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Scott Klapac

Phone: 484-631-6421

Savvas Learning Company LLC

Savvas creates high-quality solutions designed to meet intended learning outcomes for students.

At Savvas, we believe learning should inspire. By combining new ideas with new ways of thinking and interacting, we design next-generation learning solutions that help prepare students to become global citizens in a more interconnected, digital world. Savvas is built upon more than 120 years of innovation and leadership in K–12 education. With pioneering brands such as Scott Foresman, Prentice Hall, and Pearson in our history, we have reimagined how generations of students learn. We take pride in offering high-quality core curricula, supplemental content, intervention programs, and assessment tools that are used by more than 40 million students in over 10,000 school districts nationwide. Our award-winning programs, developed by leading authors and educators, are based on adaptive learning practices and advanced technology to deliver immersive, personalized, and flexible content across all disciplines and grade levels. Through the power of project-based, real-world learning experiences, we help students discover their full learning potential.

  • PreK
  • Kindergarten
  • Grades 1 – 5
  • Grades 6 – 8
  • Grades 9 – 12

Please visit Savvas literacy products.

Curriculum Design

Overall design and approach to our curriculum

myView Literacy® © 2020 is a comprehensive, interactive literacy solution for grades K–5 that is grounded in the science of reading and provides a student-centered approach to teaching reading, writing, speaking, listening and thinking. This print and digital solution teaches all foundational skills explicitly and systematically while including authentic texts, easily managed core lessons, and a variety of flexible resources for meaningful differentiation. Competencies of 21st century thinking and social-emotional learning are taught and practiced using compelling main selection texts, highly engaging trade books, collaborative learning, and project-based inquiry. Student autonomy takes on a new meaning with a student interactive book that gives learners the power to annotate text and showcase their understanding.

Evidence-based practices or research that guided the development of our curriculum

myView Literacy is research-based, aligned to the science of reading, and was developed in collaboration with an esteemed author team, many of whom have authored research that informs how children learn. Phonological awareness and phonics instruction in myView Literacy is explicit and systematic. Students are taught letter-sound correspondences along a research-based continuum moving to word reading and reading connected text. The triple cueing system/three cueing system is not part of the pedagogy of myView Literacy. Students are never taught to look at a picture to help them decode a word. During vocabulary instruction, students may be encouraged to use photos or illustrations and context clues to determine or clarify word meaning.

Components included in our curriculum by grade level

The following codes are used to identify the priorities. If a component is not included in a particular grade-level, N/A will be displayed in that cell.

Grade Oral Language Phonemic Awareness Phonics Fluency Vocabulary Comprehension
K C C C C C C
1 C C C C C C
2 C C C C C C
3 C T C C C C
4 C T T C C C
5 C T T C C C
  • C = Core Universal Component
  • T = Targeted Support/Intervention for some students
  • I = Intensive Support/Intervention for few students
  • X = Not addressed
  • More information to describe how phonemic awareness is addressed in core instruction in 2nd grade:  Students move from identifying phonemes to focusing on phoneme isolation, blending, segmenting, adding, deleting, and manipulating individual sounds in spoken words. Phonemic awareness instruction provides Picture Cards to support a developmental progression. There is often a sound-toletter connection as instruction moves to phonics.  Phonemic awareness lessons are built into the Foundational Skills segments within the Core Literacy blocks. The specific phonemic awareness skills addressed within the Grade 2 curriculum are:  Long and Short Vowels  Rhyming Words  Add and Remove Sounds  Recognize Phoneme Changes  Manipulate  Phonemes
  • Phonics in Grade 3-5 is labeled Word Study in both the Core Teacher’s Edition and the Reading Routines Companion.

Unaddressed components in our curriculum for any given grade-level and supplements to meet the DDOE definition of K-3 HQIM

How our curriculum is aligned to the science of reading

Research for the Science of Reading highlights the need for explicit instruction in phonemic awareness, phonics, reading fluency, vocabulary, and reading comprehension. myView’s core instruction embeds structured support throughout lessons to address a range of classroom needs. Corresponding explicit and systematic lessons can be found in the Reading Routines Companion to aid teachers in their instructional delivery. Lessons focus on phonological awareness, phonics, vocabulary, fluency, and comprehension and serve to complement the myView Literacy whole group lessons and small group instruction. Please see the Reading League Rubric:  https://bit.ly/3KWzCDN. 

