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Literacy Plan - E Carver County Schools
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Literacy Plan - E Carver County Schools

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Public overview of the Eastern Carver County School's Literacy Plan

Public overview of the Eastern Carver County School's Literacy Plan

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Literacy Plan - E Carver County Schools Presentation Transcript

  • 1. Reading Well By Third GradeOur District 112 Plan to Ensure Student Reading Success
  • 2. Minnesota Department of Education Requirements for District K-12 Literacy Plan Minnesota Statutes, section 120B.12, requires all public schools, including charter schools, to create and post a local literacy plan by the end of the 2011-12 school year. The statute also requires all public schools to submit reading proficiency data for all Kindergarten, Grade 1 and Grade 2 students to MDE by July 1. Our District Plan includes the following:  An assessment plan which includes assessment of all students to identify those students at risk for not reading well by third grade. An assessment plan must include early and regular assessment and an ongoing monitoring process. Instruction provided to all students that is scientifically research based and includes standards driven instruction in general education. A strategic plan for students at risk of not reading well by third grade as measured by not “meeting” the reading benchmark as measured by the MCA reading test by the end of third grade. The plan must include programming that includes increasingly intense tiers of intervention. Instruction will include research based materials and practices.
  • 3. Reading Well By Third GradeA proficient reader is defined as; A student who demonstrates proficient performance on the MCAII Reading Assessment administered in third grade.We will use other assessments in addition to the MCAII Reading Assessment to examine the multiple factors that support reading proficiency in the classroom setting.Reading proficiency examines a student’s ability to understand and apply letter sound associations, blend sounds to create meaning from print, reading fluently, comprehend texts at multiple levels, and generalize skills to read grade level text with success.Grade level benchmarks provided later in this plan will allow district instructional staff to identify those students at risk for not meeting this definition of proficiency.
  • 4. Eastern Carver County Schools Reading MCA Trend Grade 3 All Students100.00%90.00%80.00%70.00%60.00%50.00%40.00%30.00%20.00%10.00% 0.00% 2006 2007 2008 2009 2010 2011 All 91.40% 89.50% 87.50% 86.40% 88.40% 88.40%District112 has a reading proficiency goal as follows:Through a continuous improvement and assessment model implementedduring the 2012-2013 school year, our goal is to increase the percentage ofstudents proficient in reading, as measured by the MCAIII readingassessment, by 2% from the current level of proficiency of 88.40% to 90.40%across all elementary schools.
  • 5. ASSESSMENT- EARLY CHILDHOOD An assessment plan which includes assessment of all students to identify those students at risk for not reading well by third grade. An assessment plan must include early and regular assessment and an ongoing monitoring process. All district children go through our district’s Early Childhood Screening Program sometime between the ages of 3 and 5. The district using the Pearson ESI.P and ESI.R Screening tool. Referrals are made for students in the areas of Speech or Cognitive Development. Students then receive services through our Early Childhood Special Education department. If a student scores below average or does not qualify for special education services, parents are encouraged to enroll their child into one of the 4 types of early childhood programs available in District 112. Progress for students in our early childhood programs are evaluated using the Work Sampling Portfolio approach to assessment. The outcome of the work sampling is shared with the Kindergarten program if the child remains in district for Kindergarten.
  • 6. ASSESSMENT IN KINDERGARTEN AND GRADE 1 Grades K-1 NWEA Grades K-1 NWEA Grades K-1 NWEA Fall Scores Winter Scores Spring Scores Grade 30%ile 60%ile Grade 30%ile 60%ile Grade 30%ile 60%ile K 137 145 K 145 153 K 151 160 1 153 163 1 163 174 1 169 180Proposed addition for 2012-2013 – Phonics Assessment using the QPA-Quick Phonics Assessment Handbook.Proposed addition for 2012-13 – Oral Language Assessment- Specific Testto beDetermined.Proposed identification of benchmarks for letter identification, oral languageand segmenting and blending.
