LITERACY PLAN Reading Well by Grade 3 INDEPENDENT SCHOOL DISTRICT 15 ST. FRANCIS, MINNESOTA
|
|
- Ann Banks
- 6 years ago
- Views:
Transcription
1 LITERACY PLAN Reading Well by Grade 3 INDEPENDENT SCHOOL DISTRICT 15 ST. FRANCIS, MINNESOTA
2 LOCAL LITERACY PLAN Independent School District 15, St. Francis Local Literacy Plan: Reading Well by Grade 3 Independent School District Ambassador Boulevard NW St. Francis, MN Superintendent Edward Saxton Edward.Saxton@isd15.org District Information Independent School District 15, St. Francis, is located in northern Anoka County and southern Isanti County. The mission of the district is to provide a quality educational system for all, one that supports and prepares students to succeed. The district serves multiple communities with three elementary schools (K-5), one middle school (6-8), one high school (9-12), and two other educational sites which house a variety of community programs including the district s early childhood programs. The elementary schools in the district include: Literacy Plan Approval On June 24, 2013, the School Board of Independent School District 15, St. Francis, has authorized the filing of the Reading Well by Third Grade Local Literacy Plan as provided under Minnesota Statute 120B.12. Literacy Team Members Kurt Becker... Director, Curriculum & Assessment Kathi Greene... Reading Curriculum Specialist Darin Hahn... Principal Cedar Creek Community School Jill Kelly... Assistant Principal of Data & Assessment Coordination Kathleen Kohnen... Principal, St. Francis Elementary School Susan Olson... Reading Curriculum Specialist Cathy Paquay... Reading Curriculum Specialist Angela Scardigli... Principal East Bethel Community School Nancy Wallace... Family Education & Services Program Supervisor Julie Williams... Title I Program Supervisor Amy Worden... Teachers Academy Coordinator Cedar Creek Community School Polk Street NE East Bethel, MN East Bethel Community School Polk Street NE East Bethel, MN St. Francis Elementary School St. Francis Boulevard NW St. Francis, MN INDEPENDENT SCHOOL DISTRICT 15
3 READING WELL BY GRADE 3 Introduction to the Reading Well by Grade 3 Local Literacy Plan Reading is the cornerstone of all learning. In each subject area, the ability to read and comprehend written material is critical. Supporting the development of capable readers at every level is our goal; this is true for educators, parents and community. The Minnesota legislature seeks to have all children reading well by the end of third grade and included provisions for this in the 2011 Education Bill (Minnesota Statute 120B.12). The statute requires that all students be provided with comprehensive, scientifically based reading instruction as outlined in a local literacy plan which each district in the state has been developing this school year. Comprehensive, scientifically based reading instruction includes strategies to develop skills and concepts in these areas: Comprehension: deriving meaning from what is being read Vocabulary: a process of learning and knowing the multiple meanings of words and applying the correct meaning in context Fluency: the ability to read with speed, accuracy and proper expression Phonics: understanding the relationship between written letters and spoken words including how letters correspond to sounds and then applying this to reading and spelling Phonemic awareness: the ability to notice and think about the individual sounds of language in spoken syllables and words Motivation to read: providing opportunities and a program of instructional practices so that students can be expected to achieve, at a minimum, satisfactory reading progress and achieve appropriate proficiency levels The ISD 15 Reading Well by Grade 3 Local Literacy Plan provides information on the following: A description of the process the district uses to ensure reading proficiency by third grade including the assessment methods and data collection processes The processes used to assess student s level of reading proficiency How the district notifies parents about their child s reading proficiency/intervention needs and how the district involves parents in supporting their child s reading The interventions in place for students identified as not reading at grade level in Kindergarten, Grade 1, Grade 2 and Grade 3 including support available at various levels of intensity (primary, secondary, tertiary). For students not reading at or above grade level, the school must implement intervention practices to meet the needs of the students and accelerate their growth toward grade level expectations. A description of how the district provides professional development in the area of literacy acquisition The Reading Well by Grade 3 legislation also requires districts to annually report summary data for Kindergarten, Grade 1 and Grade 2 concerning the percentage of students who are not reading at grade level before the end of the current school year. ST. FRANCIS, MINNESOTA 3
4 LOCAL LITERACY PLAN Celebrating Reading Proficiency For All Students Independent School District 15, St. Francis will ensure reading proficiency for all students at each grade level Kindergarten through Grade 3. A number of processes are in place to monitor progress and define how reading proficiency will be ensured for all Kindergarten through Grade 3 students. Our vision for all students to be reading well by Grade 3 is supported by our commitment to all day, every day Kindergarten for all students with class sizes at or below twenty-two, and our efforts to keep class sizes to a minimum in Grades 1 through 3. During the school year, ISD 15 adopted and fully implemented the rigorous reading curriculum resource of Houghton Mifflin/Harcourt (HM/H) Journeys program for all K-Grade 5 students. This comprehensive, scientifically-based reading instruction uses strategies focused on engaging students in the five big ideas of reading: phonemic awareness, phonics (letter/sound fluency), comprehension, vocabulary, and fluency. In addition, the District s preschool/school Readiness program, Preschool Place 15, uses Pearson Early Learning s Opening the World of Learning (OWL) which is a comprehensive, research based, integrated curriculum focused on developing early literacy skills while integrating all domains of early learning. All students are immersed in literature through open access to central media centers at each elementary site as well as classroom libraries. Scholastic book fairs are held at each elementary and early childhood site multiple times during the year to encourage parents to build home or personal libraries for their children. Students are exposed to multiple experiences using technology. Each elementary classroom and reading specialist room is equipped with a SMART Board and projector. Additional exposure comes