· web viewmarion county spl framework: kindergarten ela core instruction “your goal in...

Marion County SPL Framework: Kindergarten ELA Core Instruction“Your goal in literacy teaching is to bring each student from where he is to as far as you can take him in a school year.” (L&LG, 179)

In line with Marion County’s Vision and Beliefs, teachers will use curriculum tools, including Curriculum Mapper, to scaffold students toward achieving or surpassing the West Virginia ELA Standards by the END of the year. Teachers …”collaborate on the improvement of student learning through the study of relevant data, problem analysis and the implementation of strategies that improve instructional practices.” (Policy 2510 School Based Responsibilities 8.1.e.2)Universal Screening Tools for Grouping: Kindergarten Inventory, ELRS?, easyCBM, HMH Emerging Literacy Survey (K-1)

READING AND LISTENINGResponding to texts through

WRITING AND SPEAKING WORD WORK Time recommended by HMH: 90-120 minutes. Consider changing activities every 10-15 minutes.

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I Do - WHOLE GROUP- Students receive core instruction in the 5 components of reading: phonological awareness, phonics, fluency, vocabulary and comprehension.- Teachers scaffold complexity, rather than avoid it.

Students receive instruction in the writing process and regularly use SB Rubrics to evaluate and inform revisions

1. Foundational Skills Instructional Routines IPAP –Classroom Component with pacing chart Daily Fluency Practice2. Spelling 3. Oral Vocabulary – words and phrases - Academic and Domain-Specific - Unknown and multiple-meaning - Word relationships and nuancesNote - L4,5,6

1. Read Aloud and/or Interactive Read Aloud Rigorous Text

1. Language/Grammar Minilesson using mentor text and authentic practice through writing and speaking Note -L1232. Writing Handbook Minilesson (Writing Process: Prewriting, Drafting, Revising, Editing, Publishing)3. Modeled Writing

2. Reading Minilesson Shared Reading -Strategies and Skills -Group Share

We Do - SMALL GROUP – DIFFERENTIATED ACTIVITIES - (Recommended: Work with your lowest group EVERY day)3. Guided Reading - Scaffolded Rigor - Literature Discussions

Leveled Text (90-94% accuracy) or scaffolding

4. Guided Practice with Scaffolded Rigor Guided Practice Guided Word Sorts Fluency Practice

You Do – INDEPENDENT – CENTERS - (Meaningful and productive independent work while teacher works with small groups)Literacy Stations- Comprehension and Fluency- Word Study- Think and Write- Fast ForWord

Self-selected and “Just- right” text to encourage wide reading

Collaborative Conversations Projects and Research Literacy Stations Publication, including digital

Independent and Small Group Practice, including word sorts

Literacy Stations Fluency Practice – Take Home Books,

including student-produced books

ASSESSMENT – Weekly tests, observations and other formative assessments will be used to inform instruction, including reteaching, differentiating, and moving students among groups. Benchmark Assessment (e.g., Acuity) will be used to evaluate student progress toward mastery of the standards. Progress Monitoring (e.g., easyCBM) will be used to measure some students’ response to Strategic and Intensive Intervention. Diagnostic Assessments will be used as needed to pinpoint individual students” areas of instructional need.

Marion County Support for Personalized Learning (SPL) English Language Arts GuidelinesKindergarten 1 All Targeted and Intensive interventions will be individualized according to an analysis of available student data (weekly tests, HMH Progress Monitoring Tools, easyCBM etc.) by a school’s Instructional Intervention Team. Targeted and Intensive intervention groups may “cut across” grade levels and must use scientific research based instructional methods which include direct instruction and hands-on activities. Movement out of tiered instruction is dependent upon the Instructional Intervention Team’s review of the student’s intervention data. Interventions at the Targeted and Intensive levels must be of sufficient length (usually eight to twelve weeks) to enable the team’s determination of the efficacy of the intervention.