Each grade level contains an explanation of each component. If a component is not included in a particular grade-level, “N/A” will be displayed.

Component Description of Curriculum Alignment
Oral Language Students master academic vocabulary and learn the rules of listening and speaking.  Students participate in conversations at multiple times through Book Club Language of the Genre, Turn, Talk, and Share, Reflect and Share and Share Back activities.
Phonemic Awareness Students identify individual sounds in spoken words and progress to manipulating units of oral language. During phonics instruction, students apply their knowledge of individual sounds and advance to understanding sound-symbol correspondences, applying sound-symbol correspondences to decode and encode words, and analyzing words through morphological and syllabication instruction.
Phonics Letter-sound relationships are taught in isolation, students are taught to blend  sounds to decode words. Decodable text and writing opportunities that give students practice in applying the phonics skills they are learning and show them the usefulness of what they are learning. Explicit instruction in phonics is fully developed
Fluency Fluency is modeled daily by the teacher using Read Alouds and Shared Reads. Students are exposed to fluent reading, and they are encouraged to read with accuracy when they read chorally or individually. During small group instruction, teachers record observations on rate and accuracy as they listen to students read.
Vocabulary Students explore vocabulary, both at the unit and weekly level, using a generative approach to maximize their understanding of word meanings across content areas and to create an ongoing curiosity about how language works. Students are exposed to Tier 1, 2 and 3 vocabulary words throughout each unit.
Comprehension Daily students listen to and read text, they use metacognitive skills to develop and deepen comprehension. They  establish a purpose for reading, monitor their comprehension and make adjustments, including re-reading, using background knowledge, making connections, and asking questions when understanding breaks down.

Component Description of Curriculum Alignment
Oral Language Students master academic vocabulary and learn the rules of listening and speaking.  Students participate in conversations at multiple times through Book Club Language of the Genre, Turn, Talk, and Share, Reflect and Share and Share Back activities.
Phonemic Awareness Students move from identifying phonemes to focusing on phoneme isolation, blending, segmenting, adding, deleting, and manipulating individual sounds in spoken words. In myView Literacy phonemic awareness instruction, teachers are provided with Picture Cards to support a developmental progression. There is often a sound-to-letter connection as instruction moves to phonics.
Phonics Grade 1 first introduces high-utility letter-sound correspondences, such as the sound-spellings m, t, a. Consonants are chosen that have sounds that can be pronounced in isolation, such as n and r. Instruction  also separates the introduction of sounds for letters that are auditorily or visually confusing,
Fluency For grade 1, there is an additional decodable story integrated into the Student Interactive that can be used for fluency practice, in addition to the separate decodable readers. fluency can be practiced and/or assessed in small group instruction, using a passage from Cold Reads for Fluency and Comprehension.
Vocabulary Students explore vocabulary, both at the unit and weekly level, using a generative approach to maximize their understanding of word meanings across content areas and to create an ongoing curiosity about how language works. Students are exposed to Tier 1, 2 and 3 vocabulary words throughout each unit.
Comprehension Daily students listen to and read text, they use metacognitive skills to develop and deepen comprehension. They  establish a purpose for reading, monitor their comprehension and make adjustments, including re-reading, using background knowledge, making connections, and asking questions when understanding breaks down.

Component Description of Curriculum Alignment
Oral Language Students master academic vocabulary and learn the rules of listening and speaking.  Students participate in conversations at multiple times through Book Club Language of the Genre, Turn, Talk, and Share, Reflect and Share and Share Back activities.
Phonemic Awareness Students move from identifying phonemes to focusing on phoneme isolation, blending, segmenting, adding, deleting, and manipulating individual sounds in spoken words.  Phonemic awareness instruction, provides

Picture Cards to support a developmental progression. There is often a sound-to-letter connection as instruction moves to phonics.
Phonics Throughout Grade 2, Units 1–2, there is one focused phonics skill introduced or reviewed each day in each of Weeks 1–5, and one skill introduced or reviewed over three days of Week 6. In Units 3–5, there is one phonics skill introduced or reviewed over three days in each of Weeks 1–6.
Fluency Fluency is modeled using the read aloud selections or suggestions. It is practiced using passages from the Student Interactive. Fluency can be practiced and/or assessed using the Cold Reads for Fluency and Comprehension. These include word counts, multiple choice and written response options and three differentiated levels of text.
Vocabulary Students explore vocabulary, both at the unit and weekly level, using a generative approach to maximize their understanding of word meanings across content areas and to create an ongoing curiosity about how language works. Students are exposed to Tier 1, 2 and 3 vocabulary words throughout each unit.
Comprehension Daily students listen to and read text, they use metacognitive skills to develop and deepen comprehension. They  establish a purpose for reading, monitor their comprehension and make adjustments, including re-reading, using background knowledge, making connections, and asking questions when understanding breaks down.