  • 7. ASSESSMENT IN GRADES 2 AND 3Grades 2-3 Fall Grades 2-3 Winter Grades 2-3 SpringNWEA Score NWEA Score NWEA Score Grade 30%ile 48%ile Grade 30%ile 48%ile Grade 30%ile 48%ile 2 168 175 2 176 183 2 182 189 3 182 189 3 187 194 3 191 198Grade 3 MCA: Grade 3 MCA: Grade 3 MCA:Below 340 Does Not Meet Below 340 Does Not Meet Below 340 Does Not Meet341-350 Partially Meets 341-350 Partially Meets 341-350 Partially MeetsStudents identified as “at risk” will be administered monthly runningrecords to measure growth between standardized measures.Houghton Mifflin Fluency assessments will be administered 3 times ayear.A pre and post intervention assessment in phonics using the QPA-Quick Phonics Assessment will be administered to identified students intiered interventions.
  • 8. ASSESSMENT IN GRADES 4 AND 5 Grades 4-5 Fall Grades 4-5 Winter Grades 4-5 Spring Grade 30%ile 48%ile Grade 30%ile 48%ile Grade 30%ile 48%ile 4 192 199 4 196 202 4 199 206 5 199 206 5 202 209 5 205 211Grade 4 MCA: Grade 4 MCA: Grade 4 MCA:Below 440 Does Not Meet Below 440 Does Not Meet Below 440 Does Not Meet441-450 Partially Meets 441-450 Partially Meets 441-450 Partially MeetsGrade 5 MCA: Grade 5 MCA:Below 540 Does Not Meet Grade 5 MCA: Below 540 Does Not Meet Below 540 Does Not Meet541-550 Partially Meets 541-550 Partially Meets 541-550 Partially Meets Students who do not achieve a rating of “meets” on the Grade 3 MCAIII Reading Test and whose scores do not meet the criteria above, will be identified as “at risk” Because they did not meet the benchmark for Reading Well in Third Grade. Students identified will receive a tiered intervention that will address specific reading needs. Monthly running records will be administered to measure growth between NWEA Assessments. Fluency assessments from the Houghton Mifflin Reading Series will be administered
  • 9. ASSESSMENT IN GRADES 6 THROUGH 8Literacy Lab I 6th 7th 8thSpring MAP (RIT) 5th grade MAP Below 200 6th grade MAP Below 203 7th grade MAP Below 207MCA II (Scale Score) Below 540 Below 640 Below 740Teacher Recommendation yes yes yesInformal Assessments observed word identification/ observed word identification/ observed word identification/ decoding need decoding need decoding needLiteracy Lab II 6th 7th 8thSpring MAP (RIT) 5th grade MAP Below 208 6th grade MAP Below 213 7th grade MAP Below 216MCA II (Scale Score) Below 550 Below 650 Below 750Teacher Recommendation yes yes yesInformal Assessments TBD in 2012-2013 TBD in 2012-2013 TBD in 2012-2013
  • 10. ASSESSMENT IN GRADES 9 THROUGH 12Literacy Lab I 9th 10th 11th and 12thSpring MAP (RIT) MAP RIT below 208 MAP RIT below 211 Not ApplicableMCA II (Scale Score) Below 840 on the 8th grade Below 840 on the 8th grade MCA Failed to pass GRAD component MCA in Reading in ReadingTeacher Recommendation yes yes yesInformal Assessments TBD during 2012-13 TBD during 2012-13 TBD during 2012-13Literacy Lab II 9th 10th 11th and 12thSpring MAP (RIT) MAP RIT below 218 MAP RIT below 221 Not ApplicableMCA II (Scale Score) Below 850 on the 8th grade Below 850 on 8th Grade MCA Failed to pass GRAD component MCA in Reading ReadingTeacher Recommendation yes yes yesInformal Assessments TBD during 2012-13 TBD during 2012-13 TBD during 2012-13
  • 11. READING INSTRUCTION IN PRE-SCHOOL4 Different types of Early Childhood Programs are currently available in District 112 in addition to Early Childhood Special Education Programs: Taste of Preschool – 2 ½ and 3 ½ year olds Preschool Plus – 3-4 year olds and 4-5year olds Child-Only Preschool- 3-5 years and 4-5 year olds Family Literacy Preschool- 4 year oldsInstruction at the Preschool level includes elements of the Houghton Mifflin Storytown curriculum, literacy components from the Early Childhood Indicators of Progress and instruction consistent with the Reggio Emilia approach to instruction.Ongoing assessment of early literacy skills is addressed through the use of Work Sampling.
