ISD 200: Hastings Public Schools Local Literacy Plan. Reading Well By 3rd Grade PreK-3

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1 ISD 200: Hastings Public Schools Local Literacy Plan Reading Well By 3rd Grade PreK-3 Department of Teaching and Learning Hastings, MN Revised 2013

2 Introduction Reading well by third grade is one of many developmental milestones in a child s educational experience. Literacy development starts at an early age and is the basis for all academic success. Reading well by grade three ensures that a student has a solid foundation of literacy skills to continue to expand their understandings of what they read, make meaning, and transfer that learning across all subject areas. Instruction that provides the basis for all students to read well by third grade and beyond will help close the achievement gap and ensure that all students are ready for the demands of college and the workplace. From cradle to career, a sustained effort to create quality literacy environments in all of our schools and programs from birth through grade 12 promotes academic success. Minnesota Department of Education 2012

3 Hasting Public Schools PreK-3 Local Literacy Plan Reading is the foundation of all learning. It is necessary for success in all subject areas. As parents and educators it is our responsibility to support all children as they become proficient readers and writers. ISD 200 Goal: Develop fluent readers who comprehend a wide variety of texts. It is the goal of the Hastings Public Schools to have every child reading at or above grade level by the end of third grade. Instructional Objectives Summary: Each year educators will review and disaggregate reading data at grade levels. Proficiency, growth, and trend data is analyzed and used to set specific learning targets for each child and for each cohort of students. When available, Pre- K data is accessed and utilized. The Site and Administration Teams annually review the effectiveness of current pedagogical practices. This includes, but is not limited to, the core instruction, differentiation, remediation, and interventions. Beginning with a study of Best Practices and Program Evaluation in 2013, MN ELA Standards will be prioritized, and Curriculum resources will be selected and aligned to allow all students to meet the standards. Formative assessments will be used to modify instruction and to identify students who are not on pace to meet proficiency. Those students who are not on track will follow the Title 1 intervention plan. Professional Learning Communities will be implemented to analyze the effectiveness of current literacy practices, curriculum, and the essential standards. Special attention will be paid to closing the achievement gaps. MN Reading Corp will be used to work with students PreK- 3 who are identified as just below the proficiency mark in the area of fluency. Extended day and/or extended year programs will be utilized to provide targeted assistance to help struggling and at- risk students achieve grade- level proficiency in all areas. Assessments: All students in grades K-3 are given the DIBELS screening/benchmarking assessment three times throughout the course of the year in the fall, the winter, and the spring. Using this data, along with data from the NWEA Measures of Academic Progress (MAP), and the Treasures Benchmark Assessments, struggling and at- risk students are identified and referred for reading interventions. In addition, all students participating in Community Ed Preschool/School Readiness programs will have growth of early literacy skills students measured through Creative Curriculum, IGDI s and AIMS throughout the school year. Finally, IGDIs will be given at the time of EC Screening to all students to establish a baseline.

4 Title I Intervention Identification Process Kindergarten 1.Using DIBELS Next, all Kindergarteners are screened in LNF, FSF, PSF. 2.Scores for above measures are recorded on a spreadsheet along with the students DIBELS composite score. 3.The list of students identified for Title I is determined by the above measures, District 200 Kindergarten Inventory scores and Sept- Oct teacher checklists and observation. 4.Kindergarten teachers and Title I lead teacher meet to determine Title I Identification list (number of students identified not to exceed 20% of the total number of Kindergarten students at each bldg.) 5.Formal identification and parent notification is made at November conferences. Grade 1 1.Using current Fall NWEA scores, assess the students scoring at the 30%ile or lower using DIBELS Next (Letter Naming Fluency, Phonemic Segmentation Fluency, Nonsense Word Fluency- correct letter sounds and whole words read.) 2.Scores for above measures are recorded on a spreadsheet along with each student s DIBELS composite score, and whether or not student was in Title I the previous year. 3.Spreadsheet is sorted for each of the following: NWEA percentile and RIT DIBELS LNF DIBELS NWF- cls DIBELS NWF- wwr DIBELS Composite score Participation in previous year s Title I 4.On each of the above sorted spreadsheets, the lowest performing 20% of total students in that grade is highlighted. For example: if there are 100 students total in grade one, the lowest performing 20 students would be highlighted. 5.For each sorted list that a student s name occurs in the lowest 20%, they are given a point. Using this point system students put on the ID list (the number of students on this list cannot exceed 20% of the students in that grade level.) 6.Title I lead teacher meets with individual classroom teachers to discuss the students on the ID list to confirm or modify the list of students. 7.Those students who do not make the list can be placed on a Watch List by classroom teacher and Title I lead teacher. Title I lead checks in with classroom teacher at the agreed upon intervals.

