 31 140 1 44 158 177 183 87 189 00 14 26 47 262

Group 3

Group 4

Lesson 1 Resources Frontloading Lesson Plans Diagnostics • Diagnostics Assessment Overview • Reading Street RTI Kits Materials Preparation • PA diagnostic • Core Phonics Survey

Lesson Alignments K-2 Lesson Alignments 3-5 Progress Monitoring Appendix

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CSD Multi-Tiered System of Supports (MTSS) Framework

MTSS Critical Components

High Quality Academic and Behavioral Instruction and Intervention

Data for Decision Making

Team-based Problem Solving

• Building a positive school climate involves actively promoting building positive relationships, setting high expectations, and committing to every student’s success. • Equitable education ensures equal access regardless of race, color, national origin, gender, sexual orientation, age, religion, disability, language, or socioeconomic status. • Ongoing, targeted, quality professional development and coaching supports effective instruction for ALL students. • Leadership at all levels is vital. • ALL CSD students, parents, and educators are part of ONE proactive educational system that is committed to equitable outcomes. • Evidence-based instruction and interventions are aligned with rigorous standards. • CSD educators use assessments that are reliable, valid, and aligned to standards. • CSD educators use data to measure student progress and implementation of system supports

• CSD educators use data to guide instructional decisions, and allocate resources. • CSD educators problem solve collaboratively to meet student needs.

Student Achievement Principles for Academics and Behavior

MTSS Practices for ALL Educators

Evidence-Based Instructional Priorities: ACADEMIC Planning, instructing, and assessing techniques are implemented to increase student engagement and learning. Teacher clarity (ES: 0.75) Explicit instruction (ES: 0.59) (I, We, Y’all, You) Instructional hierarchy (ES: 0.58): Acquisition, Automaticity, Application (AAA) Feedback cycle (ES: 0.75) Systematic vocabulary (ES: 0.67) Structured classroom discussion (ES: 0.82) Maximizing Opportunities to Respond (OTR) (ES: 0.60) Scaffolded Instruction & Grouping (SIG) structures (ES: 0.49)

Evidence-Based Instructional Priorities: BEHAVIOR Classroom PBIS expectations are aligned to schoolwide PBIS expectations and implemented to prevent and decrease behavioral disruptions. Classroom PBIS (ES: 0.68) 1. Establish and post rules/ routines 2. Teach rules/routines 3. Monitor rules/routines 4. Reinforce rules/routines 5. Correct behavior errors 6. Use data for decision making Positive teacher-student relationships (ES: 0.75) Active supervision (ES: 0.62) Pre-correction (ES: 0.83) High ratio of positive to corrective feedback (ideally 4:1 or higher) (ES: 0.75) Precision requests Differential reinforcement (ES: 0.95) De-escalation Strategies: Help, Prompt, Wait PBIS Toolbox: Self-monitoring (ES: 0.97) Group contingencies (ES: 1.02) Token economy (ES: 0.90)

Standards for Instruction

Time Allocation for Instruction

Teacher and Team Learning Data

Student Performance Data

Continuous Problem Solving for Improvement

Teaming Structures

Standards clarify what students are expected to learn and do.

School culture ensures that instructional time is maximized to increase student growth.

Supporting teacher learning and professional growth is fostered through public practice and ongoing feedback. Annual setting of goals and documentation of progress (e.g. CSIP, LANDTrust, CTESS) Public practice applications: • Coaching cycles with peer coaches, teacher specialist, achievement coach, and/or new teacher coach • Learning walkthroughs and targeted observations • Lesson study • Video analysis Formalized classroom and system protocols and checklists to monitor and support implementation

Student academic and behavioral performance is assessed using a variety of reliable and valid methods. Effective assessment practices: • Increase instructional agility • Provide feedback about learning to students, parents, and teachers • Build student efficacy • Monitor student academic and behavioral growth • Celebrate teaching and learning successes (ACADIENCE, RI, MI) • Classroom Assessing • Team and School-wide Assessments • District-wide Standards-based Assessments • Comprehensive Assessments (e.g. RISE, ACT, ACT Aspire) • Specialized Assessments CSD Assessment System: • Screening Assessments

Structures in all schools that provide comprehensive support for academic and behavior monitoring. Building Leadership Teams (BLT) use data to: • Design a tiered system of academic and social/emotional supports • Plan professional development • Develop CSIP goals and monitor progress • Monitor implementation effectiveness across tiers Instructional Professional Learning Communities (IPLC) use data to: • Design instructional adjustments needed to ensure success for all students • Plan for increasing the intensity of core scaffolds to address social emotional needs of students as needed • Refer students for consideration of more intensive standardized interventions as need arises Student Support Teams (SST) use data to: • Design, implement, and monitor intervention plans for individual students whose social/ emotional needs require more intensive, individualized supports