Targeted InstructionFor students with repeated low performance on progress monitoring

and benchmark assessments who need short-term supplemental support to achieve grade-level mastery. Explicit strategies are provided

to address specific needs identified through a review of data (e.g., FFWD RPI.)

Intensive InstructionFor students with significant and intensive academic difficulties who do

not make sufficient progress with targeted instruction.Explicit instruction in a small group or individual setting is provided to

address specific needs identified through a review of data (e.g., FFWD RPI.)

IPAP (3 x week – 30 mins each)

OR

Skill based interventions developed through a problem solving approach to address issues identified by weekly tests or Universal Screener

OR

FFWD – as recommended by the RPI Assessment

OR

HMH Strategic Intervention Lessons

Monitorevery two to three weeks using program specific assessment, HMH Progress Monitoring, or easyCBM

Recommended: One teacher-directed AND one computer-based intervention, or a combination of intervention as determined by the Instructional Intervention Team to address student needs identified through screening (easyCBM) or diagnostic evaluation (HMH Diagnostic, FFWD RPI)

IPAP - beginning 2nd semester (3 x week – 30 mins each)

ORLeveled Literacy Intervention

ORSkill based interventions developed through a problem solving approach to address issues identified through screening or diagnostics (e.g., HMH Diagnostic, FFWD RPI) including direct, systematic instruction in one of the 5 components of reading AND fluency practice/repeated readings for students struggling with foundational skills.

AND

Fast ForWord

MonitorEvery one to two weeks using program specific assessment

AND

easyCBM .

Enrichment: Above grade level Reading Assistant (for students reading 26 WPM) or Fast ForWord Expanded Project Based Learning based on Unit Essential Question or Self-selected Reading/Topic

Marion County SPL Framework: 1st Grade Core Instruction“Your goal in literacy teaching is to bring each student from where he is to as far as you can take him in a school year.” (L&LG, 179)

In line with Marion County’s Vision and Beliefs, teachers will use curriculum tools, including Curriculum Mapper, to scaffold students toward achieving or surpassing the West Virginia ELA Standards by the END of the year. Teachers …”collaborate on the improvement of student learning through the study of relevant data, problem analysis and the implementation of strategies that improve instructional practices.” (Policy 2510 School Based Responsibilities 8.1.e.2)Universal Screening Tools for Grouping: Kindergarten Inventory, ELRS?, easyCBM, HMH Emerging Literacy Survey (K-1)



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1. Foundational Skills Instructional Routines IPAP –Classroom Component with pacing chart – 1st 9 weeks Daily Fluency Practice2. Spelling 3. Oral Vocabulary – words and phrases - Academic and Domain-Specific - Unknown and multiple-meaning - Word relationships and nuances

Note - L4,5,6





Leveled Text (90-94% accuracy) or scaffolding


You Do – INDEPENDENT – CENTERS - (Meaningful and productive independent work while teacher works with small groups)Literacy Stations- Comprehension and Fluency- Word Study- Think and Write- FFWD or Reading Assistant




Literacy Stations Fluency Practice – Take Home Books,

including student-produced books

ASSESSMENT – Weekly tests, observations and other formative assessments will be used to inform instruction, including reteaching, differentiating, and moving students among groups. Benchmark Assessment (e.g., Acuity) will be used to evaluate student progress toward mastery of the standards. Progress Monitoring (e.g., easyCBM) will be used to measure some students’ response to Strategic and Intensive

Intervention. Diagnostic Assessments will be used as needed to pinpoint individual students” areas of instructional need.

Marion County Support for Personalized Learning (SPL) English Language Arts GuidelinesFirst Grade 1 All Targeted and Intensive interventions will be individualized according to an analysis of available student data (weekly tests, HMH Progress Monitoring Tools, easyCBM etc.) by a school’s Instructional Intervention Team. Targeted and Intensive intervention groups may “cut across” grade levels and must use scientific research based instructional methods which include direct instruction and hands-on activities. Movement out of tiered instruction is dependent upon the Instructional Intervention Team’s review of the student’s intervention data. Interventions at the Targeted and Intensive levels must be of sufficient length (usually eight to twelve weeks) to enable the team’s determination of the efficacy of the intervention.