Component Description of Curriculum Alignment
Oral Language Students master academic vocabulary and learn the rules of listening and speaking.  Students participate in conversations at multiple times through Book Club Language of the Genre, Turn, Talk, and Share, Reflect and Share and Share Back activities.
Phonemic Awareness Routines provide explicit and systematic instruction for students who will benefit from review or advanced phonemic awareness instruction.  Screening routines place  students into instruction and practice targeted to their needs. The intention is for all students to achieve mastery through  lessons that foster  advancement toward fluent reading and comprehension.
Phonics In grades 3–5, the program provides phonemic awareness and word study lessons in both the Teacher Edition and the Reading Routines Companion.
Fluency Fluency is modeled using the read aloud selections or suggestions. It is practiced using passages from the Student Interactive. Fluency can be practiced and/or assessed using the Cold Reads for Fluency and Comprehension. These include word counts, multiple choice and written response options and three differentiated levels of text.
Vocabulary Students explore vocabulary, both at the unit and weekly level, using a generative approach to maximize their understanding of word meanings across content areas and to create an ongoing curiosity about how language works. Students are exposed to Tier 1, 2 and 3 vocabulary words throughout each unit.
Comprehension The instructional support for a text students read in myView Literacy helps to progressively develop comprehension from monitoring comprehension in the shared read to developing higher-level thinking skills through the close read. With a piece of text, students practice and apply these skills and metacognitive strategies in the Student Interactive.

Component Description of Curriculum Alignment
Oral Language At all grade levels, students master academic vocabulary and learn the rules of listening and speaking.  Students participate in conversations at multiple times through Book Club Language of the Genre, Turn, Talk, and Share, Reflect and Share and Share Back activities.
Phonemic Awareness The Reading Routines Companion in Grade 4 provides explicit and systematic instruction for students who will benefit from review or advanced phonemic awareness instruction
Phonics In grades 3–5, the program provides phonemic awareness and word study lessons in both the Teacher Edition and the Reading Routines Companion.
Fluency Fluency is modeled using the read aloud selections or suggestions. It is practiced using passages from the Student Interactive. Fluency can be practiced and/or assessed using the Cold Reads for Fluency and Comprehension. These include word counts, multiple choice and written response options and three differentiated levels of text.
Vocabulary Students explore vocabulary, both at the unit and weekly level, using a generative approach to maximize their understanding of word meanings across content areas and to create an ongoing curiosity about how language works. Students are exposed to Tier 1, 2 and 3 vocabulary words throughout each unit.
Comprehension The instructional support for a text students read in myView Literacy helps to progressively develop comprehension from monitoring comprehension in the shared read to developing higher-level thinking skills through the close read. With a piece of text, students practice and apply these skills and metacognitive strategies in the Student Interactive

Component Description of Curriculum Alignment
Oral Language At all grade levels, students master academic vocabulary and learn the rules of listening and speaking.  Students participate in conversations at multiple times through Book Club Language of the Genre, Turn, Talk, and Share, Reflect and Share and Share Back activities.
Phonemic Awareness The Reading Routines Companion in Grade 5 provides explicit and systematic instruction for students who will benefit from review or advanced phonemic awareness instruction
Phonics In grades 3–5, the program provides phonemic awareness and word study lessons in both the Teacher Edition and the Reading Routines Companion.
Fluency Fluency is modeled using the read aloud selections or suggestions. It is practiced using passages from the Student Interactive. Fluency can be practiced and/or assessed using the Cold Reads for Fluency and Comprehension. These include word counts, multiple choice and written response options and three differentiated levels of text.
Vocabulary Students explore vocabulary, both at the unit and weekly level, using a generative approach to maximize their understanding of word meanings across content areas and to create an ongoing curiosity about how language works. Students are exposed to Tier 1, 2 and 3 vocabulary words throughout each unit.
Comprehension The instructional support for a text students read in myView Literacy helps to progressively develop comprehension from monitoring comprehension in the shared read to developing higher-level thinking skills through the close read. With a piece of text, students practice and apply these skills and metacognitive strategies in the Student Interactive

How our curriculum aligns with the common core state standards and shifts

myView Literacy is aligned to the Common Core State Standards and shifts. For more information about myView Literacy correlations, visit https://bit.ly/3Bo76Fo.