5 Grade 2 1.Using current Fall NWEA scores, assess the students scoring at the 30%ile or lower using DIBELS Next (Nonsense Word Fluency- correct letter sounds and whole words read, Oral Reading Fluency) 2.Scores for above measures are recorded on a spreadsheet along with each student s DIBELS composite score, and whether or not student was in Title I the previous year. 3.Spreadsheet is sorted for each of the following: NWEA percentile and RIT DIBELS NWF- cls DIBELS NWF- wwr DIBELS DORF wcpm DIBELS DORF accuracy (%) DIBELS Composite score September(CBM) Benchmark Fluency Participation in previous year s Title I 4.On each of the above sorted spreadsheets, the lowest performing 20% of total students in that grade is highlighted. For example: if there are 100 students total in grade one, the lowest performing 20 students would be highlighted. 5.For each sorted list that a student s name occurs in the lowest 20%, they are given a point. Using this point system students put on the ID list (the number of students on this list cannot exceed 20% of the students in that grade level.) 6.Title I lead teacher meets with individual classroom teachers to discuss the students on the ID list to confirm or modify the list of students. 7.Those students who do not make the list can be placed on a Watch List by classroom teacher and Title I lead teacher. Title I lead checks in with classroom teacher at the agreed upon intervals. Grade 3 1.Using current Fall NWEA scores, assess the students scoring at the 30%ile or lower using DIBELS Next (Oral Reading Fluency, DAZE) 2.Scores for above measures are recorded on a spreadsheet along with each student s DIBELS composite score, and whether or not student was in Title I the previous year. 3.Spreadsheet is sorted for each of the following: NWEA percentile and RIT for fall NWEA percentile and RIT for previous spring DIBELS DORF wcpm DIBELS DORF accuracy (%) DIBELS DAZE - comprehension DIBELS Composite score September(CBM) Benchmark Fluency Participation in previous year s Title I

6 4.On each of the above sorted spreadsheets, the lowest performing 20% of total students in that grade is highlighted. For example: if there are 100 students total in grade one, the lowest performing 20 students would be highlighted. 5.For each sorted list that a student s name occurs in the lowest 20%, they are given a point. Using this point system students put on the ID list (the number of students on this list cannot exceed 20% of the students in that grade level.) 6.Title I lead teacher meets with individual classroom teachers to discuss the students on the ID list to confirm or modify the list of students. 7.Those students who do not make the list can be placed on a Watch List by classroom teacher and Title I lead teacher. Title I lead checks in with classroom teacher at the agreed upon intervals. Parent Involvement: Hastings Public Schools works to involve families as soon as children are born, and continue to develop those relationships through a variety of efforts including partnering with licensed care providers. 1. Welcome Baby Visit - we distribute information and facilitate enrolling families in Imagination Library at all home visits. If we do not do a home visit, information is sent to them in the mail. We purchase birth lists from the department of health. 2. ECFE all classes focus on building developmentally appropriate language and literacy. 3. Books on Wheels (School Readiness)-we bring literacy experiences to 11 licensed family child care sites every other week during the school year. 4. Community Ed Preschool/School Readiness all classes promote early literacy through print rich environments and developmentally appropriate literacy experiences. 5. We also promote reading at home through Read with Me Read with You. Families check out a book bag each week which contains a book, a card with reading suggestions/questions and activities that families can do together at home that extend the story. 6. All ECFE and Preschool/School Readiness instructors are trained in SEEDs. All three elementary schools communicate with parents regarding their child s achievement regularly. Results for standardized and classroom assessments are shared at conferences bi- annually, and through written reports. In addition, classroom teachers communicate specific achievement targets met on an informal basis. All teachers share classroom information through newsletters and websites. Students needing intervention are identified following the protocols following, and parents are notified via a Title 1 Parent Compact process that includes: 1. At the beginning of the year, there will be a parent meeting of parents of Title 1 students to explain the core literacy instructional practices and the multi-level systems of support that are implemented in the district. This will include an explanation of the entrance and exit criteria for students needing interventions, the assessments used in the district, the data that is collected by the assessments, the problem-solving practices that are used when students are not making progress, and the classroom supports that are used with all students. 2. Assessment results will be provided to parents through a variety of different methods: parent teacher conferences, mailings, and personal communications. 3. Parents of students who need supplemental instruction will be informed by the district that their