Multiple data sources are used for ongoing problem solving and equitable decision making across tiers. Standardized problem solving process is used by teams to identify, analyze, plan, and evaluate relevant data in a timely and consistent manner to: • Identify academic and behavioral risk • Analyze relevant data in teams (e.g. BLT, IPLC, SST) • Plan implementation of academic and behavioral interventions as student needs indicate effectiveness of academic and behavioral instruction across tiers using valid and reliable data (student and teacher data) • Monitor and evaluate

Instructional content aligned with the Utah Core Standards School-wide Positive Behavioral Interventions and Supports (PBIS) Curriculum maps with common pacing guides Scientifically research-based programs Standards-based instruction and reporting Cognitive Rigor (Depth of Knowledge—DOK) International Society for Technology in Education Standards (ISTE) World-Class Instructional Design and Assessment (WIDA) Federal and state requirements (IEP, 504, ELs)

Classroom instructional time prioritized for instruction of standards Individual and team planning time intentionally increases the application of evidence-based instructional priorities and standards for instruction Master schedule considers the learning needs of the student population Scheduling ensured for: • Intervention and skill-based instruction • Special Education services • English Language Development (ELD)

(WIDA, IDEA eligibility assessments, Phonics Surveys)

P UBLIC P RACTICE AND C OACHING S UPPORTS

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All students will graduate from Canyons School District college-, career-, and citizenship- ready.

Major Academic Commitments: 1. Promote school and community engagement that supports students in becoming college-, career-, and citizenship-ready. 2. Implement a comprehensive educational system that aligns quality curriculum, instruction, and assessment resulting in students becoming college-, career-, and citizenship-ready. 3. Recruit, develop, support and retain quality educators who are committed to preparing students for college, career, and citizenship.

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Introduction

The Small Group Instruction Manual has been created to provide support for implementing effective small group instruction within the Canyons School District Literacy Block. When combined with quality core instruction, small group instruction (ES .49) is the most efficient way to provide targeted instruction matched to students’ specific learning needs (Hattie, 2011). This manual will assist teachers in determining supplemental instruction for ALL students including English Language Learners, students with IEP Reading/Writing Goals, and/or students needing intensive intervention for Reading & Writing. Each small group is instructed according to student’s needs of extension, reteach, frontload or intervention. Each group is targeted to the skills needed for the group of students. These groupings of learners are outlined here: 1 st 2 nd 3 rd 4 th 5 th targeted to student skill level. Essential components include:  teaching essential reading skills, close reading, and writing  differentiating instruction based on assessment results  providing explicit and systematic instruction with ample opportunities for student practice and teacher feedback, including good error correction  opportunities for students to apply the learned skills and strategies in connected text  responding to student progress data  creating an atmosphere that is motivating, engaging, supportive and positive (Denton, 2008; Torgesen, 2006) Tools and Resources The intervention protocol combines specific tools and resources to effectively evaluate the need for intervention, identify and select an intervention matched to student need, and conduct the intervention as intended the results will positively effect student outcomes. The CSD Tier II intervention and supports outline resources that are systematically used to intervene and extend and relies on the high quality implementation. Some of the resources are listed below:  Reading Street RtI Kit  Decodable Text ( Reading Street and other decodable collections)  Lesson Alignment Guides What is Skill-Based Instruction? Skill-based instruction is a structure for providing reading instruction that is

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 Small Group Lesson Plans  Resources for English Language Development  Resources for Lessons

 Acadience progress monitoring data and Student Tracking Booklet  Tier II resources as outlined in the CSD map and Tier II documentation

Getting Started Skill-based small groups are organized using Acadience data instructional sort tool, WIDA language proficiency levels and students with IEP Reading/Writing Goals. Once students are sorted, use the prescribed curriculum for identified populations as determined by the school BLT (for guidance use the Tier II CSD resources and sample alignment guide ). Instruction can then be planned using the diagnostic assessments. The RTI kit is also a resource for teachers or interventionists using the Reading Street RTI kit. Lesson Alignment Guides are provided for using during instructional delivery. Student progress should be monitored frequently in order for instruction to remain dynamic and matched to student needs. Teachers use data to continually design effective skill-based instruction using the resources in this manual. A guiding document titled Canyons School District Tier II Reading Intervention Guide . For most students, small group skill-based instruction will sufficiently meet individual student needs. Additional intervention may be necessary for students who are not adequately responding to small group skill-based instruction.

(For more information, please refer to the article“ Classroom Reading Instruction That Supports Struggling Readers: Key Components of Effective Teaching ”).

