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ISD 2884, Red Rock Central Elementary
Public School
Local Literacy Plan 2012-2013 Superintendent:
Dr. Brennan Lead Teacher: Mrs.
Altermatt Title I Teacher:
Sheila Ryker |
District 2884, Red Rock Central Elementary
Public School
Local Literacy plan
Approved May
21, 2012 by Red Rock Central’s Board of Education
The purpose of this literacy plan is to ensure that ALL students
will achieve grade-level proficiency and read well by Grade 3.
Literacy Plan Summary:
Our district is currently using Literacy Place, a basal program,
to teach reading in kindergarten through grade 3. Included in this program are components for guided
reading, read aloud, shared reading and independent reading. To enhance this curriculum, our district has
an elementary library with a variety of fiction and nonfiction reading
materials, covering a wide range of reading levels. Each classroom also has their own reading
center where students can enjoy books and other resources selected by their
classroom teacher. All K-3 students
receive classroom reading instruction for a minimum of 90 minutes each day. The district uses Accelerated Reader (AR), which
is a computerized program that tests basic reading comprehension. Students select books from their reading
level, read independently and take an independent comprehension test on the
computer. Each book is worth a certain
number of points based on its length and reading level.
All students in grades K-3 are given the Measures of Academic
Progress (MAP) screening/benchmarking assessment three times throughout the
course of the year in fall, winter, and spring.
Using this data along with data from DIBELS, Standardized Test for the
Assessment of Reading (STAR), local checklists and teacher observations, struggling
and at-risk students are identified and referred for interventions. Specific interventions are based on further
assessments, and the interventions are implemented through the collaborative
efforts of the classroom teacher and other specialists. Progress is monitored
regularly and if the intervention selected is not working, another intervention
is selected and implemented. Students
not responding to these interventions are referred for special education
services. Parents are kept informed of
their child’s progress.
The goal of the Red Rock Central district is to ensure that all
learners successfully achieve the Minnesota K-12 Academic Standards in English
Language Arts (2010) for their grade level.
The standards are aligned with the district’s curriculum to ensure that
the standards are taught within the time available.
Specific information is included in the K-3 Literacy Plan that
follows this summary. For those who are
interested in learning more about Red Rock Central’s literacy program, please
contact: Dr. Brennan at 752-7361 or brennanj@rrcnet.org.
Literacy
Plan Goals and Objectives:
Overarching
Goal: All students will read at grade-level by Grade 3 as determined by the
Reading Minnesota Comprehensive Assessments (MCAs).
Objectives:
Each year educators will review and disaggregate, or separate, reading
data at grade levels K, 1, 2, & 3.
Proficiency, growth and trend data will be analyzed and used to set
specific learning targets for each child and for each grade level of
students. Pre-K data will be accessed
and utilized, when available.
The Q-Comp Professional Learning Communities review, annually, the effectiveness
of current instructional practices including core instruction, differentiation,
remediation and intervention.
Curriculum resources will be aligned to the most current standards.
Formative assessments will be used to modify instruction and to identify
students who are not on pace to meet proficiency. Students not on track will follow the local
intervention plan.
Professional Learning Communities will analyze the effectiveness of
current literacy practices. Special
attention will be paid to closing the achievement gaps. Best practices will be shared.
Process
of Assessment:
The Title 1 Teacher will administer the screening and diagnostic
assessments listed below.