How our curriculum support students’ achievement of grade-level content

Each unit of myView Literacy is vertically aligned across all grades following the overarching themes and topics at each grade level. Emergent readers learn phonological awareness, phonemic awareness, phonics, and fluency in a foundational skills segment that quickly builds competence and confidence. As students advance through the program, further word study allows them to expand and deepen these skills. Students explore vocabulary, at the unit and weekly level, using a generative approach to enhance their understanding of word meanings across content areas and to create an ongoing curiosity about how language works.

Students build content knowledge throughout myView Literacy during weekly instruction, across units within grades, and across grade levels. The text selections in the Student Interactive (SI) are rich in content-area topics, as is the Book Club selection for many units. By reading coherently structured texts that develop rich content knowledge, students build a foundation for college and career readiness.

Embedded supports included in the curriculum for students with diverse learning needs

myView Literacy allows students to work at different levels of complexity. Paired activities, differentiation strategies, and flexible resources and tasks respect and challenge each student’s learning style. Extensive teacher materials contain support for differentiation and class strategies for all components of the program.

Our programs offer extensive resources that allow for flexible teaching approaches. This support allows teachers to adapt content and accommodate a variety of learning styles and strengths. Through direct instruction, multimedia materials, and an abundance of practice activities, students have many entry points to access and apply concepts. Savvas Realize gives teachers access to hundreds of text-based and multimedia resources that can be integrated into the classroom or assigned as homework and tutorial activities.

Curriculum Topics

Alignment of Curriculum to Curricular Aims as Outlined in Delaware Law

The study of Black History serves to educate students about how Black persons were treated throughout history.  Please describe how and to what degree your curriculum attends to the following curricular aims as outlined in Delaware law:

  • Examines the ramifications of prejudice, racism, and intolerance
  • Prepares students to be responsible citizens in a pluralistic democracy
  • Reaffirms the commitment of free peoples to the Thirteenth Amendment to the United States Constitution.

Minimum Requirements Included in Grade K-3 Curriculum

C=Core, S=Supplemental, I=Independent

Component Description of Curriculum Alignment
The history and culture of Black people prior to the African and Black Diaspora, including contributions to science, art, and literature.

and

The significance of enslavement in the development of the American economy.

and

The relationship between white supremacy, racism, and American slavery.

and

The central role racism played in the Civil War.

and

How the tragedy of enslavement was perpetuated through segregation and federal, state, and local laws.

and

The contributions of Black people to American life, history, literature, economy, politics, and culture.

and

The socio-economic struggle Black people endured, and continue to endure, in working to achieve fair treatment in the United States; as well as the agency they employ in this work for equal treatment.

and

Black figures in national history and in Delaware history.

 Woven throughout the Units of Study in myView Literacy is literature tied to the African Diaspora, enabling students to not only gain a broader understanding of texts in this area, but also see how it fits into larger themes. Since elementary-aged students are unable to appreciate the language and concepts of all works tied to the African Diaspora,  myView Literacy embeds the work of authors who have written about this work at an elementary level, such as Sharon Draper and Charles R. Smith, Jr.

A sampling of authors and illustrators who represent diversity in myView Literacy include:

  • Joseph Bruchac The Gingerbread Man and the Story of the Cornbread Man GK) – C
  • Poetry Collection: The Long Sleep; Changes G1)  – C
  • Wade Hudson Bigger Shoes for the Big Race G1) – C
  • Charles R. Smith Garden Party and Click, Clack, Click! G1) – C 
    • Isabel Campoy Garden Party and Click, Clack, Click! G1) – C
  • Maybe Something Beautiful G2) – C  
  • James Ransome How Many Stars in the Sky? G2) – C
  • The Abenaki G2) – C
  • Derrick Barnes You Can’t Climb a Cactus G2) – C
  • Nikki Grimes “Poems About Heroes G3) – C
  • Chitra Banerjee Divakaruni Grandma and the Great Gourd G3) – C
  • Gwendolyn Zepeda “Poetry Collection” G3) – C
  • Granddaddy’s Turn (G3)
  • Kadir Nelson MamaMiti G3) – C
  • Alma Flor Ada “Poetry Collection G3)  
  • Francisco Jimenez “The Circuit” from The Circuit: Stories of the Life of a Migrant Child G4) – C
  • Sharon Draper from Out of My Mind G4) – C
  • Thunder Rose G4) – C
  • Troy “Trombone Shorty” Andrews Trombone Shorty G4) – C  
  • Yanitzia Canetti Picturesque Journeys G5) – C
  • from Love, Amalia G5) – C  
  • Grabiel M. Zubizarreta from Love, Amalia G5) – C  
  • Guy A. Sims Ezekiel Johnson Goes West G5) – C  