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TIER 2 PROCESS READING INTERVENTION FOR ELEMENTARY STUDENTS

UNIVERSAL SCREENING DATA Does the student’s reading skills fall below benchmark for grade and time of year? (see CSD Acadience/RI benchmarks in CSD Curriculum Map)

OTHER ASSESSMENT DATA Consider other sources of data (e.g. DWSBA, KEEP, common formative assessments) in addition to screening results (see CSD Assessment System in CSD Curriculum Map)

TEAM PROBLEM SOLVING Achievement Coach and IPLC Team compile and examine student data to determine additional reading intervention(s) needed and how to utilize school resources

TARGET READING SKILL Determine most appropriate reading skill to target for intervention (see Simple View of Reading in CSD Curriculum Map)

INSTRUCTIONAL GROUPING Determine appropriate intervention based on assessment data (see Instructional Grouping guidelines in CSD Curriculum Map)

MONITOR PROGRESS Use Acadience progress monitoring probes and Pathways of Progress to determine the impact of reading intervention; make adjustments based on these data (see Acadience Progress Monitoring in CSD Curriculum Map)

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Canyons School District Tier 2 Reading Intervention Guide

Universal Screening Systematic screening can be used to proactively identify students who may be in need of additional reading instruction supports. At the elementary level, CSD universally screens all students in kindergarten through grade 5 three times per year (Fall, Winter, Spring) using either Acadience Reading (Kindergarten to third grade) or Reading Inventory (grades 4 and 5). It is important to note that these assessment tools are not designed to be diagnostic, rather they aim to ensure that all students are considered for reading risk and promote the early identification of students who are at- risk for poor reading outcomes who would potentially benefit from specific intervention. Screening also results in school-wide data that can be used to inform school staff about the needs of their particular student population in order to assist with planning and resource allocation. Important Considerations One of the foundational principles of a Multi-Tiered System of Support (MTSS) model is that when a large number of students are exhibiting similar challenges, the problem-solving process ought to focus initially on Tier 1, classroom instruction, as a priority before identifying students as needing additional supplemental or intensive services, which require considerably more resources. Problem solving necessitates considering the possibility that a broader application of additional reading supports may be warranted, such as integrating supplemental reading instruction strategies into core reading instruction for all students in the classroom. Additionally, it is important for schools to develop a strategy for prioritizing students for supplemental or intensive interventions according to their level of need, as well as a procedure for considering students who transfer into the school between screening benchmarking periods. Some Tier 1 considerations include: ž Is the student receiving ongoing effective core (Tier 1) literacy instruction? ž Is the student receiving a minimum of 120 minutes of core literacy instruction per day? ž Is core literacy instruction limited to District-approved curriculum materials? ž Is core literacy instruction pacing aligned with the scope and sequence and the pacing outlined in the District curriculum map? ž Is core literacy instruction routinely being implemented with fidelity? ž Are there critical instructional components that are missing or not effectively implemented during core literacy instruction that need to be addressed prior to planning for additional Tier 2 reading interventions? ž Is there a large number of students with similar learning needs that could be best met by integrating supplemental supports into core (Tier 1) literacy instruction?

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Planning for Intervention Tier 1 universal (core) instruction is typically enough support for approximately 80– 85% of the students in a school. Tier 1 is the most efficient system of support, requiring minimal resources per student. Tier 2 interventions are designed to proactively support students at risk for poor reading outcomes, or who are just beginning to exhibit reading skill difficulties. When student identification is done effectively, estimate serving no more than 10 – 15% of the student population over the course of the year in Tier 2 Interventions. Tier 2 interventions will require more adult involvement for fewer students, yet can produce effective results when interventions are delivered with fidelity.

Students who are already exhibiting significant reading difficulties may require more intensive Tier 3 reading Interventions. After ensuring that both Tier 1 and Tier 2 reading instruction are being implemented with fidelity, the school may also need to provide Tier 3 reading Interventions for approximately 1– 5% of students. Tier 3 involves the highest staff to student ratio, and can be a very labor-intensive process, so should be reserved for a small number of students who have the highest level of need. Assessment Data CSD uses an integrated assessment system to support educators with gathering evidence of student skills in order to plan instructional responses before, during, and after instruction has taken place. Assessing student learning allows educators to identify gaps in student learning, set goals for improvement, and measure the effectiveness of instructional programs.

CSD’s System of Assessment includes screening assessments designed to efficiently identify students who are at academic risk. Empirically-derived benchmarks have been established for these screening tools, which represent adequate reading skills for a particular grade and time of year. Each benchmark goal represents the level of reading skills necessary for students to be likely to achieve the next benchmark goal if they receive effective core reading instruction. Cut points for risk serve to proactively identify those students who are not likely to achieve the next benchmark goal without additional instructional support. Other routinely collected assessment data may facilitate decision making regarding a student’s need for supplemental instructional support. Team and school-wide assessments, District-wide Standards-based assessments (DWSBAs), and classroom assessing all yield important data that may or may not validate screening assessment results.

