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ISD 2159Buffalo Lake-Hector-Stewart

(BLHS) Public SchoolsLocal Literacy Plan

Grades K - 3

2017 - 2018

Superintendent: David Hansen

Approved by the School Board on 6/19/17

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The purpose of this literacy plan is to ensure that all students will achieve grade-level proficiency and read well by Grade 3.

Literacy Plan Summary:

Buffalo Lake-Hector-Stewart School district is using Reading Wonders by McGraw Hill. It is a balanced literacy program to teach reading in kindergarten through Grade 5. Included in this program are components for guided reading, read aloud, shared reading and independent reading. To enhance this curriculum, the district has an elementary library with a variety of fiction and nonfiction reading materials, covering a wide range of reading levels. Each classroom also has their own reading center where students can read books and other resources selected by their classroom teacher. All K-5 students receive reading instruction for a minimum of 90 minutes each day. Relevant technology is used to engage students in meaningful learning activities. A variety of technologies have been integrated as a resource for instruction to meet the needs of the district’s diverse learners. The district also uses Accelerated Reader Plus (AR), which is a computerized program that tests basic reading comprehension. Students select books from their reading level, read independently or with a partner and take an independent comprehension test on the computer. Each book is worth a determined number of points based on its length and reading level.

All students in grades K-5 are given the FAST (Formative Assessment for Teachers) Assessment three (3) to five (5) times during the course of the year, usually in fall, winter, and spring and sometimes adding a late-fall and a late-winter test. Students also take the STAR Early Literacy or STAR Reading Enterprise assessment five (5) times per year, at the beginning and end of the year and after the first, second and third quarter. Using FAST and STAR data, struggling and at-risk students are identified for interventions. Specific interventions are based on further assessments, and the interventions are implemented through the collaborative efforts of the classroom teacher and other education related specialists. Each student’s progress is monitored regularly, usually weekly. If the intervention selected is not effective another intervention may be selected and implemented. Students not responding to interventions are referred for special education services. Parents are informed of their child’s progress at every step of the process.

The goal of the BLHS district is to ensure all learners successfully achieve the Minnesota K-12 Academic Standards in English Language Arts (2010) for their grade level. The standards are aligned with the district’s curriculum map to ensure that the standards are taught within the time available.

Specific information is included in the K-3 Literacy Plan that follows this summary. For those who are interested in learning more about BLHS’s literacy program, please contact: Brenda Rasmussen – Title I Teacher/Coordinator at 320-833-5311 or brasmussen@blh.k12.mn.us.

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Literacy Plan Goals and Objectives:

Overarching Goal: All students will read at grade-level by Grade 3 as determined by the Minnesota Comprehensive Assessments (MCA) – Reading.

Objectives:Each year educators will review and disaggregate reading data at grade levels K, 1, 2, & 3. Proficiency, growth and trend data will be analyzed and used to set specific learning targets for each child and for each cohort of students. Pre-K data will be accessed and utilized, when available.

The Literacy Committee reviews, annually, the effectiveness of current pedagogical practices including core instruction, differentiation, remediation and intervention.

Curriculum resources will be aligned to the most current standards. Standards will be prioritized and pacing guides developed.

Formative assessments will be used to modify instruction and to identify students who are not on pace to meet proficiency. Students not on track will follow the local intervention plan.

Professional Learning Communities (PLCs) are used to analyze the effectiveness of current literacy practices. Special attention will be paid to closing the achievement gaps. Best practices will be shared.

BLHS’s Literacy Goal:

80% of the students in Kindergarten through 3rd grade will be at grade level benchmark as measured by FAST and STAR scores

BLHS Elementary Data:

Kindergarten – Letter Sounds and Phoneme Segmentation Fluency*We started using FAST (Formative Assessment System for Teachers) in the 2014-2015 school year. AIMS Web was used prior to that year.

*We started using FAST

(Formative Assessment System for Teachers) in the 2014-2015 school year. AIMS Web was used prior to that year.