through regular individual use of Touch Smart screens, ipads, ipods, computer labs, and online literacy programs. All preschool classrooms utilize Touch Smart screens used during whole group and small group instruction and practice. A more individualized approach is used in early childhood classrooms with ipads. To encourage the enjoyment of reading, each elementary school hosts a monthly Family Reading Night in addition to a school wide month long I Love to Read celebration in February. A variety of activities including book walks, birthday books, and book bingo are used to encourage students to begin and continue building their personal libraries at home. During the summer months, families are sent Making the Most of Summer postcards to remind them to continue reading with their children. The District s Early Childhood Family Education program provides a book to babies as part of a welcome bag. The welcome bag also includes information for parents on reading to young children. Preschoolers participate in Early Childhood Screening and parents have access to information about supporting emergent readers during the preschool years. Our Grade 3 Minnesota Comprehensive Assessment (MCA) reading results of all students have remained at or above the state average for the past five years. The following MCA results have repeatedly confirmed the quality of our K-3 reading program. 4 INDEPENDENT SCHOOL DISTRICT 15
5 READING WELL BY GRADE 3 3rd Grade MCA Reading - Percent Proficient Minimum group size of 10 students % Proficient 90.0% 80.0% 70.0% 60.0% 50.0% 40.0% 30.0% 20.0% 10.0% 0.0% All Students Asian/Pacific Islander Hispanic White English Learner Special Educa:on Free/Reduced Lunch % 68.8% 72.7% 85.5% 52.9% 59.5% 77.2% % 52.4% 84.8% 42.9% 48.1% 61.8% % 50.0% 79.8% 47.4% 46.2% 72.3% % 61.5% 82.5% 56.3% 50.0% 81.5% % 84.9% 41.7% 62.5% 80.0% % 45.5% 85.2% 64.3% 59.5% 72.4% Setting Goals All Grade 3 students will improve reading proficiency from MCA % to MCA % All Grade 3 white students will improve reading proficiency from MCA % to MCA % All Grade 3 LEP students will improve reading proficiency from MCA % to MCA % All Grade 3 SPED students will improve reading proficiency from MCA % to MCA % All Grade 3 FRL students will improve reading proficiency from MCA % to MCA % Independent School District 15 school site leaders regularly analyze reading data and reading services provided to Kindergarten-Grade 3 students. The district has invested considerable time and training to best utilize the DIBELS benchmark goals. DIBELS (Dynamic Indicators of Basic Early Literacy Skills) are empirically derived, criterionreferenced target scores that represent adequate reading progress. Benchmark goals for DIBELS are based on research that examines the predictive validity of a score on a measure that would indicate the students achieving reading outcomes. Students with scores below the cut point for risk are identified as needing either strategic or intensive support. All Kindergarten-Grade 3 students are screened in the fall, winter, and spring. DIBELS scores are used to identify students needing diagnostic instruction. Students are placed in flexible groups throughout the year to meet individual student needs. ST. FRANCIS, MINNESOTA 5
6 LOCAL LITERACY PLAN DIBELS Composite Score The DIBELS Composite Score is a combination of multiple DIBELS scores, which provides the best overall estimates of the student s reading proficiency. Our winter 2013 proficiency percentages based on DIBELS screening: Kindergarten DIBELS Composite Score (a combination of multiple DIBELS scores, which provides the best overall estimates of the student s reading proficiency) ALL (N=316) 72.2% SPED (N=35) 45.7% FRL (N=96) 64.6% LEP (N=17) 53.0% DIBELS First Sound Fluency Grade 1 ALL (N=314) 83.1% SPED (N=35) 48.6% FRL (N=96) 51.0% LEP (N=17) 41.2% DIBELS Composite Score (a combination of multiple DIBELS scores, which provides the best overall estimates of the student s reading proficiency) ALL (N=329) 65.3% SPED (N=33) 42.4% FRL (N=95) 62.1% LEP (N=12) 50.0% DIBELS Nonsense Word Fluency Correct Letter Sounds: ALL (N=329) 65.3% SPED (N=33) 51.1% FRL (N=95) 61.1% LEP (N=12) 58.3% Grade 2 DIBELS Composite Score (a combination of multiple DIBELS scores, which provides the best overall estimates of the student s reading proficiency) (N=333) ALL (N-347) 75.7% SPED (N=23) 47.8% FRL (N=115) 65.2% LEP (N=13) 53.8% DIBELS Oral Reading Fluency (DORF) Words Correct Grade 3 ALL (N=347) 71.6% SPED (N=23) 43.5% FRL (N=115) 60.0% LEP (N=13) 38.5% DIBELS Composite Score (a combination of multiple DIBELS scores, which provides the best overall estimates of the student s reading proficiency) ALL (N=346) 67.9% SPED (N=37) 27.0% FRL (N=118) 60.2% LEP (N=14) 50.0% DIBELS Oral Reading Fluency (DORF) Words Correct ALL (N=346) 73.3% SPED (N=37) 40.5% FRL (N=117) 66.7% LEP (N=14) 63.3% Our current practices show that we are concerned with students reaching grade level expectation. However, our overarching goal is to produce individuals who carry forth a love of reading into adulthood and throughout their lives. N = Number of student in group; SPED = Special Education; FRL = Free or Reduced Lunch; Asian/PI = Asian/Pacific Islander; LEP = Limited English Proficiency Subgroups must meet a minimum number of students within the group in order to be reported. 6 INDEPENDENT SCHOOL DISTRICT 15
7 Ensuring Progress and Closing the Gap READING WELL BY GRADE 3 Independent School District 15 utilizes various measures to assess student level of reading proficiency. The assessments are done for various reasons: to identify students who need further instruction, to determine specific skill areas that need to be addressed, and to monitor progress toward reading proficiency. A. Screening Assessments The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assesses the acquisition of early literacy skills. They are designed to be short measures used to regularly monitor the development of early literacy and early reading skills. In ISD 15, the DIBELS screening assessments are given to all students in Kindergarten-Grade 3 in the fall, winter, and spring. The benchmark assessments support staff with identifying students who need further diagnostic instruction to achieve grade level proficiency. Kindergarten DIBELS Composite Score (a combination of multiple DIBELS scores, which provides the best overall estimates of the student s reading proficiency); DIBELS First Sound Fluency Grade 1 DIBELS Composite Score (a combination of multiple DIBELS scores, which provides the best overall estimates of the student s reading proficiency); DIBELS Nonsense Word Fluency Correct Letter Sounds Grade 2 DIBELS Composite Score (a combination of multiple DIBELS scores, which provides the best overall estimates of the student s reading