Please see the attached brochure for a detailed description of the cultural relevancy in myView Literacy.

Reading Spot is a curated collection of digital eBooks that instills a love of reading in K-5 students and encourages them to read more. Teachers can use Reading Spot with the entire class, during small group time, or for independent reading. Within Reading Spot, students can:

  • Browse thousands of high-interest, popular, and culturally relevant titles.
  • Highlight, bookmark, and take notes as they read.

Reading Spot is perfect for book talks, to support fluency practice and for word hunts.

The Reading Spot library is delivered via MagicBox™, a cloud-based digital platform that offers next generation solutions for content creation and distribution. MagicBox is compliant with all industry standards, such as LTI, and all data is housed within the MagicBox platform.

Reading Spot offers is home to more than 3,000 high-interest and culturally relevant books for students in grades K–5, with select titles available in Spanish. Students can select from trade books, leveled and decodable readers across multiple genres.

Upon the initial login, teachers are prompted to assign a Grade level to their class. This establishes a ‘Reading Zone’ equivalent to that grade. Teachers can then edit the assigned grade-level up or down for individual students based upon their reading performance.

Upon login, students land on the Explore page where they can browse books by Topic or based on what has been recommended to them. Books populate on the Explore page based on the assigned grade-level Reading Zone. Once a student has selected a Topic, he/she can filter results by Grade, Language, Genre, and Reading Level. Doing so can reveal books below or above their assigned grade-level Reading Zone.

Students can search books by Title, Keyword, or Topic via a dedicated Search page, or by using the magnifying glass in the top toolbar. Word-by-Word audio highlighting, note-taking, and bookmarking is available for select books. Within ‘My Bookshelf’, students can see books that are either in progress, have been completed, or that are listed as a favorite.

  •  In Progress is divided into two subsections to differentiate between titles that have been assigned and titles that the student selected on their own.
  •  The Completed tab displays the title of the book and the date it was completed. A book will be marked as completed once 75% of the pages have been read.
  • The Favorites tab lists all of the books the student has assigned a star to.

With Reading Spot, students can find the most appropriate book and gain exposure to a range of different writing styles. Teachers and students can search by genre, Lexile® level, Guided Reading Level, grade, language, and type. A comprehensive list of books included in the digital library can be provided upon award.

The Reading Spot Digital Library offers teachers and students the following benefits:

  • Build Student Motivation. With Reading Spot, teachers can monitor outcomes such as number of books read, number of minutes spent reading, total time listening to audio, and what books seem to be the most engaging to students.
  •  Interdisciplinary Content. Reading Spot offers multiple texts that connect subject areas such as social studies, science, and history.
  •  Progress Monitoring. Teachers can track student progress in a number of ways. For instance, Reading Spot allows teachers to track student progress by the number of books read and minutes spent reading.
  • Teach with Intention. Reading Spot allows teachers to assign reading to classes, groups, or individual students; manage their classes; and teach purposefully.

Similar to the student experience, the Explore page allows teachers to browse titles, mark them as a Favorite, and easily assign them to their class, select groups of students, or individual learners.

Texts in Reading Spot provide students with a range of literary and informational texts from our core programs. Texts are selected based on cultural representations and experiences, insights, readability, and diversity. Students develop literacy skills through exploration (reading, writing, and communicating) of various texts. Reading Spot offers the following topics for students to browse.

With Reading Spot, students can find the most appropriate book and gain exposure to a range of different writing styles. Teachers and students can search by genre, Lexile® level, Guided Reading Level, grade, language, and type. A comprehensive list of books included in the digital library can be provided upon award.