7 student is receiving these services. They will also be encouraged to contact their son or daughter s classroom and/or reading intervention teacher. 4. Parents of students receiving interventions will receive periodic progress reports. 5. All parents will receive communication at least three times a year with suggestions on how to help strengthen their child s literacy skills, based on the results of their diagnostic assessments. Resources and tools are available for parents, caregivers, and/or community members to use in support of literacy practices at home. They are based on the five strands of reading. Professional Development: All teachers participate in PLCs, and are provided with specific training in SBRI consistent with the needs identified by the members. Trend data is studied, and teachers are provided with the opportunity to participate in Professional development to best meet their needs. Scientifically Based Core Instruction: The district Pre- K program currently uses the Creative Curriculum instructional resources, and has aligned their academic expectations with the 2011 MN ELA Standards. Such alignment is critical to assure seamless and coherent instructional opportunities to support the trajectory of learning across the grades. Teachers in kindergarten through second grade differentiate instruction utilizing the Harcourt Brace Treasures Guided Reading curriculum. This literacy model involves children in Read Aloud, Shared Reading, and Guided Reading experiences with leveled texts. To enhance this curriculum, each building has a library with a variety of fiction and nonfiction reading materials, including e-books, covering a wide range of reading levels. Each classroom also has their own reading center where students can enjoy books and other resources selected by their classroom teacher. All K-3 students receive classroom reading instruction for a minimum of 90 minutes each day. Relevant technology engages students in meaningful learning activities. A variety of technologies, including Reading A-Z and RAZ kids have been integrated into the curriculum and instruction to meet the needs of all the district s learners. Intervention: In addition to Scientifically Based Core Instruction, students identified at risk for not reading on grade level are given additional assessments to help determine individual intervention plans. Title 1 intervention staff meets regularly to plan for instruction, and to study progress monitoring data. Students are provided with interventions to supplement the core instruction. The following protocol is used to determine the most effective intervention to meet individual reading difficulties.

8 Title 1 Intervention Protocol: Kindergarten Skill Area Intervention- Green indicates first option to try Practice Activity Progress Monitoring Letter Naming- Incremental Rehearsal (Burns, et. Al) Road to the Code Letter Naming Arc- FCRR website See it, Say it, Write It Recording sheet- known/ unknown Stepping Stones Letter Sounds- Incremental Rehearsal (Burns, et.al) Activities from FCRR website Recording sheet- known/ unknown Road to the Code Fast Start Stepping Stones Rhyming- Stepping Stones Phonemic Awareness in Young Children Activities from FCRR website- Fast Start Recording sheet- known/ unknown Road to the Code First name identification- Cover, Copy, Compare See it, Say it, Write it Activities from FCRR website Initial Sound- Elkonin Boxes Phonemic Awareness in Young Children Activities from FCRR website Fast Start FSF- DIBELS Stepping Stones Ending Sound- Elkonin Boxes Phonemic Awareness in Young Children Activities from FCRR website Observation PSF- DIBELS