proficiency); DIBELS Oral Reading Fluency (DORF) Words Correct Grade 3 DIBELS Composite Score (a combination of multiple DIBELS scores, which provides the best overall estimates of the student s reading proficiency); DIBELS Oral Reading Fluency (DORF) Words Correct B. Diagnostic Assessments District leadership promotes the use of assessment prior to instruction as a means of effectively differentiating instruction for all students. Students who are identified as needing further diagnostic assessments after the initial screening are given a variety of research based diagnostic assessments depending upon the individual s reading deficiencies. A combination of multiple assessments are available to determine where instruction should be for a student: decoding, fluency, and/or comprehension. C. Progress Monitoring Our progress monitoring process allows staff to individually assess students on a frequent and ongoing basis using a wide variety of tools. This data is used by staff to differentiate reading instruction and allow for focus on individual student growth toward proficiency. These assessments include progress monitoring tools from DIBELS, HM/H, and a variety of intervention curricula. Staff training is provided to focus on the dissection and interpretation of student reading data to allow for refining of reading instruction as needed. St. Francis is continually moving to more effectively collect, manage, and use reading data in planning, implementing, and monitoring instruction to analyze the gap in proficiency for all K-Grade 3 students. D. Assessment Results Communication Plan The following is our communication timeline for sharing screening, diagnostic and progress monitoring data and results with parents for students not meeting grade level proficiency: Screening benchmark assessment data is shared at conferences twice per year. All reading intervention specialists share information and test data with parents throughout the year. These contact times include ST. FRANCIS, MINNESOTA 7
8 LOCAL LITERACY PLAN conferences, s, telephone calls and written communications. Diagnostic theme tests go home to parents of students in Grades 1-3. In most settings, the tests are administered about six times a year. ISD 15 is in the process of reviewing and being more consistent with this testing process across the three elementary schools. Celebrating Parent Partnerships Each elementary and early childhood site in Independent School District 15 has a variety of ways to notify and involve parents with the goal of accelerating literacy development for their children. Efforts are underway to create consistent, regular communications between parents whose children are receiving intervention services and the schools. ISD 15 encourages parents to be involved in the education process, including literacy development, for children pre Kindergarten-Grade 3. The growing opportunities we provide for parents to be a partner in the education process and be involved specifically in literacy development include: Screening benchmark assessment data is shared at parent/teacher conferences twice each year Reading specialists communicate test data, information and student progress with parents Reading logs for home use indicate independent reading. Parents are encouraged to be actively involved I Love to Read month focus on literacy includes: guest readers in classrooms pre Kindergarten- Grade 3, book walks, book Bingo, and a variety of other fun, engaging reading activities designed to motivate young readers Title I parent/family events and compact Growing home outreach program Title I parent night/advisory meetings Family reading nights Making the Most of Summer monthly reading postcards (June, July, August) School communications including reading assessment information are translated for deeper understanding by families Interpreters provided to families Surveying families of programming and communication preferences Community calendar and monthly publication, The Courier Parent/classroom newsletters School and teacher websites/blogs Facebook pages SchoolReach and enews communication tools Collaborative professional development between Early Childhood and local childcare providers Preschool Place 15 Parent Orientation workshop and periodic early literacy workshops Unit brochures for the preschool OWL curriculum detailing literacy focus for each unit (i.e., vocabulary, major concepts, at-home suggestions) Preschool/Kindergarten family and school collaboration of early literacy Academic Stretch school year program Springboard summer program 8 INDEPENDENT SCHOOL DISTRICT 15
9 READING WELL BY GRADE 3 Providing Reading Support For All Students A variety of interventions are available to students not reading at or above grade level in Kindergarten through Grade 3. A primary or universal level of support and instruction is provided to all students in the classroom. Interventions are implemented depending upon assessment data and student performance, and parents are informed of these interventions and their child s progress. A. Primary/Tier 1 Universal Level of Support for All Students: Grade Level Core Classroom Instruction Our core grade level classroom research based curriculum resource, Houghton Mifflin/ Harcourt Journeys reading program, provides differentiated instruction and multiple resources for all K-3 students in the five areas of reading: phonemic awareness, phonics, vocabulary, reading comprehension, and fluency. This curriculum resource is aligned and articulated horizontally and vertically within the school and district to provide a fluid transition from class-to-class, grade-to-grade, and schoolto-school. Students are provided rigorous core grade level balanced literacy instruction to engage students in whole group, small guided reading groups and individual independent reading practice. K-Grade 3 teachers utilize numerous forms of read aloud and silent reading opportunities for students on a daily basis. The district fosters high quality, literacy-rich environments which utilize research based instructional strategies. Technology has been integrated to provide enhanced instruction for students at all ability levels. Parents are able to monitor their child s performance and progress through traditional methods as well as through the use of SchoolView, an online parent portal. B. Secondary Tier 2 Level of Support Based on benchmark screening, when students are not meeting or exceeding specific DIBELS proficiency levels, the intervention support and classroom teachers meet to determine which qualifying students will receive which types of secondary tier 2 levels of reading support in grades K-Grade 3. In addition to rigorous core grade level curriculum, secondary tier 2 support provides a coordinated intervention system to accelerate student