  • Adventure
  • Animals and Insects
  • Art and Music
  • Biographies
  • Books in Spanish
  • Building and Landmarks
  • Comics/Graphic Novels
  • Crafts/How-to Books
  • Dinosaurs and Fossils
  • Ecology and Ecosystems
  • Fairy Tales, Folk Tales, Fables
  • Family and Friendships
  • Food and Cooking
  •  Health and the Human Body
  • History and Government
  • Holidays and Celebrations
  • Humor and Funny Stories
  •  Jobs and Careers
  • Mysteries and Spooky Stories
  • Places Around the World
  • Plants and Nature
  • Science and Technology
  • Science Fiction and Fantasy
  • Solar System and Outer Space
  • Sports
  • Trivia, Jokes, and Games
  • Vehicles and Transportation
  • Weather and Seasons

At Savvas, we develop our educational programs by implementing criteria and standards that reflect multiethnic, multiracial, and multicultural perspectives. Our experience in such activities includes working with experts and consultants from universities and other educational institutions to validate that our programs have a broad perspective. For more information, see https://www.savvas.com/index.cfm?locator=PS3f2f.

Professional Learning

What competency-based professional learning our organization offers on our curriculum

Each grade level contains an explanation of each component. If a component is not included in a particular grade-level, “N/A” will be displayed.

Component Description of Curriculum Alignment
Oral Language Our Language Awareness Workshop helps educators learn how myView Literacy and miVision Lectura support oral language development along with literacy and content knowledge. With interactive tasks such as lesson analysis, teachers examine the intentional scaffolding within the program, learning to leverage speaking and listening tasks throughout daily lessons.
Phonemic Awareness In our Science of Reading with myView Literacy workshop, teachers closely read a Research Brief revealing the five pillars or critical elements of reading. We offer Bookended Modeling with lesson analysis that helps teachers unpack the explicit, systematic instruction in phonemic awareness that occurs daily in the program.
Phonics In our Science of Reading with myView Literacy workshop, teachers closely read a Research Brief revealing the five pillars or critical elements of reading. We offer Bookended Modeling with lesson analysis that helps teachers unpack the explicit, systematic instruction in phonics that occurs daily in the program.
Fluency In our Science of Reading with myView Literacy workshop, teachers closely read a Research Brief revealing the five pillars or critical elements of reading. We offer Bookended Modeling with lesson analysis that helps teachers unpack the explicit support for fluency along with use of decodable readers offered in daily program lessons.
Vocabulary In addition to our Science of Reading with myView Literacy Workshop, we offer a workshop on Building Comprehension through the Weekly Reading Routine. This workshop leans on Freddie Hiebert’s research and helps teachers understand how vocabulary knowledge is supported through concept mapping, close reading, and use in authentic contexts.
Comprehension Our workshop: Building Reading Comprehension with the Weekly Reading Routine helps teachers examine the comprehension support sewn into each week’s reading lessons. Teachers link lessons that equip students to comprehend grade-level text by exploring the genre and theme, closely reading, and writing and speaking in response to reading.

How our professional learning is aligned to Delaware’s definition of high-quality professional learning

Drawing from nationally recognized standards, we design our professional learning to target meaningful learner outcomes; invite critical decision making; emphasize “the why?” for a given practice; model; provide time to reflect and authentically put concepts into practice; infuse relevant research to support and sustain ongoing learning; formatively assess changes in practice in service of continuous improvement; leverage collaboration and conversation; focus educators’ attention on what students say and do, using that to inform instructional practice.

How our professional learning is grounded in Learning Forward’s Standards for Professional Learning

Grounded in change management, particularly the finding that behavior and practice change prior to belief and attitude (Thomas R. Guskey on behalf of Learning Forward, Flip the Script on Change), we utilize an Anchored Learning Cycle as our main vehicle for professional learning. We use ongoing job-embedded support to help educators implement HQIM-aligned instructional practices, formatively assessing the effect they have on students. We provide descriptive, non-evaluative, student-focused feedback designed to deepen instructional practice.

SB4 requires that the competency-based professional learning provided to educators on reading instruction be provided during the school day. How our professional learning can be facilitated through a coaching model

Job-embedded instructional coaching helps teachers take clear actions to affect student learning and spans a minimum of 2-3 days per school/cohort, per focus area. Meeting teachers where they are, our coaching is flexible, takes place primarily in the classroom during instruction, and may include: bookended modeling (plan, model, debrief), observation with feedback/on-the-spot coaching, structured peer visitation, and Focus Visits with administrators.