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Team Problem Solving An important step in using data-based decision making for planning Tier 2 interventions is to validate the need for support. The achievement coach and IPLC team needs to determine the level of confidence that an identified student may need additional instructional support. All available assessment data should be consider or additional data collected when the decision is not clear. CSD’s 4-step problem solving model is used to help identify barriers, plan for intervention, monitor implementation, and determine intervention’s effectiveness. Instructional Grouping

Initially use screening and other assessment results to establish four skill-based groups. Groupings should consider student performance on the specific literacy skills assessed, availability of resources, and level of student need. The focus of instruction and the instructional materials used vary across groups and the focus of the skill. The specific literacy skills targeted in each group is dependent on the student’s grade level, but usually groups are differentiated based on student performance with both fluency and accuracy. The goal is for students to be both fluent and accurate in their reading skills. If a student is not accurate with a specific reading skill, focus instruction on teaching that skill. For students who are not fluent with a specific reading skill, instruction will focus on building fluency or automaticity. For students who are both accurate and fluent with a specific reading skill, instruction can focus on application of the skill, moving to higher levels and concepts as needed.

In a four-group instructional grouping (Dynamic Measurement Group, 2019), Group 1 targets students who are making expected gains from core literacy instruction (i.e. meet benchmarks in rate and accuracy). The focus of instruction in Group 1 is on further building comprehension and vocabulary. Students in Group 2 meet benchmarks in accuracy, but perform below benchmark in rate. The focus of instruction is on improving fluency. Group 3 includes students who perform at benchmark in rate, but below benchmark in accuracy. These students usually have difficulty monitoring their own errors. Instruction focuses on teaching students to adjust their rate to build accuracy and gain more meaning from text. Students in Group 4 do not meet benchmarks in either rate or accuracy. The focus needs to be on intensive instruction in Phonemic Awareness and Phonics. It is recommended that students in this group receive at least 30 minutes of intervention daily, which includes daily instruction in phonemic awareness.

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Targeting Reading Skill for Intervention Poor readers typically struggle with phonological awareness and phonemic awareness. A Phonological Awareness (PA) diagnostic may need to be administered to these students to determine which specific phonological skills they are struggling with. Note that phonological skills can be taught and repaired with small amounts of instruction for the vast majority of poor readers. Refer to the Simple View of Reading (Gough & Tunmer, 1986) and the Hourglass figure (Tolman, 2011) to guide selection of literacy skills to target in skill-based reading instruction. What follows are some general guidelines for early literacy students who are below benchmark:

§ Kindergarten students below Winter FSF benchmark: administer PA diagnostic at word and syllable level; focus on phonological awareness § Kindergarten students below Winter PSF benchmark: administer PA diagnostic at word and syllable level; focus on first sound fluency § Kindergarten students below Winter NWF benchmark: administer PA diagnostic at word and syllable level; focus on phoneme segmentation § First grade students below Fall PSF benchmark: administer PA diagnostic; check first sound fluency; focus on phonemic awareness and alphabetic principle (1:1 correspondence) § First grade students below Fall CLS benchmark: administer the PA diagnostic; check phoneme segmentation; focus on phonemic awareness and alphabetic principle § Second grade students below Fall NWF benchmark: check phonemic segmentation fluency; administer PA diagnostic if needed; focus on alphabetic principle (blending CVC words) § Second or third grade students below Composite benchmark: check reading subskills including blending and fluency at the sound, word, phrase, and connected text level; focus on skill mastery and automaticity of skills applied to connected text that leads to comprehension § Second or third grade students below Retell or Daze benchmark: provide ongoing opportunities within Core reading instruction using close reading to master the standard addressing summarizing at the beginning, middle, and end of text § Fourth or fifth grade students below Reading Inventory benchmark: check reading subskills using Acadience assessments, phonics screeners, and PA diagnostic It is important to remember that even when targeting a specific reading skill for skills-based instruction, these students still need exposure to connected text.

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Progress Monitoring Progress monitoring involves frequent measurement of student performance for the purposes of: (1) measuring student growth toward a targeted objective, (2) making decisions about intervention effectiveness, and (3) determining how and when to continue, adapt, or discontinue intervention. Progress monitoring 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 intervention is working or when interventions need to be intensified.

Students currently performing below or well- below benchmark on curriculum-based measures (e.g., Acadience Reading) should be regularly progress monitored. Students well-below benchmark should be progress monitored at least bi-weekly and students below benchmark should be progress monitored at a minimum of monthly. To best inform problem solving and accurate decision making, progress monitoring data need to be shared with all teachers responsible for a student’s learning, the student, and the members of the IPLC team on a regular basis.