9 Syllables(segmenting)- Phonemic Awareness in Young Children Stepping Stones Activities from FCRR website Fast Start PSF- DIBELS Elkonin boxes Segmentingindividual words Elkonin Boxes Stepping Stones Activities from FCRR website PSF- DIBELS Segmenting words in sentence Stepping Stones Activities from FCRR website Observation Blending- Road to the Code Stepping Stones Activities from FCRR website NWF- DIBELS Observation

10 Grade 1 Skill Area Interventions Practice Activity Progress Monitoring Letter Naming/ Letter sounds- Incremental Rehearsal (Burns, et. Al) Letter Naming Arcfcrr Checklist- known/ unknown Stepping Stones See it, Say it Phonemic Awareness- Elkonin Boxes Interventions for Reading Success Phonemic awareness practice activities from FCRR website PSF- DIBELS Read Well program Elkonin boxes Phonemic Awareness in Young Children Fast start Phonics- Initial Sounds/ Ending sounds Read Well program Making Words- grade 1 Practice activities from FCRR website NWF- DIBELS Interventions for Reading Success Fast Start Road to the Code Phonics- BLENDING- cvc Read Well program Making words- grade 1 Interventions for Reading Success Practice activities from FCRR website Practice using slides, wheels, dice etc. DIBELS Next NWF Word Fluency Incremental Rehearsal Cover, Copy, Compare Practice activities from FCRR website Checklist

11 Phonemic Awareness Read Well Sounds boxes Elkonin boxes PSF- DIBELS Fast Start(blue or yellow book) Phonics ( CVC patterns or various patterns) Read Well Making Words Interventions for Reading Success Road to Reading- start at level Red Blending protocol Practice activities from FCRR website and follow the phonics curriculum map Word slides, wheels, and cubes NWF- DIBELS DORF- DIBELS fluency w/ focus on accuracy High Frequency words- Incremental Rehearsal Cover, Copy, Compare Practice activities from FCRR website Checklist- known/ unknown Phrase Fluency book by Fry and Rasinski

12 Grade 2 Skill Area Interventions Practice activities Progress Monitoring Fluency struggling with phrasing Phrase Fluency Book by Fry and Rasinski Text chunking activities from FCRR website DIBELS Next DORF Phase cued text Reader s Theatre Slow reading of connected text Fast Start Strategy Reader s Theatre Fast Start Fluency Reader s Theatre DIBELS Next DORF Repeated Reading (with tape or without) Repeated Reading of connected text Struggling with errors of all kinds Comprehension: If the student is at benchmark in fluency but having difficulty with comprehension If the student is not at benchmark in fluency AND having comprehension difficulty Repeated Reading Partner Reading Supported Cloze NIM (neurological impress method) Pencil Tap Reading with Error correction drill Fast Start Fluency Reader s Theatre Repeated Reading of connected text Reading A to Z books with graphic organizers Reading Actively intervention Book Club supported by questioning and graphic organizers Post It strategy Click or Clunk Summarization Strategy Repeated Reading with Question Generation Listening Previewing with keyword discussion Utilize one of the above for comprehension and add a fluency intervention to it. a.fast Start Fluency DIBELS Next DORF focus on accuracy Weekly assessments DIBEL Next DORF Weekly assessment

13 Comprehension: If the student is at benchmark in fluency but having difficulty with comprehension, look at Des Cartes to determine which of the following would be the best to use If the student is not at benchmark in fluency AND having comprehension difficulty, look at Des Cartes to determine which of the following would be the best to use b.reader s Theatre c.repeated Reading of connected text (Read Naturally etc.) Reading A to Z books with graphic organizers Book Club with questioning and graphic organizers Reading Actively intervention Post It strategy Click or Clunk Summarization Strategy Repeated Reading with Question Generation Utilize one of the above for comprehension and add a fluency intervention to it. a.fast Start Fluency b.reader s Theatre c.repeated Reading of connected text (Read Naturally etc.) Listening Previewing with keyword discussion Weekly Assessments DIBELS DAZE Weekly Assessments CBM fluency progress monitoring