                Job-Embedded coaching is a fee-based service.

How we demonstrate that educators have not only completed the required professional learning called for in the legislation, but that teacher practice has positively changed in order to improve student literacy

For schools and districts using myView Literacy, Savvas can provide training to teachers and other relevant staff in the science of reading. We provide training in onsite, virtual and blended formats. Our workshop offerings for myView Literacy include, among others, Foundational Skills and the Science of Reading. We also provide job embedded support in variety of forms including coaching and modeling, observation and feedback, and 2-3 days Anchored Learning Cycles that focus on developing 21st century student academic behaviors in literacy/ELA and/or on supporting teaching strategies and skills from workshop or other trainings that target impactful student performance. Savvas has been vetted and approved by as a professional learning services partner by RivetEducation.org. For more information, visit https://plpartnerguide.org/partner/savvaslearning-company-llc/ The Savvas Insight Tool includes a suite of data collection tools and reports that provide your educators and our team members with information to track, investigate, and support a myView implementation throughout its duration.

How our Professional Learning attend to the differences in the Science of Reading for students who are Multilingual Learners, specifically students with varied levels of English Proficiency and students being educated in dual language programs

Our Enhancing Language Awareness workshop leans on program author Jim Cummins’ work and helps teachers analyze the intentional design of myView Literacy and miVision Lectura. In job-embedded support, teachers analyze lessons to unpack the program’s purposeful use of texts, routines, and multisensory activities in service of student learning. Through bookended model lessons and descriptive coaching feedback, we help teachers utilize the lesson-specific scaffolding that is aligned to WIDA levels and increases meta-linguistic skills among students.

Job Embedded Services for Savvas Programs provide different forms of coaching, focused on the effective implementation of Savvas programs. These types of onsite, shoulder-to-shoulder services provide teachers and leaders with varying levels of support, both in and out of the classroom, to increase levels of understanding and will help strengthen instruction with the program. These coaching services are tailored to support specific aspects of instruction and/or leadership topics—learn how the Science of Reading directly impacts teaching and learn routines that align with the research. Our job embedded support services are available for purchase a la carte. We recommend a needs analysis and planning process to help us, in collaboration with you, identify school/district needs and create a tailored professional learning plan focused on student outcomes.

 

Assessments

Our curriculum assesses students’ mastery of grade-level content

Each unit begins with a Unit Launch which includes an introduction to the Essential Question.  An initial self-assessment is provided to students where they can determine how well they know or are prepared for the unit objectives. The checklists are provided in student friendly language. This self-assessment will help teachers see if students have the prerequisite skills needed for the lessons in the unit. This self-assessment is referred to later on at the end of the unit to help students see how they have progressed. This encourages students to take ownership of their learning.

Throughout the units, minilessons for shared reading provide a time for guidance that fosters, participation, and collaboration. Teachers form small groups flexibly to provide instruction based on needs, tasks, and texts. They use Turn, Talk, and Share; Quick Checks; and Reflect and Share to inform instruction as they monitor students’ progress through a variety of ongoing formative assessments. As students engage with a variety of texts, they construct meaning, consider essential questions, and work to master strategic learning goals.

The components of our balanced assessment system (universal screeners, diagnostics, and progress monitoring) including frequency of administration during the school year

The assessment resources that accompany myView Literacy include a range of formative and summative assessments available in print and digital to help monitor student performance. With assessments delivered through Savvas Realize, our digital learning platform, teachers can easily generate standards-based mastery reports. Reporting services in Savvas Realize allow teachers to monitor standards mastery and retention over time. myView Literacy offers a comprehensive and ongoing system of assessment. Formative Assessments include the Daily Formative Assessment, which integrates daily routines and informal opportunities to measure student understanding and monitor progress. myView Literacy assessment program uses multiple and diverse sources to help teachers understand what students know and comprehend because of the teaching and learning process. The results of these assessments provide a view into students’ progress, enabling teachers to identify problem areas, modify their instruction, and improve subsequent learning. Lessons are planned and assessed in a progression that measures standards mastery and provide a remediation pathway when needed. Assessments taken online provide teachers with data that allows them to plan classroom instruction and target remediation. Observational Assessment Checklists that support data gathering about student progress are available on Savvas Realize.