Targeted InstructionFor students performing below standards who are not responding to

core instruction, small group instruction in addition to the core is provided. Explicit strategies are provided to address specific needs identified through a review of data (e.g., FFWD RPI.) Intervention only continues until

the specific concept or behavior is in place (usually short-term)




IPAP - 1st nine weeks

OR


OR

FFWD – as recommended by the RPI Assessment

OR


OR

Write-In Reader



IPAP

ORLeveled Literacy Intervention

ORReading Toolkit (addressing no more than two areas as identified by HMH Diagnostic or easyCBM)


ANDFast ForWord


AND one or more of the following:

1. easyCBM, or

*2. oral reading fluency from 1st grade HMH Cold Reads*3. HMH Progress Monitoring (including oral reading fluency)

ORF should not be measured until second semester

Enrichment: Above grade level Fast ForWord or Reading Assistant Expanded Project Based Learning based on Unit Essential Question or Self-selected Reading/Topic

Marion County SPL Framework: 2nd Grade Core Instruction“Your goal in literacy teaching is to bring each student from where he is to as far as you can take him in a school year.” (L&LG, 179)

In line with Marion County’s Vision and Beliefs, teachers will use curriculum tools, including Curriculum Mapper, to scaffold students toward achieving or surpassing the West Virginia ELA Standards by the END of the year. Teachers …”collaborate on the improvement of student learning through the study of relevant data, problem analysis and the implementation of strategies that improve instructional practices.” (Policy 2510 School Based Responsibilities 8.1.e.2)Universal Screening Tools for Grouping: easyCBM, HMH Comprehensive Screening Assessment (3-5), HMH Spelling Inventory, HMH Diagnostic Assessment



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1. Foundational Skills Instructional Routines Daily Fluency Practice

2. Spelling 3. Oral Vocabulary – words and phrases - Academic and Domain-Specific - Unknown and multiple-meaning - Word relationships and nuances

Note - L4,5,6





Leveled Text(95% accuracy) or scaffolding






Literacy Stations Fluency Practice


Marion County Support for Personalized Learning (SPL) English Language Arts GuidelinesSecond Grade

1 All Targeted and Intensive interventions will be individualized according to an analysis of available student data (weekly tests, HMH Progress Monitoring Tools, easyCBM etc.) by a school’s Instructional Intervention Team. Targeted and Intensive intervention groups may “cut across” grade levels and must use scientific research based instructional methods which include direct instruction and hands-on activities. Movement out of tiered instruction is dependent upon the Instructional Intervention Team’s review of the student’s intervention data. Interventions at the Targeted and Intensive levels must be of sufficient length (usually eight to twelve weeks) to enable the team’s determination of the efficacy of the intervention.

2Targeted Instruction

For students performing below standards who are not responding to core instruction, small group instruction in addition to the core is

provided. Explicit strategies are provided to address specific needs identified through a review of data (e.g., FFWD RPI.) Intervention only continues until






OR

Reading Assistant orFFWD – as recommended by the RPI Assessment

OR


OR

Write-In Reader



Leveled Literacy Intervention



AND




1. easyCBM, or 2. oral reading fluency from 2nd grade HMH Cold Reads3. HMH Progress Monitoring (including oral reading fluency)

Enrichment: Above grade level Reading Assistant Fast ForWord Reading 2

Expanded Project Based Learning based on Unit Essential Question or Self-selected

Marion County SPL Framework: 3rd Grade Core Instruction“Your goal in literacy teaching is to bring each student from where he is to as far as you can take him in a school year.” (L&LG, 179)








Note - L4,5,6








Self-selected and “Just- right” text to encourage




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Marion County Support for Personalized Learning (SPL) English Language Arts GuidelinesThird Grade 1 All Targeted and Intensive interventions will be individualized according to an analysis of available student data (weekly tests, HMH Progress Monitoring Tools, easyCBM etc.) by a school’s Instructional Intervention Team. Targeted and Intensive intervention groups may “cut across” grade levels and must use scientific research based instructional methods which include direct instruction and hands-on activities. Movement out of tiered instruction is dependent upon the Instructional Intervention Team’s review of the student’s intervention data. Interventions at the Targeted and Intensive levels must be of sufficient length (usually eight to twelve weeks) to enable the team’s determination of the efficacy of the intervention.