14 Grade 3 Skill Area Interventions for intensive Interventions for Strategic Progress Monitoring Fluency is struggling with phrasing slow reading of connected text struggling with omissions or substitutions Word Recognition/Vocabulary Based on RIT scores and information in Des Cartes High Frequency wordsbased on DesCartes and observation Comprehension: If the student is at benchmark in fluency but having difficulty with comprehension, look at Des Cartes to Phrase Fluency Book by Fry and Rasinski Phase cued text Fast Start Strategy Reader s Theatre Repeated Reading (with tape or without) Repeated Reading Partner Reading Supported Cloze NIM (1:1 activity) Text chunking activities from FCRR website Fast Start Fluency Reader s Theatre Repeated Reading of connected text Fast Start Fluency Reader s Theatre Repeated Reading of connected text Road to Reading levels Green, Blue, Violet (for students who are having more difficulty) Making Big Words(Cunningham) Making More Big Words (Cunningham) FCRR vocabulary and phonics activities focusing on word parts (suffixes, prefixes, etc.) DISSECT strategy applied to reading (found in Rathvon s book) Incremental Rehearsal Cover, Copy, Compare Practice activities from FCRR website Reading A to Z books with graphic organizers Book Club with questioning and graphic organizers Reading Actively intervention DIBELS Next- DORF DIBELS Next- DORF DIBELS Next- DORF- focus on accuracy Making words and Road to Reading CBM fluency progress monitoring focusing on rate AND accuracy FCRR and DISSECT skills- CBM, weekly assessments, or DAZE Fry first 300words checklist. Weekly Assessments DIBELS Next DAZE

15 determine which of the following would be the best to use Post It strategy Click or Clunk If the student is not at benchmark in fluency AND having comprehension difficulty, look at Des Cartes to determine which of the following would be the best to use Summarization Strategy Repeated Reading with Question Generation Utilize one of the above for comprehension and add a fluency intervention to it. a.fast Start Fluency b.reader s Theatre c.repeated Reading of connected text (Read Naturally etc.) Listening Previewing with keyword discussion Weekly Assessments DIBELS Next DAZE EL Learners: While the population of EL learners is small in Hastings, all teachers have been trained on effective strategies for vocabulary instruction, as well as building background knowledge. EL teachers are also trained in Scientifically Based Reading Instruction strategies. Through the literacy review cycle beginning in 2013, the standards and resources for EL students will be aligned with the MN ELA standards.

16 Data: NWEA Measures of Academic Progress (MAP) are used as benchmark assessments. They are adaptive and sequential tests used to measure student growth. The 2011 NWEA RIT Scale Norms provide growth and status norms in the following content areas: Reading, Language Usage, Mathematics, General Science, and Science Concepts and Processes. The RIT scores for each grade level in Reading are listed in chart below: 2011 Reading Status Norms (RIT Values) Grade Beginning-of-Year Middle-of-Year Mean End-of-Year Mean Mean K Kindergarten and Grade 1 students are assessed with Dibels. Data reported includes students who meet targets at the end of the year. Kindergarten Fall Assessment Name [Target Score] Winter Assessment Name [Target Score] Spring Assessment Name [Target Score] Letter Naming Fluency [16] Letter Naming Fluency [39] Letter Naming Fluency [48] Letter Sound Fluency [4] Letter Sound Fluency [23] Letter Sound Fluency [36] Not Assessed Not Assessed Phoneme Segmenting Fluency [45] Not Assessed Not Assessed Nonsense Word Fluency [34] Grade 1 Fall Assessment Name [Target Score] Winter Assessment Name [Target Score] Spring Assessment Name [Target Score] Letter Naming Fluency [44] Not Assessed Not Assessed Letter Sound Fluency [29] Not Assessed Not Assessed Phoneme Segmentation Fluency [38] Phoneme Segmenting Fluency [49] Not Assessed Nonsense Word Fluency [29] Nonsense Word Fluency [49] Nonsense Word Fluency [62] Not Assessed Reading CBM [22] (Oral Reading Fluency) Reading CBM [52] (Oral Reading Fluency) Data submitted on the MDE Read Well data site will include the percent meeting proficiency on the above combined measures. Kindergarten data will also include locally developed assessments of rhyming and alliteration.