reading achievement to grade level. Parents are notified as students move in and out of this tier. Beginning at Grade 3, Academic Stretch is available to students who demonstrate deficiency in reading, based on multiple assessments. Academic Stretch is an after school opportunity. Students are provided with intensive programming to address the deficiency and bring students to grade level expectations. This program is ongoing and addresses numerous strand deficiencies throughout the school year. Parents are informed of their child s progress and given information on what has been covered during Academic Stretch and ideas of ways they can continue supporting their child at home. Summer Springboard is an opportunity for students to develop the skills that weren t mastered during the regular school year and to prevent some of the summer slide that students experience after an extended break. A combination of test data and/or teacher recommendation determines which students are in the program. Technology is infused into Summer Springboard with students assessing curriculum through ipads and computer labs each day. Summer Springboard takes place in late July and early August; there are two sessions of twelve days each. Students can go to one or both sessions and transportation is provided. C. Intensive Tier 3 Level of Support Intensive tier 3 support is provided to students who continue to demonstrate extensive need for reading intervention and are well below grade ST. FRANCIS, MINNESOTA 9
10 LOCAL LITERACY PLAN level expectations. Intensive tier 3 intervention is fast paced, engaging instructional routines that focus on individual skills and strategies to address significant reading deficiencies. Staff include Special Education teachers and district reading specialists who provide one on one and small group instruction. Parents are notified as students move flexibly from this tier. A range of research based interventions are used in ISD 15 support, including: Students are flexibly grouped using a variety of classroom, secondary tier 2 and intensive tier 3 support with ongoing movement in all levels of instruction and curricula. Many forms of communication are utilized to inform parents as their child progresses; these include conferences, s, telephone calls and written forms. Communication processes and practices are in process of being reviewed to better inform parents. Houghton Mifflin/Harcourt intervention Write-In readers written at one to two grade levels below and correlates with core instruction Houghton Mifflin/Harcourt Tool Kits for intensive instruction Raz Kids, an online reading curriculum resource focused on fluency Science Research Associates (SRA) Corrective Reading, a decoding and/or comprehension supplementary curriculum resource Orton-Gillingham s Recipe for Reading, a decoding remediation curriculum Sonday System, an intensive reading remediation program Peer Assisted Learning Strategies (PALS), a set of researched based intervention strategies Read Naturally, a fluency curriculum resource 10 INDEPENDENT SCHOOL DISTRICT 15
11 Celebrating Educator Excellence READING WELL BY GRADE 3 Ongoing training and support is provided to teachers so they can recognize students needs, monitor student growth and skill acquisition, modify their instruction appropriately, and effectively implement scientifically-based reading instruction. One of the goals of the Student Performance Improvement Program is to assure that each licensed professional has a meaningful professional growth opportunity each year. Through the ISD 15 Teacher Academy, licensed professionals are provided with extensive professional development opportunities. Teachers are expected to complete relevant courses as part of their career employment in the district. ISD 15 recognizes the value of professional development and has created and implemented a long range plan for professional development through its Teacher Academy. The district continuously evaluates the professional development opportunities and monitors its use in the classroom. District Leadership Team is considering providing additional professional development opportunities for K-5 teachers on the 2010 common core standards. In the school year, training for teaching staff focused on understanding ways to utilize data in an ongoing manner to impact classroom literacy instruction. A data retreat was held prior to the start of school to review the prior year s achievement and set goals for the upcoming year. Throughout the year, peer leaders and mentors were available to all staff to support instructional planning, formative data review and student work analysis. In February 2013, select intervention and special education staff participated in training on AIMSweb. AIMSweb is used for universal screening, progress monitoring, and data management for grades kindergarten through grade 8. AIMSweb assessment data helps to inform instruction at the student level and enable program evaluation at higher levels. In , intervention staff will participate in an intervention study group focusing on AIMSweb implementation. Staff will develop working knowledge of research-based interventions while working with identified at-risk students in reading and math. ST. FRANCIS, MINNESOTA 11
ISD 2184, Luverne Public Schools. xcvbnmqwertyuiopasdfghjklzxcv. Local Literacy Plan bnmqwertyuiopasdfghjklzxcvbn
qwertyuiopasdfghjklzxcvbnmqw ertyuiopasdfghjklzxcvbnmqwert yuiopasdfghjklzxcvbnmqwertyui opasdfghjklzxcvbnmqwertyuiopa sdfghjklzxcvbnmqwertyuiopasdf ghjklzxcvbnmqwertyuiopasdfghj klzxcvbnmqwertyuiopasdfghjklz
More informationGetting Results Continuous Improvement Plan
Page of 9 9/9/0 Department of Education Market Street Harrisburg, PA 76-0 Getting Results Continuous Improvement Plan 0-0 Principal Name: Ms. Sharon Williams School Name: AGORA CYBER CS District Name:
More informationRhyne Elementary School Improvement Plan
2014-2016 Rhyne Elementary School Improvement Plan Rhyne Elementary School Contact Information School Rhyne Elementary School Courier Number 360484 Street Address 1900 West Davidson Avenue Phone Number
More informationRhyne Elementary School Improvement Plan Rhyne Elementary School Contact Information
School Address - 2016 Rhyne Elementary School Improvement Plan Rhyne Elementary School Contact Information Rhyne Elementary School Courier Number 360484 1900 West Davidson Avenue Phone Number 704-866-6098
More informationK-12 Academic Intervention Plan. Academic Intervention Services (AIS) & Response to Intervention (RtI)
K-12 Academic Intervention Plan Academic Intervention Services (AIS) & Response to Intervention (RtI) September 2016 June 2018 2016 2018 K 12 Academic Intervention Plan Table of Contents AIS Overview...Page
More informationNewburgh Enlarged City School District Academic. Academic Intervention Services Plan
