High Quality Programming
CURRICULUM & MATERIALS SUMMARY
In response to unfinished teaching and learning around literacy, Universal Differentiation is provided through a daily 30-minute SIPPS block (occurring at staggered times throughout grade levels with differentiated groupings led by classroom teacher, general education instructional aide, and when possible a special education teammate.
The SIPPS block targets systematic and explicit phonics instruction at students’ reading acquisition levels. Each class is split into two SIPPS instructional groups, based on initial SIPPS diagnostic results and continually confirmed by routine SIPPS mastery checks (occurring after every 5-10 lessons). Students of each class are assigned to SIPPS instructional groups by their teacher, who is supported by an instructional aide. This block is staggered throughout the grade levels so that the instructional aide can provide the same support to each class. At the same time, the instructional aide’s presence across all grade levels lends additional perspective about the highest/lowest readers of each class and their most suitable SIPPS instructional grouping (within or outside of their usual classroom).
Grounding Literature:
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The ELD block utilizes EL Achieve, a systematic approach to the study of the English Language, targeting students’ unique English proficiency levels (to include newcomers). Each teacher delivers ELD instruction for students at a particular proficiency level (beginning/emerging, intermediate/expanding or advanced/bridging) and grade band (Gr.K, Gr.1-2, Gr.3-4 and Gr.5-6, 7-8). For Grades 1-4, students will rotate to the appropriate classroom, where a teacher is delivering ELD instruction at their proficiency level and grade band. Grades K and 5-8 also receive ELD instruction for 60 minutes each day, but at a different time than Grades 1-4. This varied schedule accounts for the unique developmental stages of each school’s youngest and oldest students, who are undergoing transition into or out of elementary routines.
The description of the program as well as the recommendations for implementation can be found within this robust Curriculum Sampler. Below is an image to summarize the major components and of their design.
*Newcomer support and resources are also available upon request. Although the complete launch of the Newcomer Program is scheduled for further development in the years to come.
Grades K-8: MYPATH is a personalized learning program for reading that delivers high-impact, engaging lessons that target the specific skills students need to get back to grade level. It tailors learning to the needs of each student with technology that prioritizes age-appropriate content and optimizes learning to maximize student success. Using data (from NWEA Map integration) about students’ domain-level proficiency, the Smart Sequencer identifies the priority skills each student needs and creates a precise Individualized Learning Path (ILP) using research-based, developmentally appropriate lessons designed for real learning breakthroughs.
Grades TK-5 Newcomers: LANGUAGE AND LITERACY is an adaptive learning solution that accelerates reading and language proficiency for students in grades PreK-6. Using data (from an initial diagnostic) about students’ proficiency in reading, writing, listening and speaking, it personalizes scaffolding and individualized learning paths that provide students exploration and practice opportunities in phonological awareness, phonics, fluency, vocabulary, and comprehension. It also teaches academic language, which is essential to comprehending increasingly complex grade-level texts. This is a digital offering that is primarily available through a formal recommendation from the Newcomer Program.
Grades 6-8 Newcomers: ROSETTA STONE is a supplemental and independent e-learning solution that meets the language needs of beginner to intermediate students. Students develop English language skills through learning activities, stories, and live online conversations. The interface attends to the developmental needs of secondary students while providing a suitable onramp for language instruction. Usage of this digital program has yielded gains in speaking-listening and read aloud fluency. This, like Language & Literacy, is a digital offering that is primarily available through a formal recommendation from the Newcomer Program.
At Extera we believe MTSS is as much about prevention as it is intervention. MTSS focuses on an alignment of systems necessary for all students’ academic, behavior, and social success. It is evidence based practices that support the whole child along a tiered continuum. MTSS focuses on removing barriers to learning at all levels and welcoming students who they are and moving forward. MTSS allows for continuum and movement across tiers.
TIER 1: Core Instruction
- Explicit instruction is research based curriculum and instruction for all students in the form of academic and social-emotional instruction and supports
- Standards aligned curriculum and evidence based instructional strategies are essential
- Demonstrates effectiveness for 80% or more for students on differentiated core instruction
Explicit Instruction is systematic, engaging, and relentless:
- Frequent opportunities to respond
- Student performance is carefully monitored
- Immediate feedback
- Brisk pace with organized routines in place
Tier 1 Goals:
- 80% of ss to meet or exceed proficiency standard at winter and spring assessment
- 95% of ss who start the year on target end the year on target
TIER 2: Supplement Instruction
- Interventions are evidence based and standardized for those who did not show adequate progress with Tier 1 instruction and supports
- Incorporate foundational skills that support learning objectives of core instruction by being well aligned
- Supplemental to core instruction
- Led by staff trained in intervention specially
- Designed for groups that are based on age and needs of student
- Frequent progress monitoring
TIER 3: Intense Intervention
- Individualized and intensive instruction with students with persistent skill deficits who did not show adequate progress with Tier 2 instruction
- Most time with explicit teacher led instruction
- Most scaffolding instruction with many opportunities to respond with corrective feedback
- High level of language support, including vocabulary
- Intensive motivational strategies included with frequent progress monitoring
*Kim Gibbons
In practice, Extera will begin this year 1 work (22-23SY) with the following:
- ALL students receiving universal phonics instruction
- Each school will have an instructional coach guiding teachers on the process of utilizing both formative and summative data to develop small groups within core content blocks (ELA and MATH). See Literacy and Math sections below for more details.
Want to learn more? Check out these resources:
National Center for Intensive Intervention, Results First Clearinghouse DataBase