17 APPENDIX LEGISLATION and GOVERNOR S 7 POINT PLAN Minnesota Legislature During the 2011 legislative session, Minnesota created three statutes to guide literacy as a priority in each Minnesota district. These statutes include the requirement for each district to complete a local K- 3 literacy plan; to submit annually data identifying the number of students who are not reading by the end of Kindergarten, Grade 1 and Grade 2; and a provision for districts to acquire local literacy aid. 120B.12 READING PROFICIENTLY NO LATER THAN THE END OF GRADE 3. Subdivision 1.Literacy goal. The legislature seeks to have every child reading at or above grade level no later than the end of grade 3 and that teachers provide comprehensive, scientifically based reading instruction consistent with section 122A.06, subdivision 4. Subd. 2.Identification; report. For the school year and later, each school district shall identify before the end of kindergarten, grade 1, and grade 2 students who are not reading at grade level before the end of the current school year. Reading assessments must identify and evaluate students' areas of academic need related to literacy. The district must use a locally adopted assessment and annually report summary assessment results to the commissioner by July 1. Subd. 2a.Parent notification and involvement. Schools, at least annually, must give the parent of each student who is not reading at or above grade level timely information about: (1) student's reading proficiency as measured by a locally adopted assessment; (2) reading- related services currently being provided to the student; and (3) strategies for parents to use in helping their student succeed in becoming grade- level proficient in reading. Subd. 3.Intervention. For each student identified under subdivision 2, the district shall provide reading intervention to accelerate student growth in order to reach the goal of reading at or above grade level by the end of the current grade and school year. District intervention methods shall encourage parental involvement and, where possible, collaboration with appropriate school and community programs. Intervention methods may include, but are not limited to, requiring attendance in summer school, intensified reading instruction that may require that the student be removed from the regular classroom for part of the school day or extended- day programs. Subd. 4.Staff development. Each district shall use the data under subdivision 2 to identify the staff development needs so that: (1) elementary teachers are able to implement comprehensive, scientifically based reading instruction in the five reading areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension as defined in section 122A.06, subdivision 4, until the student achieves grade- level reading proficiency; (2) elementary teachers have sufficient training to provide comprehensive, scientifically based reading instruction using the intervention methods or programs selected by the district for the identified students; (3) licensed teachers employed by the district have regular opportunities to improve reading instruction; and (4) licensed teachers recognize students' diverse needs in cross- cultural settings and are able to serve the oral language and linguistic needs of students who are English learners. Subd. 4a.Local literacy plan. Consistent with this section, a school district must adopt a local literacy plan to have every child reading at or above grade level no later than the end of grade 3. The plan must include a process to assess students' level of reading proficiency, notify and involve parents, intervene with students who are not reading at or above grade level, and identify and meet staff development needs. The district must post its literacy plan on the official school district Web site.