OR


OR


OR

Write-In Reader





ORSkill based interventions developed through a problem solving approach to address issues identified through screening or diagnostics (e.g., HMH Diagnostic, FFWD RPI) including direct,



1. easyCBM, or 2. oral reading fluency from 3rd

systematic instruction in one of the 5 components of reading AND fluency practice/repeated readings for students struggling with foundational skills.

AND


grade HMH Cold Reads3. HMH Progress Monitoring (including oral reading fluency)

.

Enrichment: Above grade level Reading Assistant Fast ForWord Reading

Expanded PBL based on Unit Essential Question

Marion County SPL Framework: 4th Grade Core Instruction“Your goal in literacy teaching is to bring each student from where he is to as far as you can take him in a school year.” (L&LG, 179)








Note - L4,5,6







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Marion County Support for Personalized Learning (SPL) English Language Arts GuidelinesFourth Grade 1 All Targeted and Intensive interventions will be individualized according to an analysis of available student data (weekly tests, HMH Progress Monitoring Tools, easyCBM etc.) by a school’s Instructional Intervention Team. Targeted and Intensive intervention groups may “cut across” grade levels and must use scientific research based instructional methods which include direct instruction and hands-on activities. Movement out of tiered instruction is dependent upon the Instructional Intervention Team’s review of the student’s intervention data. Interventions at the Targeted and Intensive levels must be of sufficient length (usually eight to twelve weeks) to enable the team’s determination of the efficacy of the intervention.








OR


OR


OR

Write-In Reader





ORSkill based interventions developed through a problem solving approach to address issues identified through screening or diagnostics (e.g., HMH Diagnostic, FFWD RPI) including direct, systematic instruction in one of the 5 components of



1. easyCBM, or 2. oral reading fluency from 4th grade HMH Cold Reads

reading AND fluency practice/repeated readings for students struggling with foundational skills.

AND


3. HMH Progress Monitoring (including oral reading fluency).



Marion County SPL Framework: 5th Grade Core Instruction“Your goal in literacy teaching is to bring each student from where he is to as far as you can take him in a school year.” (L&LG, 179)








Note - L4,5,6





Leveled Text(95% accuracy) or scaffolding)


You Do – INDEPENDENT – CENTERS - (Meaningful and productive independent work while teacher works with small groups)


Literacy Stations- Comprehension and Fluency- Word Study- Think and Write- FFWD or Reading Assistant





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Marion County Support for Personalized Learning (SPL) English Language Arts GuidelinesFifth Grade 1 All Targeted and Intensive interventions will be individualized according to an analysis of available student data (weekly tests, HMH Progress Monitoring Tools, easyCBM etc.) by a school’s Instructional Intervention Team. Targeted and Intensive intervention groups may “cut across” grade levels and must use scientific research based instructional methods which include direct instruction and hands-on activities. Movement out of tiered instruction is dependent upon the Instructional Intervention Team’s review of the student’s intervention data. Interventions at the Targeted and Intensive levels must be of sufficient length (usually eight to twelve weeks) to enable the team’s determination of the efficacy of the intervention.


core instruction, small group instruction in addition to the core is provided. Explicit strategies are provided to address specific needs

identified through a review of data (e.g., FFWD RPI.) Intervention only continues until the specific concept or behavior is in place (usually

short-term)

Intensive InstructionFor students with significant and intensive academic difficulties who do not

make sufficient progress with targeted instruction.Explicit instruction in a small group or individual setting is provided to



Monitorevery two to three weeks using

Recommended: One teacher-directed AND one computer-based intervention, or a combination of intervention as determined by the Instructional Intervention Team to address student needs identified through screening (easyCBM) or diagnostic evaluation (HMH Diagnostic, FFWD RPI).