Newburgh Enlarged City School District Academic Academic Intervention Services Plan Revised September 2016 October 2015 Newburgh Enlarged City School District Elementary Academic Intervention Services
More informationScholastic Leveled Bookroom
Scholastic Leveled Bookroom Aligns to Title I, Part A The purpose of Title I, Part A Improving Basic Programs is to ensure that children in high-poverty schools meet challenging State academic content
More informationRobert Bennis Elementary School
Robert Bennis Elementary School School Improvement Plan 2010-2011 1 Robert Bennis Elementary School School Improvement Plan 2010-2011 Core Operating Principle Our business is the creation of learning environments
More informationThe Oregon Literacy Framework of September 2009 as it Applies to grades K-3
The Oregon Literacy Framework of September 2009 as it Applies to grades K-3 The State Board adopted the Oregon K-12 Literacy Framework (December 2009) as guidance for the State, districts, and schools
More informationState Parental Involvement Plan
A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools
More informationHokulani Elementary School
Hokulani Elementary Code: 109 Status and Improvement Report Year -11 Contents Focus On Standards Grades K-5 This Status and Improvement Report has been prepared as part of the Department's education accountability
More informationWorld s Best Workforce Plan
2017-18 World s Best Workforce Plan District or Charter Name: PiM Arts High School, 4110-07 Contact Person Name and Position Matt McFarlane, Executive Director In accordance with Minnesota Statutes, section
More informationTests For Geometry Houghton Mifflin Company
Tests For Geometry Company Free PDF ebook Download: Tests For Geometry Company Download or Read Online ebook tests for geometry houghton mifflin company in PDF Format From The Best User Guide Database
More informationK-12 Math & ELA Updates. Education Committee August 8, 2017
K-12 Math & ELA Updates Education Committee August 8, 2017 Framework for High Quality Instruction culture Equity and Efficacy Rigor Student Engagement student achievement instruction Demonstration of Student
More informationOVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE
OVERVIEW OF CURRICULUM-BASED MEASUREMENT AS A GENERAL OUTCOME MEASURE Mark R. Shinn, Ph.D. Michelle M. Shinn, Ph.D. Formative Evaluation to Inform Teaching Summative Assessment: Culmination measure. Mastery
More informationAnswer Key To Geometry Houghton Mifflin Company
Answer Key To Geometry Company Free PDF ebook Download: Answer Key To Geometry Company Download or Read Online ebook answer key to geometry houghton mifflin company in PDF Format From The Best User Guide
More informationPROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials
Instructional Accommodations and Curricular Modifications Bringing Learning Within the Reach of Every Student PROGRESS MONITORING FOR STUDENTS WITH DISABILITIES Participant Materials 2007, Stetson Online
More informationColorado s Unified Improvement Plan for Schools for Online UIP Report
Colorado s Unified Improvement Plan for Schools for 2015-16 Online UIP Report Organization Code: 2690 District Name: PUEBLO CITY 60 Official 2014 SPF: 1-Year Executive Summary How are students performing?
More informationCooper Upper Elementary School
LIVONIA PUBLIC SCHOOLS http://cooper.livoniapublicschools.org 215-216 Annual Education Report BOARD OF EDUCATION 215-16 Colleen Burton, President Dianne Laura, Vice President Tammy Bonifield, Secretary
More informationSchool Performance Plan Middle Schools
SY 2012-2013 School Performance Plan Middle Schools 734 Middle ALternative Program @ Lombard, Principal Roger Shaw (Interim), Executive Director, Network Facilitator PLEASE REFER TO THE SCHOOL PERFORMANCE
More informationDibels Next Benchmarks Kindergarten 2013
Dibels Next 2013 Free PDF ebook Download: Dibels Next 2013 Download or Read Online ebook dibels next benchmarks kindergarten 2013 in PDF Format From The Best User Guide Database May 4, 2013 - DIBELS, DIBELS
More informationRunning Head GAPSS PART A 1
Running Head GAPSS PART A 1 Current Reality and GAPSS Assignment Carole Bevis PL & Technology Innovation (ITEC 7460) Kennesaw State University Ed.S. Instructional Technology, Spring 2014 GAPSS PART A 2
More informationPhilosophy of Literacy Education. Becoming literate is a complex step by step process that begins at birth. The National
Philosophy of Literacy Education Becoming literate is a complex step by step process that begins at birth. The National Association for Young Children explains, Even in the first few months of life, children
More informationReynolds School District Literacy Framework
Reynolds School District Literacy Framework Developed through 2012-2014 by Reynolds School District Teachers representing General Education, English Language Learners, Special Education, and Title I from
More informationInternational School of Kigali, Rwanda
International School of Kigali, Rwanda Engaging Individuals Encouraging Success Enriching Global Citizens Parent Guide to the Grade 3 Curriculum International School of Kigali, Rwanda Guiding Statements
More informationRICHLAND SCHOOL DISTRICT ONE BALANCED LITERACY PLATFORM
RICHLAND SCHOOL DISTRICT ONE BALANCED LITERACY PLATFORM DR. CRAIG WITHERSPOON, SUPERINTENDENT 1616 RICHLAND STREET COLUMBIA, SC 29201 Literacy is the road to human progress and the means through which
More informationOmak School District WAVA K-5 Learning Improvement Plan
Omak School District WAVA K-5 Learning Improvement Plan 2015-2016 Vision Omak School District is committed to success for all students and provides a wide range of high quality instructional programs and
More informationAIS/RTI Mathematics. Plainview-Old Bethpage
AIS/RTI Mathematics Plainview-Old Bethpage 2015-2016 What is AIS Math? AIS is a partnership between student, parent, teacher, math specialist, and curriculum. Our goal is to steepen the trajectory of each
More informationCuero Independent School District
Cuero Independent School District Texas Superintendent: Henry Lind Primary contact: Debra Baros, assistant superintendent* 1,985 students, prek-12, rural District Description Cuero Independent School District
More informationPyramid. of Interventions
Pyramid of Interventions Introduction to the Pyramid of Interventions Quick Guide A system of academic and behavioral support for ALL learners Cincinnati Public Schools is pleased to provide you with our
More informationArlington Elementary All. *Administration observation of CCSS implementation in the classroom and NGSS in grades 4 & 5
GOAL 1: Professional Development Arlington Elementary School will implement an effective, cohesive and sustainable professional development model that maximizes the conditions of learning for all students.