Data and Problem Solving Progress monitoring by itself does not change student outcomes; however, progress monitoring allows for data-based decision making regarding adjustments in instruction and/or interventions to achieve better outcomes for each student. In order for data-based decision making to occur in a systematic way, teams need to have ready access to current student data and establish a regular schedule for reviewing student progress data. AcadienceLearning.net is the District platform for all Acadience Reading assessment data, including progress monitoring data. Student performance data that are entered into AcadienceLearning.net are automatically graphed. Graphing data makes skill improvement visible to students, teachers, and problem solving teams. Regular review of progress monitoring data is essential for examining the effectiveness of Tier 2 interventions within an MTSS model and for adjusting instruction, as needed, based on student growth. An important component of effective problem solving involves establishing whether planned interventions were implemented with fidelity in order to accurately draw conclusions about intervention effectiveness. It is strongly recommended that a standard procedure be established in each school that specifies: § who is responsible for progress monitoring data entry,

§ how frequently data entry occurs (at a minimum, weekly), and § who is responsible for ensuring that data entry is occurring regularly.

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Creating Decision Rules A student’s rate and level of progress is represented by a trend line, which is a line that is drawn through the data points representing the student’s performance over time. Rate of progress refers to how long it takes the student to reach the goal line. Teams can evaluate rate of progress by reviewing students’ trend lines. A student’s level of progress is thus reflected as an increasing, stable, or decreasing trend line. A general recommendation is to generate at least eight data points following the initiation of an intervention before making a decision about whether or not a student is making adequate progress or an adjustment in intervention is needed. Every time that student data are reviewed, an interpretation about the student’s response to intervention (positive, questionable, or poor) and a decision about what will occur next needs to be made. Decision options include continuing the intervention, intensifying the intervention, modifying the intervention, fading the intervention, or returning to the problem solving phase to gather additional data. In each of these scenarios, decisions about next steps are based on student data. If data indicate that the student is progressing toward the established goal, the response to intervention is considered positive and the team can decide whether to: § continue the intervention with the current goal, § increase the goal and continue the intervention, or § begin fading intervention components to determine if the student can sustain adequate growth without the intervention. When data indicate the student is making progress (the distance between the student’s trend line and the goal line is narrowing), but progress is at a slower than expected rate, the response to intervention is considered questionable. When this occurs, it is important to first examine the fidelity of implementation to determine if adjustments need to be made in how an intervention is being applied. If there is sufficient evidence that the intervention was implemented with fidelity, the team can decide whether to: § modify or intensify the intervention, § adjust the student’s goal to ensure student success before increasing the goal, or § provide the student with more frequent feedback regarding his/her progress. If the data show that the distance between the student’s trend line and goal line widens, the response to the intervention is considered poor. In this case, it is important to verify fidelity of implementation before adjusting the intervention. If the team ensures that the intervention was implemented consistently and as intended, then the team decide whether to: § conduct additional assessment to determine if the most appropriate reading skill is being targeted, § make significant adjustments to the intervention’s intensity, such as frequency or duration, or § consider whether an additional or more individualized intervention may be warranted. Use the following guidelines when establishing Tier 2 decision rules: § Ensure that interventions are targeting the student’s most significant skill deficit using the progression of literacy skill development as a guide and that students are being progress monitored on their skill deficit (e.g. Correct Letter Sounds, Nonsense Word Fluency) § Ensure that interventions are being implemented with fidelity before making decisions regarding an intervention’s effectiveness

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Skill-Based Small Group Time Planner Used during the First 16 Days of Instruction

This planner is a recommended sequence for establishing expectations and routines for implementing the skill-based small-group instruction component of the CSD literacy block. If the class is having a hard time following the expectations and routines, it may be necessary to reteach the specific expectations and/or routines with which the students are struggling. An additional consideration may be to decrease the daily minutes spent on small-group time until students can maintain independence at a satisfactory level. The unique needs of each classroom will dictate whether or not this scope and sequence takes 16 days. Please adjust accordingly. When planning for practice stations, plan to build in authentic practice, relevant tasks that are engaging and core aligned . Stations should be simple to maintain by both teacher and students . Students can complete station tasks independently or with strategic partners. Practice Stations reinforce the scope and sequence of previously taught skills and extends for deeper understanding.

Possible Suggestions for Practice Stations during Skills-based Instruction: • Social Studies and Science Connections • Reading Street Practice Station Flip Charts • Writing assignments • Research and Inquiry projects • Keyboarding practice •

Targeted Reading with aligned purposes and tasks • Imagine Learning, Lexia or Reading Plus • Technology supports (e.g., Apps, websites etc.) • First read for a Close Read • Practice of previously learned material

TIME (min.) (flexible)

DAY

Instruction Goal

What is the TEACHER doing?

What are the STUDENTS doing?