Year Letter Sounds -Percent Proficient

Phoneme Segmentation -Percent Proficient

2010 - 2011 98% 90%2011 - 2012 55% 89%2012 - 2013 85% 89%2013 - 2014 80% 90%*2014 - 2015 79% 86%2015 - 2016 86% 75%2016 - 2017 91% 94%

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First Grade – Oral Reading Fluency

Year Percent Proficient2010 - 2011 78%2011 - 2012 71%2012 - 2013 67%2013 - 2014 67%*2014 - 2015 69%2015 - 2016 82%2016 - 2017 86%

Second Grade – Oral Reading Fluency

Year Percent Proficient2010 - 2011 82%2011 - 2012 77%2012 - 2013 67%2013 - 2014 64%*2014 - 2015 84%2015 - 2016 82%2016 - 2017 81%

Third Grade - Oral Reading Fluency

Year Percent Proficient*2014 - 2015 84%2015 - 2016 83%2016 - 2017 88%

Third Grade – MCA II

Year Percent Proficient - BLHS Percent Proficient - MN2007 - 2008 98% 80%2008 - 2009 90% 79%2009 - 2010 81% 78%2010 - 2011 94% 76%2011 - 2012 93% 78%2012 - 2013 91% 80%2013 - 2014 67% 57%2014 - 2015 74% 58%2015 - 2016 70% 59%

Process of Assessment:

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The assessment process begins at Preschool Screening where the Brigance Preschool Screen III is administered. Students enrolled in the preschool program at BLHS are given the Individual Growth and Development Indicators (IGDI). Entrance criteria are based on the student’s assessment data with classroom teacher input.

STAR Enterprise and STAR Early Literacy for Primary Grades are used as benchmark assessments. They are adaptive and sequential tests used to measure student growth. TheSTAR Scaled Score provide growth and status norms.

FAST is used as a screening/benchmark assessment. The target scores for each grade level are listed in the following charts.

Kindergarten FAST Assessments

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FallAssessment Name [Target Score]

WinterAssessment Name [Target Score]

SpringAssessment Name [Target Score]

Concepts of Print [8]

Onset Sounds [12] Onset Sounds [16]

Letter Names [20]

Letter Sounds [5] Letter Sounds [29] Letter Sounds [41]

Word Segmenting [26] Word Segmenting [30]

Decodable Words [7] Decodable Words [12]

Sight Words [20]

First Grade FAST AssessmentsFall

Assessment Name [Target Score]Winter

Assessment Name [Target Score]Spring

Assessment Name [Target Score]

Word Segmenting [27] Word Segmenting [31] Word Segmenting [32]

Decodable Words [9] Decodable Words [15] Decodable Words [20]

Sight Words [17] Sight Words [50] Sight Words [67]

Sentence Reading [14]

Reading – CBM [43](Oral Reading Fluency)

Reading – CBM [71](Oral Reading Fluency)

Second Grade FAST AssessmentsFall

Assessment Name [Target Score]Winter

Assessment Name [Target Score]Spring

Assessment Name [Target Score]Reading – CBM [58]

(Oral Reading Fluency)Reading – CBM [87]

(Oral Reading Fluency)Reading – CBM [106]

(Oral Reading Fluency)

Third Grade FAST AssessmentsFall

Assessment Name [Target Score]Winter

Assessment Name [Target Score]Spring

Assessment Name [Target Score]Reading – CBM [90]

(Oral Reading Fluency)Reading – CBM [116]

(Oral Reading Fluency)Reading – CBM [131]

(Oral Reading Fluency)

Scientifically - Based Reading Instruction:The scientifically-based reading curriculum BLHS uses is Reading Wonders by McGraw Hill, which has been aligned with the Minnesota Academic Standards in English Language Arts (2010). Every student will receive highly effective instruction in the classroom. Small group

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instruction is used to differentiate for our diverse learners. Specific additional support will be provided for those students that need additional time or need to be challenged.

Multi-Tiered Intervention System of Support

This system can be traced to the work on data-based decision making by Deno and Mirkin (1977) and the US Department of Education’s report A Nation at Risk (1983). The framework is a systematic use of assessment data to efficiently allocate resources to improve learning for all students (Burns and VanDerHeyden, 2006). A meta-analysis of research found that multi-tiered systems of support led to improved outcomes such as fewer children referred to and placed into special education programs. Additionally, results included higher achievement scores and reduced behavioral difficulties among all students (BurnsAppleton, and Stehouwer, 2005). Children at-risk for reading failure demonstrated improved reading skills (Marston, Muyskens, Lau, Canter, 2003; Tilly, 2003).

