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District 2884, Red Rock Central Elementary
Public School
Local Literacy plan
2016-2017
Superintendent: Mr. Olson, Principal: Mr.
Goetstouwers, Title 1 Teacher: Miss Ryker
Approved May
18, 2016 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 Superkids,
a comprehensive core reading and language arts program, to teach reading in Kindergarten
through grade 2. The program is based on
scientific research that validates that phonics-based instruction is the best
way to teach children to read. The goal
of the Superkids Reading Program is to produce
skillful, confident readers and writers.
Each level of the program provides the systematic phonics-based reading
instruction that children need and the engaging fiction and nonfiction reading
material they love. Reading is taught
with spelling and writing so children can express their own ideas in stories,
reports, letters, and more. Included in this program are components for guided
reading, read aloud, shared reading and independent reading. Each classroom has purchased the Superkids Reading library for their grade level. Our district will be using the reading series
Reading Wonders to teach grades 3-6.
Reading Wonders is a basal reading program. Included in this program are
components for guided reading, read aloud, shared reading, leveled 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-2 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 the 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: Mr. Olson at 752-7361 or olsonb@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 (MCA-IIIs).
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, Mathematics, General Science, and
Science Concepts and Processes. The RIT scores for each grade level in Reading
are listed in the following chart:
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 |
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), 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.
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 to 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.
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 website
·
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
https://teachers.rowlandreading.org/parents/login.aspx -Superkids Reading
Program for parents and students
There are several IPAD apps that are available to parents
also. Parents are able to go to the Red
Rock Central homepage and click on a link that will give IPAD apps for
education. There is also a link for
computer sites.
Scientifically-Based
Reading Instruction:
The scientifically-based reading curriculum Red Rock Central Elementary
uses is Superkids (K-2) and Reading Wonders (3-6) which
is fully aligned for Common Core State standards and the Minnesota Academic
Standards in English Language Arts (2010).
Instruction is differentiated.
Professional Development:
Red Rock Central Professional Development is provided through:
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:
SEE TEMPLATE (excel document) FROM MD
E!
Stakeholder feedback:
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?