More informationDIBELS Next BENCHMARK ASSESSMENTS
DIBELS Next BENCHMARK ASSESSMENTS Click to edit Master title style Benchmark Screening Benchmark testing is the systematic process of screening all students on essential skills predictive of later reading
More informationPort Jervis City School District Academic Intervention Services (AIS) Plan
Port Jervis City School District 2014-2016 Academic Intervention Services (AIS) Plan Port Jervis High School Port Jervis Middle School Anna S. Kuhl Elementary School Hamilton Bicentennial Elementary School
More informationBureau of Teaching and Learning Support Division of School District Planning and Continuous Improvement GETTING RESULTS
PENNSYLVANIA DEPARTMENT OF EDUCATION A Framework for Continuous School Improvement Planning (Summer 2009) GETTING RESULTS Continuous School Improvement Plan Gen 6-2 Year Plan Required for Schools in School
More informationLITERACY-6 ESSENTIAL UNIT 1 (E01)
LITERACY-6 ESSENTIAL UNIT 1 (E01) (Foundations of Reading and Writing) Reading: Foundations of Reading Writing: Foundations of Writing (July 2015) Unit Statement: The teacher will use this unit to establish
More informationUsing SAM Central With iread
Using SAM Central With iread January 1, 2016 For use with iread version 1.2 or later, SAM Central, and Student Achievement Manager version 2.4 or later PDF0868 (PDF) Houghton Mifflin Harcourt Publishing
More informationKelso School District and Kelso Education Association Teacher Evaluation Process (TPEP)
Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) TABLE
More informationPort Jefferson Union Free School District. Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN
Port Jefferson Union Free School District Response to Intervention (RtI) and Academic Intervention Services (AIS) PLAN 2016-2017 Approved by the Board of Education on August 16, 2016 TABLE of CONTENTS
More informationAcademic Intervention Services (Revised October 2013)
Town of Webb UFSD Academic Intervention Services (Revised October 2013) Old Forge, NY 13420 Town of Webb UFSD ACADEMIC INTERVENTION SERVICES PLAN Table of Contents PROCEDURE TO DETERMINE NEED: 1. AIS referral
More information21st Century Community Learning Center
21st Century Community Learning Center Grant Overview This Request for Proposal (RFP) is designed to distribute funds to qualified applicants pursuant to Title IV, Part B, of the Elementary and Secondary
More informationAlvin Elementary Campus Improvement Plan
Goal 1: Student academic performance on state and national exams will reflect continuous improvement and excellence in learning. 1.1 Maintain 90% or higher of students in grades 3 through 5 passing the
More information4 Subgroup scores. 1 Index scores and Trend SPS indictors
1.COMPREHENSIVE NEEDS ASSESSMENT (Look at page 44 of the Data Analysis Template for 1a and 1b) STRENGTHS 1a. Results of Comprehensive Needs Assessment 1a. Measures used to Determine School Needs: STRENGTHS
More informationCooper Upper Elementary School
LIVONIA PUBLIC SCHOOLS www.livoniapublicschools.org/cooper 213-214 BOARD OF EDUCATION 213-14 Mark Johnson, President Colleen Burton, Vice President Dianne Laura, Secretary Tammy Bonifield, Trustee Dan
More informationExpanded Learning Time Expectations for Implementation
I. ELT Design is Driven by Focused School-wide Priorities The school s ELT design (schedule, staff, instructional approaches, assessment systems, budget) is driven by no more than three school-wide priorities,
More informationCharacteristics of the Text Genre Realistic fi ction Text Structure
LESSON 14 TEACHER S GUIDE by Oscar Hagen Fountas-Pinnell Level A Realistic Fiction Selection Summary A boy and his mom visit a pond and see and count a bird, fish, turtles, and frogs. Number of Words:
More informationSidney Sawyer Elementary School
Midway Elementary Network 5248 S Sawyer Ave Chicago, IL 60632 ISBE ID: 150162990252435 School ID: 610157 Oracle ID: 25231 Mission Statement is dedicated to setting high expectations for all students and
More informationSecondary RtII Overview
Secondary RtII Overview Presented by: Nanette Fritschmann, Ph.D. RtII Consultant, The College of William any Mary Presented July 13, 2011 Dr. Elisabeth Erlich, Asst. Superintendent, Clariton City School
More informationMooresville Charter Academy
NORTH CAROLINA CHARTER SCHOOL APPLICATION Mooresville Charter Academy Public charter schools opening the fall of 2015 Due by 5:00 pm, December 6, 2013 North Carolina Department of Public Instruction NCDPI/Office
More informationDescription of Program Report Codes Used in Expenditure of State Funds
Program Report Codes (PRC) A program report code (PRC) is an accounting term and is used for the allocation and accounting of funds. The PRCs (allocations) may change from year to year depending on the
More informationDELAWARE CHARTER SCHOOL ANNUAL REPORT
DELAWARE CHARTER SCHOOL ANNUAL REPORT CHARTER SCHOOL INFORMATION Charter School Name: Academy of Dover Charter School Mailing Address: 104 Saulsbury Rd. City/State/Zip: Dover, DE 19904 Email: noel.rodriguez@aod.k12.de.us
More informationCharacteristics of the Text Genre Informational Text Text Structure
LESSON 4 TEACHER S GUIDE by Taiyo Kobayashi Fountas-Pinnell Level C Informational Text Selection Summary The narrator presents key locations in his town and why each is important to the community: a store,
More informationPlattsburgh City School District SIP Building Goals
Goal Statement 1: To develop and implement universal benchmarking assessments for all core subject areas. 1. To develop common understandings about the scope and sequence for core courses taught in the
More informationFountas-Pinnell Level P Informational Text
LESSON 7 TEACHER S GUIDE Now Showing in Your Living Room by Lisa Cocca Fountas-Pinnell Level P Informational Text Selection Summary This selection spans the history of television in the United States,
More informationThe Efficacy of PCI s Reading Program - Level One: A Report of a Randomized Experiment in Brevard Public Schools and Miami-Dade County Public Schools
The Efficacy of PCI s Reading Program - Level One: A Report of a Randomized Experiment in Brevard Public Schools and Miami-Dade County Public Schools Megan Toby Boya Ma Andrew Jaciw Jessica Cabalo Empirical
More informationSchool Leadership Rubrics
School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric
