LITERACY PLAN 2013-14 Reading Well by Grade 3 INDEPENDENT SCHOOL DISTRICT 15 ST. FRANCIS, MINNESOTA
LOCAL LITERACY PLAN 2013-14 Independent School District 15, St. Francis Local Literacy Plan: Reading Well by Grade 3 Independent School District 15 4115 Ambassador Boulevard NW St. Francis, MN 55070 763-753-7040 www.isd15.org Superintendent Edward Saxton email: 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 21108 Polk Street NE East Bethel, MN 55011 East Bethel Community School 21210 Polk Street NE East Bethel, MN 55011 St. Francis Elementary School 22919 St. Francis Boulevard NW St. Francis, MN 55070 2 INDEPENDENT SCHOOL DISTRICT 15
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
LOCAL LITERACY PLAN 2013-14 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 2011-12 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
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 2007 84.5% 68.8% 72.7% 85.5% 52.9% 59.5% 77.2% 2008 82.8% 52.4% 84.8% 42.9% 48.1% 61.8% 2009 78.1% 50.0% 79.8% 47.4% 46.2% 72.3% 2010 81.0% 61.5% 82.5% 56.3% 50.0% 81.5% 2011 83.9% 84.9% 41.7% 62.5% 80.0% 2012 83.3% 45.5% 85.2% 64.3% 59.5% 72.4% Setting Goals All Grade 3 students will improve reading proficiency from MCA 2011 83.9% to MCA 2013 89.9% All Grade 3 white students will improve reading proficiency from MCA 2011 84.9% to MCA 2013 90.9% All Grade 3 LEP students will improve reading proficiency from MCA 2011 41.7% to MCA 2013 47.7% All Grade 3 SPED students will improve reading proficiency from MCA 2011 62.5% to MCA 2013 68.5% All Grade 3 FRL students will improve reading proficiency from MCA 2011 80.0% to MCA 2013 86.0% 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
LOCAL LITERACY PLAN 2013-14 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
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
LOCAL LITERACY PLAN 2013-14 conferences, emails, 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
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
LOCAL LITERACY PLAN 2013-14 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, emails, 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
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 2012-13 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 2013-14, 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