Tier I Core Instruction: An adopted Balanced Literacy Framework that supports the MN state standards Designed to meet the needs of at least 80% of the learners through differentiation of

instruction On-going assessment to determine strengths and areas that need improvement Is completed within the regular classroom, including small group instruction/practice

Tier II Targeted Instruction: Interventions provided are in addition to Tier I Tier II students receive targeted instruction at least 3, and up to 5 times per week Instruction is provided in small groups (no more than 6 students) Groups are flexible to meet the needs of students Progress is monitored regularly (usually weekly) The Student Assistance Team (SAT) may be involved in this process

Tier III Intensive Intervention: Interventions provided are in addition to Tier I and sometimes Tier II interventions Instruction follows each student’s IEP Instruction is provided individually and in small groups Progress is monitored regularly The Special Education Team meets bi-weekly to discuss interventions and progress

English Learners and Other Diverse Populations:The district currently assesses all English Learners (ELs), using the MODEL – Measure of Developing English Language. It is an English language proficiency "screener" test given to incoming students who may be designated as English Learners, typically administered only to new students. It assists educators

Tier 1

Classroom

Tier 3

Special Ed, TITLE I / III

Tier 2

TITLE I / III

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with programmatic placement decisions such as identification and placement of ELs. The MODEL is one component of WIDA's comprehensive assessment system.

Assessing Comprehension and Communication in English State-to-State for English Learners (ACCESS for ELs 2.0) is a secure, large-scale English language proficiency assessment given to Kindergarten through 12th graders who have been identified as English Learners (ELs) to monitor students' progress in acquiring academic English.

MODEL and ACCESS for ELs 2.0 test items are written from the model performance indicators of WIDA's five English Language Proficiency (ELP) standards:

Social & Instructional Language Language of Language Arts• Language of Mathematics• Language of Science• Language of Social Studies

Test forms are divided into five grade-level clusters:• Kindergarten• Grades 1-2• Grades 3-5• Grades 6-8• Grades 9-12

Each form of the MODEL test assesses the four language domains of Listening, Speaking, Reading, and Writing.

Within each grade-level cluster (except Kindergarten), ACCESS for ELs 2.0 consists of three forms: Tier A (beginning), Tier B (intermediate), and Tier C (advanced). This keeps the test shorter and more appropriately targets each student’s range of language skills.

Based on the MODEL and ACCESS 2.0 assessments, students who qualify for EL support will receive the intervention of focused language skill development from a licensed EL teacher, in addition to the core instruction.

Based on the demographics of our district, resources will be allocated and professional development will be determined by the TITLE III – Minnesota River Valley Educational District (MRVED) Consortium annually. Instructional materials will be analyzed for its culturally appropriate content and purchased

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during the MRVED Consortium curriculum cycle for core subjects. EL curriculum materials and interventions, used to develop language skills, will be updated as needed or developed at-site(s).

Training / Coaching / Resources available for all school staff: SIOP (Sheltered Instruction Observation Protocol) / Newcomer Title III Activities ESL teachers take on trainer/coaching roles with regular education teachers Outside expert are used to train staff Sending teachers / paraprofessionals to appropriate trainings

The MODEL and ACCESS 2.0 assessments are used with EL students. These assessments are used in conjunction with the previously identified assessments administered to the student body ie. FAST, and MCAs (Grades 3-5). The disaggregated data from each assessment will be used to adapt programs, strengthen core instruction, accelerate the acquisition of oral language and literacy skills of ELs. The Literacy Team is charged with accessing, analyzing, interpreting, and applying the data. Other assessments used with EL students are the Woodcock-Munoz Language Survey-Revised and the TPAS test of Phonological Awareness in Spanish. Also, two new assessments have been purchased to use with preschool – grade 1, PHAI: Achievement Test and TELD: Test of Early Language Development.

Parent Communication and Involvement:

The district has developed a parent communication letter that will explain their child’s progress toward meeting the criterion-based fluency assessment goal. The letter will include the core literacy instructional practices and the intervention supports that are used with students who are not on track to achieve benchmark targets that reflect grade-level content standards.

