Aligned Curriculum, Instruction, and Assessment

Transcription

1 READ WELL BY THIRD GRADE Local Literacy Plan Park Rapids Area Schools, District 309 (Updated ) Aligned Curriculum, Instruction, and Assessment Statement of goals or objectives defining how reading proficiency will be ensured for students at each grade level Kindergarten through Grade 3 The goals of the local literacy plan for Park Rapids Area Schools District 309 are to teach every child to read at or above grade level by the end of 3 rd grade to meet the statewide reading standards. To measure the progress our school makes toward these goals, an ongoing process must be involved. Staff must examine data through assessment, interpret it, and make instructional decisions based upon scientifically based reading research (SBRR). Century Elementary is committed to reviewing and interpreting data provided by the District and MDE to meet the goals of Reading Well By 3 rd Grade. Effective literacy assessment includes both formal instruments and informal strategies. It helps teachers understand the larger issues, frame important goals, and gather multiple kinds of evidence about how to help children become better readers, writers, listeners, and speakers (Gambrell et al., 1999). These assessments will determine the effectiveness of our core literacy instruction by identifying students strengths and areas of deficiency in the core components of reading. Student assessment data will be reviewed to monitor the success of current instructional practices to ensure the improvement of reading results. If instructional practices are not working, they will be adjusted to better meet individual student needs. Through weekly grade level meetings with teachers, data will be carefully monitored and changes made as needed. Statement(s) of process to assess students' level of reading proficiency including assessments used, when administered, how proficiency is determined, and when and how results are communicated with parents of students in Kindergarten through Grade 3. The following assessment plan describes the assessments given to all students, when administered and the purpose of the assessment. 1

2 PARK RAPIDS K-4 READING ASSESSMENT PLAN Assessment Types of Reading Data Students Tested Staff Administering Fall September AIMSweb benchmark K-LNF 1-PSF,LNF 2 CBM Teacher / Paraprofessional STAR Reading benchmark testing 1-4 Teacher Winter January AIMSweb benchmark K-LNF,PSF 1-2 CBM Teacher / Paraprofessional STAR Reading benchmark testing 1-4 Teacher Spring May AIMSweb benchmark K-LNF, PSF 1-2 CBM Teacher / Paraprofessional STAR Reading benchmark testing 1-4 Teacher MCA III s 3-4 Teacher / Paraprofessional All Year AIMSweb According to grade level Progress Monitoring Most at risk (Tier II and Tier III) Teacher / Paraprofessional Assessment data will be shared with parents at the fall and winter parent conferences. When students are below grade level and not responding to tier II or III interventions, the Child Study Team may meet with parents for further assessment. Parents will be notified of this process. Diagnostic assessments will be used to determine students in need of an intervention. When a student scores in the strategic or intensive area of AIMSweb, the area of deficit correlates to the intervention selected. These interventions include: 2

3 Intervention Component of Reading Addressed RtI Tier of Grade Level Intervention LIPS Phonemic awareness Tier III K-2 Barton Phonemic awareness and phonics Tier III 1-4 EIR Comprehension and fluency Tier II K-4 Edmark Reading Comprehension, vocabulary, phonics and Tier II or III 1-4 fluency Read Naturally Fluency Tier III 1-4 Accelerated Reader Fluency and comprehension Tier I or II 1-4 Title I small group instruction Phonemic awareness, phonics, fluency, vocabulary, and Tier II or III K-4 EIR small group instruction EIR whole group instruction comprehension Phonemic awareness, phonics, fluency, vocabulary, and comprehension Phonemic awareness, phonics, fluency, vocabulary, and comprehension Tier II or III 1-4 Tier I, II or III K Progress monitoring is conducted bi-weekly with strategic level students and weekly on intensive level students using AIMSweb fluency indicators. This data will be monitored weekly by teacher teams to closely screen progress. AIMS progress monitoring will be conducted for SPED students or any students in the RtI review process. Teachers may use the STAR reading test at other testing intervals to provide additional benchmark scores if needed. Some grade levels will use STAR testing for comprehension information every month. If the intervention is effective, the student will continue until target scores are reached. If an intervention is ineffective after 6-8 weeks, an alternate intervention will be used. A student may be referred to the Child Study team to problem solve ideas for a different tier of intervention. This team analyzes the student s academic performance, gathers additional information, and makes recommendations for additional interventions. 3