House Bill 304 with HA1 identifies “Universal reading screener” as a tool used as part of a multi-tiered system of support to determine if a student is at risk for developing reading difficulties and the need for intervention and to evaluate the effectiveness of core curriculum as an outcome measure

Explain how your curriculum leverages universal reading screening to measure the following:

    1. phonemic awareness,
    2.  phonological awareness, 
    3. symbol recognition, 
    4. alphabet knowledge, 
    5. decoding and encoding skills, 
    6. fluency, 
    7. and comprehension.

myFocus Intervention focuses instruction on Foundational Skills (Phonological Awareness, Phonics, Spelling, Vocabulary, and Fluency) and Reading, Writing, and Language (Reading Literature, Reading Informational Text, Writing, Language and Conventions, and Inquiry and Research). The lessons are skills-based allowing teachers to flexibly select lessons based on the needs of students. The Teacher’s Guide includes integrated student blackline masters and Checkpoint Assessments for ongoing formative assessment.

Our curriculum will identify students who have a potential reading deficiency, including identifying students with characteristics of dyslexia:

We do offer a literacy screener, LSDA. LSDA is typically sold separately, but may in some instances be included with a myView adoption.

To accompany the lessons in myFocus Intervention, students work from myFocus Reader (grades 1–5; in Kindergarten students use decodable readers). On days when instruction includes the myFocus Reader or the decodable reader, students are  applying and practicing the skills taught during whole group instruction. myFocus Reader is an application of reading comprehension, vocabulary, and foundational skills. Teacher support for the myFocus Reader is found on our digital learning management system, Savvas Realize.

Timely data collection and reporting of universal screening is a required curriculum component from House Bill 304 with HA1

  1. Identifies the number and percentage of students
  2. Disaggregates scores by grade
  3. Disaggregates scores by individual school

Realize Reports provides reports that help administrators to make data-driven decisions throughout the school year, driving insights into usage and achievement to provide perspective. This perspective comes from examining the data for students across all districts in a single report, using summary data to compare classes and schools to the district as a whole. By examining data across the district, administrators can spot schools or teachers that are above or below the mean. Instructional coaches may dig into the data further to support teachers and students and meet achievement expectations.

Teachers and administrators can use the features in Savvas Realize to make datadriven instructional decisions:  Users can drill-down into data points on graphs and charts to learn more about student mastery, progress, and usage. Data can be filtered by date range.  Users can view data by Class Results by Assignment or Class Mastery by Standard.  The Class Results by Assignment page covers class, group, and individual student test scores and shows how students mastered certain standards based on test scores.  The Mastery by Standards report shows how a class mastered state and national standards and how individual students mastered state and national standards across assignments over time. Teachers and administrators can also use the data to understand which assessments contributed to the mastery data displayed for each student. The Data tab provides a complete display of classes, groups, and individual student mastery, performance, and usage statistics.  The Usage page displays how much time students spend working on specific activities. Teachers can view data by individual student from the class assignment list. Item-analysis and automatic-remediation tools can also be activated from within the platform.

Professional learning provided to educators on how to use the assessments included in our curriculum

Data-driven instruction follows a recognized and rigorous path, giving students continuous opportunities to practice so they can be successful and proficient readers. The myView Literacy materials provide a variety of instruction and assessment strategies and activities consistent with the Quality Plus Teaching Strategies. Our professional learning is flexible and available onsite, virtually and in blended formats. We can design a professional learning plan focused on the use of assessments by implementing teachers, as well as other program features and instructional practices. We engage in a collaborative needs analysis and planning process to create a professional learning plan targeted to school/district needs and goals.

Additional professional learning and assessment information

Question Response
Professional learning aligned to the science of reading? Yes, through various workshops listed in the Professional Learning Section.
Job-embedded professional learning? Yes, Job embedded support services are available for purchase a la carte. Savvas recommends a needs analysis and planning process to help them, in collaboration with LEAs, identify school/district needs and create a tailored professional learning plan focused on student outcomes.
Universal screeners? Yes, Sold Separately. Savvas Literacy Screener & Diagnostic Assessments (LSDA) is typically sold separately, but may in some instances be included with a myView adoption.
Universal screeners identify students with reading deficiency, including identifying students with characteristics of dyslexia? Yes, Sold Separately. Savvas Literacy Screener & Diagnostic Assessments (LSDA) is typically sold separately, but may in some instances be included with a myView adoption.