Phase I of Skill-Based Small Group Instruction Time: Teacher Monitors

➢ Teacher explains each of the expectation and routines and routines for small-group time using a poster that will be hung up in the classroom for reference. ➢ Teacher chooses students to model each expectation and routine while the whole class watches.

➢ Students learn about expectations and routines and discuss the importance of each expectation and routine with the whole group. ➢ Individual students model for others what the expectations look and sound like.

Introduce small- group time expectations and routines

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➢ Same as Day 1 above

➢ Same as Day 1 above

Practice small- group time expectations and routines Practice small- group time expectations and routines

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15

➢ Teacher quickly reviews each of the expectations and routines for small-group time. ➢ Teacher chooses students to model some expectations and routines while the whole class watches. ➢ Teacher gives students a task (that needs little explanation) to do independently at their seats. ➢ Teacher monitors room; but does not engage with students. ➢ Teacher ends small-group time with a debriefing session with whole class. ➢ Teacher introduces and explains each of the expectations and routines for a Practice Station #1 (e.g. Fluency Station with Fresh Reads) that will be consistently utilized. ➢ Teacher chooses students to model each expectation and routine while the whole class watches. ➢ Teacher reviews expectations and routines for small group time and the Practice Station #1 from Day 7. ➢ Teacher chooses students to model some expectations and routines while the whole class watches. ➢ Teacher has whole class practice performing that Practice Station #1. ➢ Teacher monitors room; but does not engage with students. ➢ Same as Day 3 above ➢ Same as Day 3 above

➢ Students listen while teacher reviews expectations and routines. ➢ Individual students model for others what the expectations and routines look and sound like. ➢ All students work independently at their seats. ➢ Students actively participate in a debriefing session. ➢ Students learn about the selected Practice Station #1 expectations and routines and discuss the importance of each with the whole group. ➢ Individual students model for others what the expectations and routines look and sound like. ➢ Students learn about the selected Practice Station #1 expectation and routines and discuss the importance of each with the whole group. ➢ Individual students model for others what the expectation and routines look and sound like. ➢ All students actively work on Practice Station #1. ➢ Students actively participate in a ➢ Same as Day 3 above ➢ Same as Day 3 above

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25

4 5

25 25

Introduce Practice Station #1

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25

Review expectations and routines for the Practice Station #1

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25

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➢ Teacher ends small-group time with a debriefing session with whole class.

debriefing session.

Phase II: Introduction: Multiple Tasks—Teacher Monitors

➢ Teacher quickly reviews each of the expectations and routines for small-group time and the Practice Station #1. ➢ Teacher chooses students to model some expectations and routines while the whole class watches. ➢ Teacher introduces 2-3 independent seatwork tasks and the practice station activity. ➢ Teacher lets a group of students move into the Practice Station #1 area to work on the activity while other students remain at their seats. ➢ After a set amount of time, teacher assigns a new group to Practice Station #1. ➢ Teacher monitors room, but does not engage with students. ➢ Teacher ends small-group time with a debriefing session with whole class.

➢ Students listen while teacher reviews. expectations and routines. ➢ Individual students are asked to model for others what some of the expectation and routines look and sound like. ➢ Two groups of students (more groups if length of small-group time is increased) work at Practice Station #1 independently. ➢ The remainder of the class works on the independent seatwork tasks. ➢ Students actively participate in a debriefing session.

Practice with Independent Work and Practice Station #1

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45

➢ (Same as Day 8 above)

➢ (Same as Day 8 above)

Practice with Independent Work and Practice Station #1

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45-60

➢ Teacher introduces and explains each of the expectations and routines for Practice Station #2. ➢ Teacher chooses students to model each expectation and routine while the whole class watches. ➢ Teacher lets a group of students go to the Practice Station #1 and lets a group go to Practice Station #2. ➢ Teacher gives the remainder of class 2-3 tasks (that need

➢ Students learn about Practice Station #2 and discuss the importance of each with the whole group. ➢ Individual students model for others what the expectations and routines

Introduce Practice Station #2

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little explanation) to do independently. ➢ Teacher monitors the room, but does not engage with students. ➢ Teacher ends small-group time with a debriefing session with whole class.

look and sound like. ➢ One group of students works at Practice Station #1. ➢ One group of students works at Practice Station #2. ➢ The remainder of the class works on independent tasks at their seats. ➢ Students actively participate in a debriefing session. discuss the importance of each with the whole group. ➢ Individual students model for others what the expectations and routines look and sound like. ➢ One group of students works at Practice Station #1. ➢ One group of students works at Practice Station #2. ➢ The remainder of the class works on independent tasks at their seats. ➢ Students actively participate in a debriefing session. expectations and routines and discuss the importance of each with the whole group. ➢ Individual students model ➢ Students learn about Practice Station #2 and ➢ Students learn about Practice Station #3

➢ Teacher quickly reviews each of the expectations and routines for small-group time and Practice Station #2. ➢ Teacher chooses students to model some expectations and routines while the whole class watches. ➢ Teacher lets a different group of students go to the Practice Station #1 and lets a different group go to Practice Station #2. ➢ Teacher gives the remainder of class 2-3 tasks (that need little explanation) to do independently. ➢ Teacher monitors the room, but does not engage with students. ➢ Teacher ends small-group time with a debriefing session with whole class.