OR


OR


OR

Write-In Reader

program specific assessment, HMH Progress Monitoring, or easyCBM




AND




1. easyCBM, or 2. oral reading fluency from 5th grade HMH Cold Reads3. HMH Progress Monitoring (including oral reading fluency).



CORECore Instruction for

All Students

TARGETEDTargeted Supplemental Instruction

for Some Students

INTENSIVEIntensive Instruction for a Few

StudentsAll students receive instruction inthe general education standards aligned curriculum

Students who are not respondingto CORE level (general education) receive short‐term additional support

Students who are not respondingto CORE and TARGETED level efforts receive additional support

Curriculum based on instructional strategies that scaffold students to mastery of the WV Next Generation Content Standards

Curriculum based on WV Standards that is strategically scaffolded in response to student needs

Instruction that is more intenselyscaffolded to address specific student’s strengths and needs

Flexible grouping – studentsmove groups as appropriate

Small groups of students withsimilar skills and needs

Individual or very small groups ofstudents with similar skills andneeds

Sufficient time to master corecontent and expected behaviors

Data driven based on individualstudent progress; Suggestions include 15‐30 minutes in addition to CORE 3‐5 times per week for 9 weeks

Data driven based on individualstudent progress; Suggestions include 30‐60 minutes in addition to CORE 3‐5 times per week for 9 weeks

Screening: Brief assessment ofstudentsBeginning of school year – AllMiddle of school year – As needs indicateEnd of school year – As needs indicate

Continuous use of formativeclassroom assessment processes and progress monitoring tomeasure and compare student learning and adjust instruction; Suggestions include every 2‐3 weeks

Continuous use of formativeclassroom assessment processes and progress monitoring tomeasure and compare student learning and adjust instruction; Suggestions include every 1‐2 weeks

Demonstrate learning of orexceeding grade level‐ standards

Eliminate gap between presentachievement and grade level‐standards and between instruction and students’ needs

Eliminate or narrow gap betweenpresent achievement and grade‐level standards and between instruction and students’ needs

General education classroomteacher with support from other building staff to reinforcelearning

Classroom teacher or specialist(e.g. SPL, Title I, Special Educator)or other staff to reinforce learning

Classroom teacher or specialist(e.g. SPL, Title I, Special Educator)or other staff to reinforce learning

General education classroom Small group in classroom oranother appropriate setting within school; before, during, afterschool, summer, interim

Appropriate setting within school;may be pull out,‐ before, during, after school, summer, interim

Effective school wide behav‐ iorsupports

Specialized positive behavior plansprovided/ monitored by teacher and parents

An assessment of studentbehaviors, Functional Behavior Assessment (FBA) and the development of specialized behavior plans with teacher and parents

Focused, specialized and ongoingto provide relevant trainingbased on the needs of students and school staff

Focused, specialized and ongoingto provide training insupplemental instruction

Focused ongoing training inintensive instruction

Information about studentprogress provided to parents viareport cards and parent‐teacher conferences; parents informed SPL framework implemented

Ongoing, frequent communicationwith parents regarding progresson target skill(s); parents participate in decision making‐

Ongoing, frequent communicationwith parents regarding progresson target skill(s); parents participate in decision making‐

Support for Personalized Learning (SPL) Framework: A Quick Reference Guide

Focus: Academic, Social/Emotional and/or Behavior Instruction

Curriculum

Group Size

Time

Assessment: Screening and Progress Monitoring

Academic Support

Personnel

Location

Behavior Support

ProfessionalDevelopment

Parent Involvement

Adapted from RtII Framework: Pennsylvania Department of Education, 2010

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