Measures of Academic Progress (MAP) and MAP for Primary Grades are used
as benchmark assessments. They are
adaptive and sequential tests used to measure student growth. The 2011 NWEA RIT Scale Norms provide growth
and status norms in the following content areas: Reading, Language Usage,
Mathematics, General Science, and Science Concepts and Processes. The RIT
scores for each grade level in Reading and Language Usage are listed in the
following charts:
|
2011 Reading Status
Norms (RIT Values) |
|||
|
Grade |
Beginning-of-Year
Mean |
Middle-of-Year Mean |
End-of-Year Mean |
|
K |
142.5 |
151.0 |
157.7 |
|
1 |
160.3 |
170.7 |
176.9 |
|
2 |
175.9 |
183.6 |
189.6 |
|
3 |
189.9 |
194.6 |
199.2 |
|
2011 Language Usage
Status Norms (RIT Values) |
|||
|
Grade |
Beginning-of-Year
Mean |
Middle-of-Year Mean |
End-of-Year Mean |
|
2 |
175.4 |
185.3 |
190.0 |
|
3 |
191.1 |
196.5 |
200.3 |
DIBELS is used as a screening/benchmark assessment. The target scores for each grade level are
listed in the following charts:
|
Kindergarten DIBELS Assessments |
||
|
Fall Assessment Name [Target Score] |
Winter Assessment Name [Target Score] |
Spring Assessment Name [Target Score] |
|
DIBELS Composite Score At or Above benchmark 26+ Below benchmark 13-25 Well below benchmark 0-12 |
DIBELS Composite Score At or Above benchmark 122+ Below benchmark 85-121 Well below benchmark 0-84 |
DIBELS Composite Score At or Above benchmark 119+ Below benchmark 89-118 Well below benchmark 0-88 |
|
First Sound Fluency At or Above benchmark 10+ Below benchmark 5-9 Well below benchmark 0-4 |
First Sound Fluency At or Above benchmark 30+ Below benchmark 20-29 Well below benchmark 0-19] |
|
|
|
Phoneme Segmenting Fluency At or Above benchmark 20+ Below benchmark 10-19 Well below benchmark 0-9 |
Phoneme Segmenting Fluency At or Above benchmark 40+ Below benchmark 25-39 Well below benchmark 0-24 |
|
|
Nonsense Word Fluency At or Above benchmark 17+ Below benchmark 8-16 Well below benchmark 0-7 |
Nonsense Word Fluency At or Above benchmark 28+ Below benchmark 15-27 Well below benchmark 0-14 |
|
First Grade DIBELS Assessments |
||
|
Fall Assessment Name [Target Score] |
Winter Assessment Name [Target Score] |
Spring Assessment Name [Target Score] |
|
DIBELS Composite Score At or Above benchmark 113+ Below benchmark 97-112 Well below benchmark 0-96 |
DIBELS Composite Score At or Above benchmark 130+ Below benchmark 100-129 Well below benchmark 0-99 |
DIBELS Composite Score At or Above benchmark 155+ Below benchmark 111-154 Well below benchmark 0-110 |
|
Phoneme Segmenting Fluency At or Above benchmark 40+ Below benchmark 25-39 Well below benchmark -24 |
|
|
|
Nonsense Word Fluency-CLS At or Above benchmark 27+ Below benchmark 18-26 Well below benchmark 0-17 |
Nonsense Word Fluency-CLS At or Above benchmark 43+ Below benchmark 33-42 Well below benchmark 0-32 |
Nonsense Word Fluency-CLS At or Above benchmark 58+ Below benchmark 47-57 Well below benchmark 0-46 |
|
Nonsense Word Fluency-WWR At or Above Benchmark 1+ Below Benchmark 0 |
Nonsense Word Fluency-WWR At or Above benchmark 8+ Below Benchmark 3-7 Well below benchmark 0-2 |
Nonsense Word Fluency-WWR At or Above benchmark 13+ Below benchmark 6-12 Well below benchmark 0-5 |
|
|
Oral Reading Fluency (Words Correct) (Accuracy %) At or Above benchmark23+ ( 78%+) Below benchmark 16-22 (68%-77%) Well below benchmark 0-15 (0%-67%) |
Oral Reading Fluency -Words Correct (Accuracy %) At or Above benchmark 47+ ( 90%+) Below benchmark 32-46 (82%-89%) Well below benchmark 0-31 (0%-81%) Retell At or Above benchmark 15+ Below benchmark 0-14 Well below benchmark |
Students who do not meet the target score as listed above will be
referred to Title I to work on specific skill deficit(s) using research-based
assessments. Entrance criteria are based on a triangulation of assessment data
with classroom teacher input.