Practice with Independent Work and Two Practice Stations

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45-60

➢ Teacher introduces and explains each of the expectations and routines for Practice Station #3. ➢ Teacher chooses students to model each expectation and routine while the whole class watches. ➢ Teacher quickly reviews each of the expectations and routines for small-group time and Practice Stations #1-2 as needed.

Introduce and Practice with Practice Station #3

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➢ Teacher chooses students to model some expectation and routines while the whole class watches. ➢ Teacher chooses students to go to the three areas introduced so far while the rest of the class work on 2-3 independent tasks (new groups may be rotated in as desired). ➢ Teacher monitors rooms, but does not engage with students. ➢ Teacher ends small-group time with a debriefing session with whole class. ➢ Teacher introduces and explains each of the expectations and routines for Practice Station #4. ➢ Teacher chooses students to model each expectation and routine while the whole class watches. ➢ Teacher quickly reviews each of the expectation and routines for small-group time and Practice Stations #1-3 as needed. ➢ Teacher chooses students to model some expectation and routines while the whole class watches. ➢ Teacher chooses students to go to the four areas introduced so far while the rest of the class work on 2-3 independent tasks (new groups may be rotated in as desired). ➢ Teacher monitors rooms, but does not engage with students. ➢ Teacher ends small-group time with a debriefing session with whole class. Phase III: Multiple Tasks—Teacher Pulls One Group

expectations and routines for others. ➢ Small groups work at each Practice Station ➢ The remainder of the class works on independent tasks. ➢ Students actively participate in a debriefing session.

➢ Students learn about Practice Station #4

Introduce and Practice with Practice Station #4

expectations and routines and discuss the importance of each with the whole group. ➢ Individual students model expectations and routines for others. ➢ Small groups work at each Practice Station ➢ The remainder of the class works on independent tasks. ➢ Students actively participate in a debriefing session.

13

45-60

➢ Teacher quickly reviews each of the expectations and routines for small-group time and Practice Stations as needed, emphasizing the “no interruption” concept. ➢ Teacher chooses students to model some

➢ Students listen while teacher reviews expectations and routines. ➢ Individual students are asked to model for others what some of the expectation and routines mean.

Introduce teacher working with small group

14

45-60

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➢ Students choose from Practice Station options. ➢ Students move freely from independent tasks and Practice Stations following the directions the teacher has given. ➢ Students actively participate in a debriefing session.

expectations and routines while the whole class watches. ➢ Teacher gives the independent tasks for small- group time and the Practice Station options. ➢ Teacher pulls one group for about 10-15 minutes to work with who needs reteaching/preteaching. ➢ Teacher ends small-group time with a debriefing session with whole class.

➢ Same as Day 14 above

➢ Same as Day 16 above ➢

15

45-60

Phase IV: Multiple Tasks—Teacher Pulls Multiple Groups

45-60 From now on, any time a new activity or Practice Station is added for small-group time, the teacher should follow a similar routine as the one established above. When ready to begin Phase IV, the teacher may begin to pull multiple groups for an extended time (10-15 min. each group) using intervention and challenge materials and activities.

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MTSS Standardized/Contextualized

High Quality Implementation “Because every group of students is unique in terms of experiences, needs and cultural background, implementing well also means knowing when and how a program may need to be adapted in order to achieve its goals. It's possible to retain fidelity to program design by making sure any modifications are aligned with the program's message and objectives.” Dusenbury, L. Education World 2012 . The role of the district is to standardize the process while the role of the buildings is to contextualize implementation.

District: Standardizing the Process •

Building: Contextualizing Implementation • Consider unique factors that will need to be addressed based on school context • Student Population • Data Analysis • Master Schedule • Community • Allocation of Resources • Customize based on these factors in order to make it your own to ensure student learning • School vision aligns to district vision

Common understanding of evidence-based practices for academic and behavioral instruction • Common sequencing, materials, and resources • Common set of expectations for implementation • Allocated resources across the district to support staff in strong implementation, so gains in student outcomes are evident

Pre-determined data sets and data management systems to evaluate implementation efforts

•

Processes for obtaining and providing feedback from implementers that includes systematic and on-going data analysis

•

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

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Contextualized English Language Arts Tier II