4 Specifically describe how comprehensive scientifically based reading instruction consistent with section 122A.06, subdivision 4 is consistently implemented throughout elementary grades. What Research Tells Us About Children With Diverse Learning Needs (Simmons and Kameenui) says explicit intervention instruction can effectively teach struggling readers. These include: group students into groups of 3-5 according to their instructional needs, provide targeted instruction 3-5 times per week, assure that additional instruction aligns with core reading instruction, provide ongoing systematic corrective feedback to students, and provide extended practice in the critical elements of reading based upon students needs. These strategies will be used with struggling readers in grades K-4. To monitor progress of struggling readers, we will use supplemental and intervention components aligned with SBRR and fully integrated with the reading program. Some elements of effective early reading intervention programs include comprehension instruction with higher level questions and comprehension strategies, one-on-one reading support, regular assessment of student progress, home connections, and ongoing staff development. Supplemental and intervention strategies are similar to regular classroom reading strategies. Statistically significant (to reading achievement) teacher factors included time spent in small group instruction (Taylor, et al., 1999). Guided reading and writing are important for all dimensions of reading at all grades. This strategy includes small group instruction using text at instructional levels. Book introduction, strategy prompts, direct vocabulary instruction, reading the text, revisiting and responding to the text, strategy revisit, and closure are elements of this strategy. Writing activities can include responding to text, vocabulary development, and using graphic organizers. Independent reading and writing are important strategies of comprehension, fluency, and vocabulary. Time spent on independent reading does make a difference in student reading achievement (Taylor, et al., 1999). Students self- select books and topics to read about. They then write independently with guidance and feedback in conjunction with other strategies. This is largely used in grades K-4. 4

5 Data Driven Decision Making Post assessment methods and data that is submitted to Commissioner annually including objectives of assessment program, names of tests, grade levels of administration as part of local literacy plan on district webpage for all students in Kindergarten through Grade 3. Type / Harcourt Essential Components When to Purpose Assessments Assessed Administer (Kindergarten) Assess. Group Inventory (form A) Phonemic Awareness Beginning of Phonics; Letter year Recognition: Writing Classroom-based Theme Tests 1-12 Phonics; At end of each Instructional Letter Recognition theme (12 times a year) (Grade 1) Classroom-based Reading & Language Reading Fluency; Phonics; At end of each Instructional Assess. Skills Assess. Posttests Vocabulary; Comprehension; theme Language; Research & Info. (5 times a year) Skills; Literary Response & Analysis Classroom-based End of Selection Reading Comprehension; Writing Following each Comprehension Test selection story (once a week) (Grades 2-3) Classroom-based Reading & Language Reading Fluency; Phonics; At end of each Instructional Assess. Skills Assess. Posttests Vocabulary; Comprehension; theme Language; Research & Info. (6 times a year) Skills; Literary Response & Analysis Classroom-based End of Selection Comprehension; Revising & At end of each Instructional Assess. Comprehension Test Editing; Writing selection story (once a week) AIMSweb and STAR reading benchmark data is used to determine proficiency in phonemic awareness, fluency, and comprehension. These results are collected three times a year (September, January, and May) for all students. If a student is not meeting benchmark expectations, he / she will be progress monitored bi-weekly by a Title I or classroom teacher. If a child is receiving Tier III interventions or on and IEP, he / she will be progress monitored weekly by a classroom or SPED teacher. After three probes are at the target levels, he / she will be progress monitored bi-weekly. Each spring all students in grades 3-4 will take the Minnesota Comprehensive Assessments (MCA s) to determine proficiency in reading. Participation and proficiency scores are made public and posted on the MDE s website. Teachers, administrators and school staff are involved in monthly data review meetings to closely monitor student progress and make adjustments as data suggests. 5

6 Multi-Tiered Levels of Support Explain for a public audience what interventions and instructional supports will be available to students not reading at or above grade level in grades Kindergarten through Grade 3 and how these interventions will be based on learner data, including how services will be provided, and how parents will be informed of student progress. Staff development time at District 309 has been devoted to ensuring a proper alignment of the MN Academic Language Arts Standards to the outcomes/expectations of the Harcourt Reading Curriculum. We feel confident that the state standards are securely embedded with our reading series. The end-of-year goals / outcomes for each grade level will be consistent with the state academic standards and scope and sequence for the reading program. Intervention supports are aligned specifically to the students needs in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Students not meeting these standards / outcomes will be recommended for Targeted Services, an after school tutorial program that runs all year. They will also receive assistance with certified staff in Title I through supplemental activities / intervention materials. If a student is significantly below grade level, he / she may be referred for special education testing and instruction. assessments, such as AIMSweb and STAR testing are used by grade level teams and the Child Study team to match students to interventions. Students will be monitored by benchmark and progress monitoring data to watch students at all levels: benchmark, strategic and intensive. All students will be monitored by benchmark assessments three times a year. Teacher teams may also assess children during additional benchmark windows if they want more data points. Those in the strategic level will be progress monitored bi-weekly and intensive students weekly. Specific researchbased interventions are aligned to each tier of intervention and will be incorporated as needed. Students most in need of additional instruction will receive intervention support outside the reading block. They will receive 90 minutes of literacy instruction daily plus interventions to target deficits in literacy. This plan will be shared with all Century School staff and placed on the district s website for the public to view. Parents will be informed of their child s progress bi-annually at the fall and winter parent / guardian conferences. Furthermore, information will be shared with parents at Child Study meetings throughout the year as needed. Specifically describe how comprehensive scientifically based reading instruction consistent with section 122A.06, subdivision 4 is consistently implemented throughout elementary grades. All core, supplemental, and intervention strategies identified in this narrative are reliable and valid. The strategies identified here are found repeatedly in the National Reading Panel to support explicit and systematic reading instruction for K-4 students. These strategies are all congruent with scientifically based reading research. Any teaching strategies that are not based on scientifically based reading research (SBRR) will be eliminated. To monitor progress of struggling readers, we will use supplemental and intervention components aligned with SBRR and fully integrated with the reading program. 6