More informationCurriculum and Assessment Guide (CAG) Elementary California Treasures First Grade
Curriculum and Assessment Guide (CAG) Elementary 2012-2013 California Treasures First Grade 1 2 English Language Arts CORE INSTRUCTIONAL MATERIALS 2012-2013 Grade 1 Macmillan/McGraw-Hill California Treasures
More informationStrategic Improvement Plan
Planning Year 2010-2011 Implementation September 2011-June 2014 Lea Hill Elementary Strategic Improvement Plan Strategic Plan Adopted by the Auburn School Board of Directors on insert school board approval
More informationApplying Florida s Planning and Problem-Solving Process (Using RtI Data) in Virtual Settings
Applying Florida s Planning and Problem-Solving Process (Using RtI Data) in Virtual Settings As Florida s educational system continues to engage in systemic reform resulting in integrated efforts toward
More informationGRANT WOOD ELEMENTARY School Improvement Plan
GRANT WOOD ELEMENTARY 2014-15 School Improvement Plan Building Leadership Team Cindy Stock and Nicole Shaw, BLT Co-Chairs Lisa Johnson, Kindergarten Liz Altemeier, First Grade Megan Goldensoph, Third Grade
More informationTesting Schedule. Explained
2014 2015 Testing Schedule Explained Jennifer Dugan Leading for educational excellence and equity. Every day for every one. Agenda Requirements and implementation of legislation Testing schedule for 2014
More informationCriterion Met? Primary Supporting Y N Reading Street Comprehensive. Publisher Citations
Program 2: / Arts English Development Basic Program, K-8 Grade Level(s): K 3 SECTIO 1: PROGRAM DESCRIPTIO All instructional material submissions must meet the requirements of this program description section,
More informationKannapolis Charter Academy
NORTH CAROLINA CHARTER SCHOOL APPLICATION Kannapolis Charter Academy Public charter schools opening the fall of 2015 Due by 5:00 pm, December 6, 2013 North Carolina Department of Public Instruction NCDPI/Office
More informationOrleans Central Supervisory Union
Orleans Central Supervisory Union Vermont Superintendent: Ron Paquette Primary contact: Ron Paquette* 1,142 students, prek-12, rural District Description Orleans Central Supervisory Union (OCSU) is the
More informationClark Lane Middle School
152-51 STRATEGIC SCHOOL PROFILE 2010-11 Middle and Junior High School Edition Clark Lane Middle School Waterford School District MICHAEL LOVETERE, Principal LYNN M. LYNCH, Asst. Principal Telephone: (860)
More informationACIP. Matthews Elementary School
Tuscaloosa County Schools Dr. Tripp Marshall, Principal 1225 Rice Mine Road Northport, AL 35476 Document Generated On October 19, 2016 TABLE OF CONTENTS Executive Summary Introduction 2 Description of
More informationWonderworks Tier 2 Resources Third Grade 12/03/13
Wonderworks Tier 2 Resources Third Grade Wonderworks Tier II Intervention Program (K 5) Guidance for using K 1st, Grade 2 & Grade 3 5 Flowcharts This document provides guidelines to school site personnel
More informationLEAD AGENCY MEMORANDUM OF UNDERSTANDING
LEAD AGENCY MEMORANDUM OF UNDERSTANDING The Memorandum of Understanding (MOU) describes and confirms an Agreement between Lincoln Public Schools / Lincoln Community Learning Centers (CLC) and. The purpose
More informationGifted & Talented. Dyslexia. Special Education. Updates. March 2015!
Gifted & Talented Dyslexia Special Education Updates Gifted & Talented Where Are We Now? Program of Services! Identification! Professional Development! Communication! GT Update Percent of Students in RISD
More informationInstructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process. and. Special Education Comprehensive Evaluation.
Instructional Intervention/Progress Monitoring (IIPM) Model Pre/Referral Process and Special Education Comprehensive Evaluation for Culturally and Linguistically Diverse (CLD) Students Guidelines and Resources
More informationDefinitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties
158.842 Definitions for KRS 158.840 to 158.844 -- Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties of committee -- Report to Interim Joint Committee on
More informationAligning and Improving Systems for Special Education Services in St Paul Public Schools. Dr. Elizabeth Keenan Assistant Superintendent
Aligning and Improving Systems for Special Education Services in St Paul Public Schools Dr. Elizabeth Keenan Assistant Superintendent 1 Aligning and Improving Systems for Special Education Student Purpose:
More informationContract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4)
Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Evidence Used in Evaluation Rubric (5) Evaluation Cycle: Training (6) Evaluation Cycle: Annual Orientation (7) Evaluation Cycle:
More informationRecent advances in research and. Formulating Secondary-Level Reading Interventions
Formulating Secondary-Level Reading Interventions Debra M. Kamps and Charles R. Greenwood Abstract Recent advances concerning emerging/beginning reading skills, positive behavioral support (PBS), and three-tiered
More informationSecond Grade Saigling Elementary Back to School Night August 22nd, 2017
Second Grade 2017-2018 Saigling Elementary Back to School Night August 22nd, 2017 Kathy Thompson Team Leader 469-752-3025 Kathryn.thompson@pisd.edu Jessica Williams 469-752-3041 Jessica.williams2@pisd.edu
More informationPARIS ELEMENTARY SCHOOL INSTRUCTIONAL AUDIT
PARIS ELEMENTARY SCHOOL INSTRUCTIONAL AUDIT PREPARED FOR: AURORA PUBLIC SCHOOLS 15751 E. 1ST AVENUE AURORA, CO 80011 MARCH 2015 PARIS ELEMENTARY SCHOOL INSTRUCTIONAL AUDIT PREPARED FOR: AURORA PUBLIC
More informationSchool Improvement Fieldbook A Guide to Support College and Career Ready Graduates School Improvement Plan
School Improvement Plan July 2012 Page 1 of 16 SCHOOL IMPROVEMENT PLAN School Name: Pickens High School District Name: Pickens County Principal Name: Chris LeMieux School Year: 2015-16 Title I Schoolwide
More informationMiami-Dade County Public Schools
ENGLISH LANGUAGE LEARNERS AND THEIR ACADEMIC PROGRESS: 2010-2011 Author: Aleksandr Shneyderman, Ed.D. January 2012 Research Services Office of Assessment, Research, and Data Analysis 1450 NE Second Avenue,
More informationILLINOIS DISTRICT REPORT CARD
-6-525-2- Hazel Crest SD 52-5 Hazel Crest SD 52-5 Hazel Crest, ILLINOIS 2 8 ILLINOIS DISTRICT REPORT CARD and federal laws require public school districts to release report cards to the public each year.