18 124D.98 LITERACY INCENTIVE AID. Subdivision 1. Literacy incentive aid. In fiscal year 2013 and later, a district's literacy incentive aid equals the sum of the proficiency aid under subdivision 2, and the growth aid under subdivision 3. Subd. 2. Proficiency aid. In fiscal year 2013 and later, the proficiency aid for each school is equal to the product of the school's proficiency allowance times the number of third grade pupils at the school on October 1 of the previous fiscal year. A school's proficiency allowance is equal to the percentage of students in each building that meet or exceed proficiency on the third grade reading Minnesota Comprehensive Assessment, averaged across the previous three test administrations, times $530. Subd. 3. Growth aid. In fiscal year 2013 and later, the growth aid for each school is equal to the product of the school's growth allowance times the number of fourth grade pupils enrolled at the school on October 1 of the previous fiscal year. A school's growth allowance is equal to the percentage of students at that school making medium or high growth, under section 120B.299, on the fourth grade reading Minnesota Comprehensive Assessment, averaged across the previous three test administrations, times $ The three new statutes are in addition to existing legislation regarding classroom instruction and educators professional development to ensure that all students have an opportunity to Read Well by grade 3: Scientifically-Based Reading Instruction (SBRI): MN Statute 122A.06 Subdivision 4: This statute defines scientifically- based reading instruction (SBRI) as the program or collection of practices that at the very least must have balanced instruction in all five areas of reading as defined by the National Reading Panel (2000): Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. It further states, Comprehensive, 6scientifically- based reading instruction also includes and integrates instructional strategies for continuously assessing, evaluating, and communicating student s reading progress and needs in order to design and implement ongoing interventions so that students of all ages and proficiency levels can read and comprehend text and apply higher level thinking skills. Minnesota Requirements for Renewal of Professional Licensure: Minnesota Rule : The Minnesota Board of Teaching requires all teachers to include reading training in licensure renewal. It empowers local districts to study their reading needs and design appropriate long- term professional development to meet those needs. Link: Minnesota Requirements for teacher in-service in Scientifically-Based Reading Instruction: Minnesota Rule : Minnesota Rule 8700 also states that teachers must have in- service preparation in scientifically- based reading instruction, which the law identifies as: instruction and practice in phonemic awareness, phonics and other word recognition skills, and guided oral reading for beginning readers, as well as extensive silent reading, vocabulary instruction, instruction in comprehension, and instruction that fosters understanding and higher- order thinking for readers of all ages and proficiency levels. Link:

19 BETTER SCHOOLS FOR A BETTER MINNESOTA Taking what s good and making it better In February 2011, Governor Dayton launched a 7- Point Plan for Excellence in Education. These seven points lay the framework for a long- term vision for Pre K 12 education in Minnesota over the coming years. Fundamental to the 7- Point Plan is the belief that an aligned vision for educational excellence must be created from the ground up. Stakeholder engagement and collaborative partnerships are essential to our success. Equally important is to build on our strengths. That concept taking what s good and making it better provides a clear path for Minnesota to create a strong system of public schools, in which excellent teaching and learning are recognized, supported and celebrated, every day, in every school. A 7-Point Plan for Achieving Excellence 1. Funding Education for the Future Invest in Early Childhood and All- Day Kindergarten Invest in strategies that close the achievement gap and target resources to the classroom Establish a Governor s Commission on Better School Funding 2. Better Early Childhood Education Target All- Day Kindergarten Expand existing K- 12 system into a comprehensive pre- K 12 system Implement clearly defined school readiness standards 3. Raise the Bar Close the Gap Set accountability targets to close achievement gaps Establish Governor s Award for Excellence in Education Establish Governor s Achievement Gap Innovation Fund 4. Reading Well by 3rd Grade Launch Statewide Literacy Campaign Set school accountability targets to ensure all students are reading well by Grade 3 Adopt Pre- K 3 Literacy Standards 5. Support Teaching for Better Schools Create alternative pathways to teacher licensure that maintain quality Establish a statewide teacher performance evaluation and development system and createsupport networks Support early childhood teacher observation and development 6. Better Testing for Better Results Develop assessments for learning that measure growth Establish a Test Reduction Task Force Examine new accountability measures based on growth that fairly assess and report student and school progress 7. A Department of Education that Provides Educational Leadership and Support Reposition Minnesota Department of Education to support teachers, schools and districts Reauthorize Statewide Early Childhood Advisory Council and reestablish Children s Cabinet Charge Commissioner of Education with leadership of early childhood initiatives