Students, who are not meeting benchmark targets will be diagnosed for specific skill deficits.Interventions will be matched to the student’s needs in one or more of the five pillars of reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension).

The purpose of providing additional time on task, through these intensive interventions, is to effectively accelerated student achievement to match grade level expectations.

Parent Communication Plan1. Beginning in the year of kindergarten there will be an explanation of the core literacy

instructional practices and the systems of support as implemented in the district during fall conferences. School-wide Title I will be explained, along with the problem-solving practices used when indicated by diagnostic and progress monitoring data, and classroom supports used with all students.

2. Assessment results will be provided to parents within 30 school days.3. An additional explanation of the literacy program and supports will occur in October or

November during fall parent/teacher conferences.4. All parents will receive information as part of the fall and spring conferences with

suggestions on how to help strengthen their child’s literacy skills, based on the five pillars of literacy.

5. Parents of students receiving interventions will receive regular (usually weekly) progress monitoring data.

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The following are resources and tools, based on the five pillars of reading, for parents, caregivers, and/or community members to use in support of literacy practices at home:(See resources: www.nationalreadingpanel.org and/or http://helpmegrowmn.org)

Phonemic Awareness http://www.readingrockets.org/teaching/reading101/phonemic/ http://www.sedl.org/pubs/sedl-letter/v14n03/3.html http://www.ohiorc.org/Literacy_K5/ResourceCollections/Reading/default.aspx?id=13377 http://www.readwritethink.org/professional-development/professional-library/phonemic-

awareness-teaching-reading-20977.html http://www.learner.org/channel/workshops/readingk2/session3/resources.html

Phonics http://www.eduplace.com/rdg/res/literacy/phonics0.html http://www.projectpro.com/ICR/Research/Phonics/Summary.htm http://www.readingrockets.org/article.php?ID=10Fluency http://www.auburn.edu/~murraba/fluency.html http://www.readingrockets.org/article/c59/ http://www2.ed.gov/teachers/how/read/edpicks.jhtml

Vocabulary http://www.nifl.gov/partnershipforreading/publications/reading_first1vocab.html http://www.readingrockets.org/article/9943/ http://www.learningpt.org/pdfs/literacy/vocabulary.pdf

Comprehension http://ies.ed.gov/ncee/wwc/pdf/practiceguides/readingcomp_pg_092810.pdf http://www.readingrockets.org/ http://www.projectcriss.com http://www.ciera.org/library/presos/2004/csi/sparis.pdf http://people.mcgill.ca/files/panayiota.kendeou/Kendeou6.pdf

Additional Resources http://lincs.ed.gov/publications/pdf/science_research.pdf http://lincs.ed.gov/publications/pdf/PRFbooklet.pdf http://lincs.ed.gov/publications/pdf/big_dreams.pdf http://www.fcrr.org/Interventions/pdf/teachingAllStudentsToReadSummary.pdf

Motivation http://www.literacytrust.org.uk/Research/readmotivabstracts.html http://www.readingrockets.org/article/c55/

English Language Learners http://www.readingrockets.org/article.php?ID=409 http://iteslj.org/Articles/Stott-Schema.html http://www.colorincolorado.org/

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Oral Language Development http://onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2011.01576.x/full http://www.sciencedaily.com/releases/2011/08/110818142746.htm http://news.vanderbilt.edu/2011/08/preschool-language-literacy/ http://www.readingrockets.org/news/42902/

Professional Development: The BLHS District has 4 days available for Professional Development. Learning the curriculum in our new reading series, Reading Wonders and Wonderworks by McGraw Hill, will be the Reading/Literacy Professional Development focus for the 2017 - 2018 school year. Professional Development is provided through:

Grade-Level Common Planning Time Professional Learning Communities (PLCs) Regional/State Professional Development Peer Coaching/Mentoring Outside Resources/Consultants Literacy Team

The elementary school’s focus will be to provide: Regular opportunities for collaboration amongst teachers (across and within grades) to

concentrate on differentiating instruction within the curriculum.

Annually, a data-mining activity and analysis will be held. Data will be disaggregated and analyzed by the Literacy Team, who will then create SMART student goals and suggest Professional Development opportunities designed to address the needs identified by the data.

Communication system for annual reporting: The BLHS Elementary School District’s Annual Literacy Plan will be posted on the district website each year.