Standardized

Standardized Curriculum All Students

Instructional Priorities and Scaffold Supports

Standards

Assessment

All Students receive 30-60 minutes of SBI Contextualized

Standardized Curriculum All Students

Instructional Priorities and Scaffold Supports

Standards

Assessment

• • • •

• Small Group Routines as outlined in the Skill-based Small Group Manual • Chunking Assignments • Targeted Student or group of students using scaffold listed from the Tier 1 to meet the identified student need

Skill-based Small Group Manual • Small Group Lesson Plans • Front Loading Lesson Plans Supports to Consider • Leveled Library • RTI kit • KPals or PALS (1 st ) • PALS (2-6) • FCRR • Rewards • Phonics for Reading •

Core Phonics Survey

RTI diagnostic assessments (PA)

Progress Monitoring

RTI diagnostic Assessments • PA • Fluency •

Vocabulary

•

Comprehension

Early Reading Intervention Kit (K ERI kit)

• • • • • •

Six-Minute Solution

Fresh Reads

Targeted Skills that lead to mastery of Standards

Sleuth

Increased or decreased minutes of SBI instruction

Concept Readers

Science and Social Studies Readers

Access for All Lesson •

Strategic Intervention (SI)

• •

On Level (OL) Advanced (A)

• • •

Game Sheets

CSD Decodable Books/Database Computer Assisted Learning • Lexia • Imagine Learning • Reading Plus

• • • • • •

Language Central

Great Leaps

95percent group Sound Partners

Really Great Reading Blast

Saxon Phonics

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Tier II Interventions and Supports for ELA

The items outlined in the tables below are meant to assist Building Leadership Teams and grade level teams in defining and implementing MTSS for Tier II English Language Arts interventions and supports. Screeners, such as Acadience Reading, and diagnostics such as CORE Phonics Survey and Reading Street RtI PA survey, aid teachers in identifying skill gaps. Resources are then identified and allocated to target supplemental instruction for ALL students. The table below identifies resources and supports, as well as, recommended time allocation to maximize growth in the identified targeted gap. Not all interventions would be used simultaneously but rather would be selected to match the needed intensity. Group 1 recommendations: Students in this group are making expected gains from core and need instruction in the targeted skill of comprehension and vocabulary. They perform at benchmark levels in both rate and accuracy on Acadience Reading, or are proficient on RI. Support this group of students with new skills gained in core and with additional instruction in close reading and vocabulary. These students will need text that is motivating, expands vocabulary, worthy of discussion and supports close reading and writing tasks.

Approved Resources and Supports for Skill-based Instruction

Critical Components of Instruction

Targeted Skill

Grade Level(s)

Time Allocation for High Quality Instruction

Intervention

Intervention Description

K- PALS contains systematic activities to improve early reading skills phonemic awareness, phonics, and fluency. Cost— available at the District Teacher Resource Center for order. ~$2.00 per book or $ 64.95 from the publisher Peer Assisted Learning Strategies (PALS) is designed to provide systematic and explicit instruction in phonological decoding and comprehension practice. An Instructional alignment is found in the map which identifies lessons appropriate for this group. It may also be used with larger groups for at-risk student populations. Cost: $ 64.95 from the publisher Designed for paired practice to develop fluency with text. Applies a strategic approach to reading to ensure text comprehension and enhance vocabulary. (Story Share Routine & paragraph shrinking) — *Program after training is recommended as a practice station. No cost if you contact ISD for training and support Cost: $ 64.95 from the publisher Reading Street TE contains pages at the end of each week for Advanced Level small group instruction one lesson per day. No Cost Lesson Plan using the Reading Street RtI Kit to deliver lessons focused on Close Reading with Writing Tasks. AND Lesson Plan using the Reading Street RtI Kit to deliver lessons focused on Vocabulary development. Cost: Small Group Manual provided at HYPE or New Teacher orientation. ~$22.00 at Teacher Resource Center. Decodable Resources available online or ~$2.00 per book ordered from the Teacher Resource Center.

• •

• 15 minutes per day • 4-5 days per week • 20 Weeks

Word Study

Comprehension and Vocabulary (Group 1)

Reading and discussion for deeper meaning

K

KPALS

• • • • • •

Vocabulary

Close Reading Writing Tasks Summarizing Self-monitoring

• 15 minutes • 4-5 days per week • 10-15 weeks

1

PALS

Research and Inquiry

• 10-15 minutes per day • 3-5 days per week • As many weeks as necessary 1

2-3

PALS

• 15-20 minutes per day • 1-2 days per week • As many weeks as necessary 1 • 15 or more minutes per day • 2-5 Days per week • 20-40 weeks

Reading Street Access for All Advanced Level (AL) lessons

1-5

SBI Manual Group 1 Lesson Plan RtI Kit Comprehension and Vocabulary Lessons

1-5

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