7 Explain how training and support will be provided so that all district elementary teachers can effectively recognize students diverse needs in cross-cultural settings and serve the oral language and linguistic needs of ELL students. ELL students will be supported through our ELL teacher or Title I teacher who provides either individual one-on one daily instruction for our students or small group instruction. The ELL instructor also provides individual support to classroom teachers for modifications / classroom interventions specific to learning needs and assessment data. Classroom interventions may include the tier II or III interventions outlined in this plan. 7

8 Job-Embedded Professional Development Describe how elementary teachers will participate in, and benefit from professional development on scientifically-based reading instruction Our district maintains systematic, collaborative teams to promote development of competent uses of literacy practices. These teams include but are not limited to: districtwide Staff Development, Curriculum, and Technology Committee; Elementary and Middle School Leadership Teams; Child Study Teams; K-12 Professional Learning Communities; grade level, schoolwide, and districtwide data meetings; grade level team planning and collaboration. The Park Rapids Area School District maintains a professional development calendar focused upon effective literacy instruction for all teachers. This calendar includes early release days for PLC meetings and planned staff development days. In addition, rotating substitute teachers are provided periodically throughout the year to facilitate PLC meetings and teacher residencies focused on effective instructional practices in the area of literacy. Literacy coaches, Child Study Team members, school psychologist, colleague mentors, peer coaches, and administration are all available to staff to support literacy and tiered intervention implementation. The Child Study Team and school psychologist facilitate additional learning to help the staff with diverse student needs. 8

9 Family & Community Partnership Give specific information on how elementary schools within the district will notify and involve parents to accelerate literacy development for their children in each grade Kindergarten through Grade 3. Century Elementary is committed to the goal of providing quality education for every child in this district. To this end, we want to establish partnerships with parents and with the community. Everyone gains if school and home work together to promote high achievement by our children. Neither home nor school can do the job alone. Parents play an extremely important role as children s first teachers. Their support for their children and for the school is critical to their children s success at every step along the way. To involve parents to accelerate literacy, we will inform parents about Think Central, parent VUE to see student grades, and Renaissance Learning s Home Connect. An informational table will be set up at conferences to share the Title I policies and practices at our school. Title I teachers will be available to meet with parents. Our Title I teachers will work with parents on the parent component of our supplemental EIR program. Title I parent activities will promote ideas for literacy instruction at home. Parents will also be trained to come in weekly to read and coach struggling readers for 15 minutes each week. The local Kinship program will provide readers to our 1 st graders weekly. District assessments required by the MDE will be made public through the district website, the district SAR report, and MDE school report card. Individual student assessment scores will be shared with parents at parent conferences. In addition, classroom teachers will share MCA scores and information on how parents may use the Learner Locator number to provide assistance to children at home. 9

10 Acronyms in this Document EIR QRI AIMSweb LNF LSF PSF SBRR NRP MDE NJPA Early Intervention for Reading: A research-based Tier II intervention to support students in a small reading group on fluency and comprehension. Qualitative Reading Inventory: Part of the comprehension assessment in the EIR intervention A fluency and comprehension assessment for K-4 students that provides benchmark data in the fall, winter and spring as well as weekly / biweekly progress monitoring data. Letter name fluency: A component of AIMSweb where students name letters. Letter sound fluency: A component of AIMSweb to measure the ability to hear, identify, and manipulate individual letters. Phoneme segmentation fluency: A component of AIMSweb to measure the ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words. Scientifically-based reading research: Instructional strategies that have proven from classroom to classroom to provide increased achievement for students. National Reading Panel: A research document that collected SBRR and instructional practices proven to increase reading achievement of children. Minnesota Department of Education: The entity in the state of Minnesota that established guidelines, standards and requirements for all schools to abide by. National Joint Powers Alliance: A consultant partnership in Staples, MN. 10