  • 12. READING INSTRUCTION IN GRADES K-5All students are to receive research based and standards driven instructionIn general education. Currently all students in District 112 ElementarySchools receive general education language arts instruction as follows: Students receive daily instruction using the Houghton Mifflin Storytown materials appropriate for their grade level. Instruction includes phonics, vocabulary development, reading fluency and comprehension. Teachers differentiate instruction to match each students instructional level. Through the continuous progress initiatives at many of the elementary schools, students may move out of their grade level for individualized instruction. Instruction addresses district grade level outcomes in Language Arts.
  • 13. TIERS OF INTERVENTIONIf a student is at risk of not reading well by third grade or has not achieved reading proficiency by third grade they are provided with increasingly intense tiers of intervention. Interventions are research based and specific to the reading challenges of the student. Embedded in the Tiers of intervention is a continuous monitoring system which includes standardized measures such as the NWEA MAP test in Reading and the MCA Reading test. In between these administrations, intermittent planned assessments are administered that address phonics, vocabulary, comprehension and reading fluency. These measures differ significantly based on the age of the students. We will be identifying periodic assessment measures for Kindergarten, Middle School and High School grades 9 and 10. Given the diverse nature of pre-school programming we plan to align pre-school measures to the Kindergarten measures during the 2012-13 school year.
  • 14. PRE SCHOOL IDENTIFICATION/INTERVENTION Given the results of the preschool screening students may be assessed in the areas of Speech and Language Development or Cognitive Development or both. – Referral to Early Childhood Special Education may result. Students who are identified as at risk on the Pearson ESI.P or ESI.R screening tools are recommended to attend early childhood programming. All children residing in District 112 are expected to complete early childhood screening between the ages of 3 and 5.
  • 15. KINDERGARTEN THROUGH GRADE 3 TIERED LEVELS OF INTERVENTION Special Ed Services Reading Rangers Intervention provided to grades 1-3 Title I Reading/ Literacy Instruction All students receive small group or differentiated instruction at the specific reading level of each student. Skills aligned to grade level Language Arts standards Reading Instruction using the Houghton Mifflin Storytown program which includes phonics and vocabulary instruction.
  • 16. GRADES 4 THROUGH 5 TIERED INTERVENTION Special Education services- Reading Instruction using research based instruction and materials is provided. Literacy instruction provided that is in addition to the building wide Language Arts instruction provided to all students. Research based materials and assessments specific to student needs. General Education Language Arts Instruction using the Storytown Program by Houghton Mifflin aligned to grade level outcomes and differentiated for student reading ability .
  • 17. GRADES 6 THROUGH 8 TIERED INTERVENTION Special Education Reading Services Literacy Instruction Specialized for EL students Literacy Literacy Lab I Lab II
  • 18. GRADES 9 THROUGH 12 TIERED INTERVENTION Special Education Reading Services Literacy Instruction Specialized for EL students Literacy Literacy Lab I Lab II
  • 19. WORK TO BE DONE ….As part of a continuous improvement model, the following work needs tobe completed during the summer of 2012 and during the 2012-2013school year.Identify measures and practices that insure identification of preschoolers “atrisk” for not reading well by third grade.Identify specific benchmarks for the areas of : identifying letter sounds, andsound blending/segmenting at the Kindergarten level.Train teaching staff at grades 1 , 2 and 3 to administer the QPA and identifyanother measure that will address- blending and segmenting.Train intervention teachers of students in grades 4 and 5 to consistentlyadminister running records and fluency measures.At middle school grades 6,7, and 8 and high school grades 9 and 10, identifyanother measure of student reading growth to be administered between NWEAtest administrations.
  • 20. Reading Well By Third Grade Our District 112 Plan to Ensure Student Reading SuccessIf you would like to read our plan, it can be found at http://bit.ly/litplan