More informationILLINOIS DISTRICT REPORT CARD
-6-525-2- HAZEL CREST SD 52-5 HAZEL CREST SD 52-5 HAZEL CREST, ILLINOIS and federal laws require public school districts to release report cards to the public each year. 2 7 ILLINOIS DISTRICT REPORT CARD
More informationCampus Improvement Plan Elementary/Intermediate Campus: Deretchin Elementary Rating: Met Standard
Campus Improvement Plan 2015-2016 Elementary/Intermediate Campus: Deretchin Elementary Rating: Met Standard Goal 1: Student Achievement and Post-Secondary Success Deretchin Elementary School will maintain
More informationKahului Elementary School
Kahului Elementary Code: 405 Status and Improvement Report Year 2014-15 Focus On Standards Grades K-5 Focus on Standards Description Contents Setting Student Profile Community Profile Improvement Summary
More informationProgress Monitoring & Response to Intervention in an Outcome Driven Model
Progress Monitoring & Response to Intervention in an Outcome Driven Model Oregon RTI Summit Eugene, Oregon November 17, 2006 Ruth Kaminski Dynamic Measurement Group rkamin@dibels.org Roland H. Good III
More informationADDENDUM 2016 Template - Turnaround Option Plan (TOP) - Phases 1 and 2 St. Lucie Public Schools
ADDENDUM 2016 Template - Turnaround Option Plan (TOP) - Phases 1 and 2 St. Lucie Public Schools The district requests an additional year to implement the previously approved turnaround option. Evidence
More informationEvaluation of the. for Structured Language Training: A Multisensory Language Program for Delayed Readers
Evaluation of the SLANT System for Structured Language Training: A Multisensory Language Program for Delayed Readers Kathleen L. Brown David Yasutake Northeastern Illinois University Marsha Geller Geller
More informationMIDDLE SCHOOL. Academic Success through Prevention, Intervention, Remediation, and Enrichment Plan (ASPIRE)
MIDDLE SCHOOL Academic Success through Prevention, Intervention, Remediation, and Enrichment Plan (ASPIRE) Board Approved July 28, 2010 Manual and Guidelines ASPIRE MISSION The mission of the ASPIRE program
More informationLiteracy THE KEYS TO SUCCESS. Tips for Elementary School Parents (grades K-2)
Literacy THE KEYS TO SUCCESS Tips for Elementary School Parents (grades K-2) Randi Weingarten president Lorretta Johnson secretary-treasurer Mary Cathryn Ricker executive vice president OUR MISSION The
More informationPublisher Citations. Program Description. Primary Supporting Y N Universal Access: Teacher s Editions Adjust on the Fly all grades:
KEY: Editions (TE), Extra Support (EX), Amazing Words (AW), Think, Talk, and Write (TTW) SECTION 1: PROGRAM DESCRIPTION All instructional material submissions must meet the requirements of this program
More informationSLINGERLAND: A Multisensory Structured Language Instructional Approach
SLINGERLAND: A Multisensory Structured Language Instructional Approach nancycushenwhite@gmail.com Lexicon Reading Center Dubai Teaching Reading IS Rocket Science 5% will learn to read on their own. 20-30%
More informationKaty Independent School District Davidson Elementary Campus Improvement Plan
Katy Independent School District 2017-2018 Campus Improvement Plan Accountability Rating: Met Standard Generated by Plan4Learningcom 1 of 26 Mission Statement Together with our community, the Davidson
More informationRural Education in Oregon
Rural Education in Oregon Overcoming the Challenges of Income and Distance ECONorthwest )'3231-'7 *-2%2') 40%22-2+ Cover photos courtesy of users Lars Plougmann, San José Library, Jared and Corin, U.S.Department
More informationDelaware Performance Appraisal System Building greater skills and knowledge for educators
Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August
More informationNew Jersey Department of Education World Languages Model Program Application Guidance Document
New Jersey Department of Education 2018-2020 World Languages Model Program Application Guidance Document Please use this guidance document to help you prepare for your district s application submission
More information1.0 INTRODUCTION. The purpose of the Florida school district performance review is to identify ways that a designated school district can:
1.0 INTRODUCTION 1.1 Overview Section 11.515, Florida Statutes, was created by the 1996 Florida Legislature for the purpose of conducting performance reviews of school districts in Florida. The statute
More informationCONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education
CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire
More informationAfrican American Male Achievement Update
Report from the Department of Research, Evaluation, and Assessment Number 8 January 16, 2009 African American Male Achievement Update AUTHOR: Hope E. White, Ph.D., Program Evaluation Specialist Department
More informationElementary Campus Improvement Plan: School Based Improvement Committee Skaggs Elementary. Principal: Jamey J. Allen
Elementary Campus Improvement Plan: School Based Improvement Committee Principal: Jamey J. Allen Mission Statement: inspires a joy of learning, celebrates all, and challenges everyone to Reach for the
More informationFinal Report: INDEPENDENT SCHOOL DISTRICT #2397 LE SUEUR-HENDERSON PUBLIC SCHOOLS
Final Report: 2005-06 INDEPENDENT SCHOOL DISTRICT #2397 LE SUEUR-HENDERSON PUBLIC SCHOOLS COMMITTEE MEMBERS Linda Omodt JoAnne Gustafson Teri Burdorf Sharon Ronning Jessica Deschneau LaRae Ludwig Betty
More informationThe State and District RtI Plans
The State and District RtI Plans April 11, 2008 Presented by: MARICA CULLEN and ELIZABETH HANSELMAN As of January 1, 2009, all school districts will be required to have a district RtI plan. This presentation
More informationTexas First Fluency Folder For First Grade
Texas First Fluency Folder For First Grade Free PDF ebook Download: Texas First Fluency Folder For First Grade Download or Read Online ebook texas first fluency folder for first grade in PDF Format From
More informationEmerald Coast Career Institute N
Okaloosa County School District Emerald Coast Career Institute N 2017-18 School Improvement Plan Okaloosa - 0791 - - 2017-18 SIP 500 ALABAMA ST, Crestview, FL 32536 [ no web address on file ] School Demographics
More information