Based on these diagnostic assessments, Measures of Academic
Progress (MAP), DIBELS, and Standardized Test for the Assessment of Reading
(STAR), instruction and interventions will be matched to the student’s needs in
one or more of the five pillars of reading (phonemic awareness, phonics,
fluency, vocabulary, and comprehension). Progress monitoring data will be
collected and analyzed on a continuing basis.
Parent Communication
and Involvement:
The district will share the state-identified grade-level standards
and how their child is progressing toward meeting these standards at
conferences. Information shared will
include the core literacy instructional practices and the intervention supports
that are used with students who are not on track to achieve benchmark targets
that reflect grade-level content standards.
Parents will continue to be
informed of their child’s progress through quarterly report cards. A list of potential supports that the parents
can use to assist the child in achieving grade-level proficiency will be
provided to the parent.
Red Rock Central encourages parents to be involved in the literacy
development for children PreK-3. The opportunities we provide for parents
include:
·
Screening benchmark
assessment data shared at conferences
·
Title I parent compact
agreement
·
Title I parent
night/advisory meetings
·
Title I newsletter
·
Parent/classroom
newsletters
·
Home School Connect for
Accelerated Reader (AR)
·
I Love to Read month
activities
·
School websites
·
Preschool/Kindergarten
family and school collaboration
·
Early Childhood Family
Education (ECFE)
·
Head Start
The following are resources and tools for parents, caregivers,
and/or community members to use in support of literacy practices at home:
www.spellingcity.com- Spelling, Writing, Parts of Speech,
Alphabetical Order
www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspz
www.softschools.com - games and worksheets
www.abcya.com- games for primary grades K-5
www.funbrain.com- games
www.tutpup.com- compete with kids from all over the world in
games
www.apples4theteacher.com- games, quizzes, worksheets, and articles
www.squiglysplayhouse.com- games, brainteasers and much more
www.schoolfamily.com- parent resources and articles
www.internet4classrooms.com- parents resources with great links for
students
www.pbskids.org- pbs characters and games to play
www.pbsparetns.org- articles about child development, food and
fitness, education and more
www.https://hosted74.renlearn.com/234508/homeconnect/- AR
www.plumcreeklibrary.org- local library in Lamberton
Based on Best Practices students will receive
differing levels of support. The first
level of support occurs in the classroom with 90 minutes of core instruction delivered
by the classroom teacher using the district’s reading curriculum that is
aligned with the 2010 English Language Arts Standards. Research-based reading instruction will
address the 5 strands of reading (phonemic awareness, phonics, fluency,
vocabulary, and comprehension). Teachers
differentiate instruction according the needs of their diverse learners.
Based on screening and diagnostic assessments, the
second level of support identifies students not meeting grade-level targets who
are, then, provided supplemental reading interventions according to their skill
deficit(s). This level of support will
be provided by Title I.
Students not responding well to the interventions
provided at the second level are referred to Special Education.
Scientifically-Based
Reading Instruction:
The scientifically-based reading curriculum Red Rock Central
Elementary uses is Literacy Place which has been aligned with the Minnesota
Academic Standards in English Language Arts (2010). Instruction is differentiated.
Professional Development:
Red Rock Central Professional Development is provided through:
- Grade-Level Common Planning
Time
- Professional Learning
Communities (PLCs)
At the beginning of the school year data will be disaggregated and
analyzed in PLCs that will then create SMART student goals and plan Professional
Development activities designed to address the needs identified by the data. PLCs will provide regular opportunities to
improve reading instruction in the five reading areas (phonemic awareness, phonics,
fluency, vocabulary, and comprehension).
Communication system
for annual reporting:
|
1.
Was the Local Literacy
Plan easy to find?
2.
Is this document
useful?
3.
Are the reading
strategy links helpful for working with your child?
4.
Did you feel supported
by the school district to help your child read well by 3rd grade?