ISD 413: Marshall Public Schools Local Literacy Web viewFirst GradeNonsense Word ... By 2014, 81.5% of our 3rd ... Marshall Public Schools Local Literacy Plan Subject: 2013-2014 Last

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ISD 413: Marshall Public Schools Local Literacy Plan

2013-2014

Park Side Elementary Principal: Darci Love West Side Elementary Principal: Jeremy Williams

1

District 413, Marshall Public schoolsLocal Literacy plan

Pending Approval: June 17, 2013 by Marshall’s Board of Education

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:

Our district is currently using Literacy by Design from Rigby, a balanced literacy program to teach reading in kindergarten through grade 3. Included in this program are components for guided reading, read aloud, shared reading and independent reading. To enhance this curriculum, our district has adopted Reading Horizons, which is an explicit phonics instruction, and also uses the Daily Five. Both of our elementary schools have a library that contains 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 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 have been integrated into the curriculum and instruction to meet the needs of the district’s diverse learners. The district also uses Accelerated Reader (AR), which is a computerized program that tests basic reading comprehension. Students select books from their reading level, read independently or with a buddy and take an independent comprehension test on the computer. Each book is worth a certain number of points based on its length and reading level.

All students in grades K-3 are given the AIMSweb 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), the Developmental Reading Assessment (DRA), and the Rigby Benchmark Assessment System, struggling and at-risk students are identified and referred for reading interventions. Specific interventions are based on further assessments. The interventions are implemented through the collaborative efforts of the classroom teacher and other specialists. Each student’s progress is monitored weekly. If the selected, research-based intervention is not working, a different, research-based intervention is chosen and implemented. Students who are not responding to these interventions are referred to the Problem Solving Team to determine if they should be assessed for special education services. Parents are informed of their child’s progress at every step in the process.

The goal of the Marshall School District is to ensure that 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, and a map is in place 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 Marshall School District’s literacy program, please

contact: Jeremy Williams at (507) 537-6962 or [email protected], Amanda Grinager at (507) 537-6924 or [email protected], Stephanie DeVos at (507) 537-6948 or [email protected], or Darci Love at (507) 537-6948 or [email protected].

Literacy Plan Goals and Objectives:

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

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. When available, Pre-K data will be 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.

Curriculum resources will be aligned to the most current standards. Standards will be prioritized, and essential elements will be identified.

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 local 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. Best practices will be shared.

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.

An analysis of current practices and supports, which have led to improved results for groups of students that are not yet proficient, are shown below. The graphs include information on the kindergarten and first grade students’ early literacy skills, as well as first, second, and third grade students’ literacy skills.

2011 2012 20130%

10%

20%

30%

40%

50%

60%

70%

80%

52%

61%

69%

48%

39%

31%

Kindergarten - Letter Sound Fluency

At or Above Grade LevelBelow Grade Level

% F

luen

t

2011 2012 20130%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

43%

59%64%

57%

41%36%

First GradeNonsense Word Fluency


% F

luen

t

2011 2012 20130%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

66%71% 71%

34%29% 29%

First GradeOral Reading Fluency (R-CBM)


% F

luen

t

2011 2012 20130%

10%

20%

30%

40%

50%

60%

70%

80%

62%

69% 70%

38%

31% 30%

Second Grade Oral Reading Fluency (R-CBM)


% F

luen

t

2011 2012 20130%

10%

20%

30%

40%

50%

60%

70%66%

60%63%

34%40%

37%

Second Grade NWEA Spring Reading


% P

rofic

ient

2011 2012 20130%

10%

20%

30%

40%

50%

60%

70%

80%

64%67%

76%

36%33%

24%

Third Grade Oral Reading Fluency (R-CBM)


% F

luen

t

2011 2012 20130%

10%

20%

30%

40%

50%

60%

70%64% 64% 64%

36% 36% 36%

Third Grade NWEA Spring Reading


% P

rofic

ient

2008 2009 2010 2011 20120.0%

10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%

3rd Grade Proficiency TrendsMCA Reading

MPSState

By 2014, 81.5% of our 3rd graders will be proficient on the MCA Reading Assessment.

Process of Assessment:

The Title 1 Teachers, the interventionists, and the classroom teachers will administer the screening and diagnostic assessments listed below. Entrance criteria for interventions are based on a triangulation of assessment data, along with classroom teacher input.

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 Mean Middle-of-Year Mean End-of-Year Mean

K 142.5 151.0 157.7

1 160.3 170.7 176.9

2 175.9 183.6 189.6

3 189.9 194.6 199.2

4 199.8 203.2 206.7

5 207.1 209.8 212.3

6 212.3 214.3 216.4

7 216.3 218.2 219.7

8 219.3 221.2 222.4

9 221.4 221.9 222.9

10 223.2 223.4 223.8

11 223.4 223.5 223.7

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

Kindergarten AIMSweb AssessmentsFall

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]

Not Assessed Letter Sound Fluency [23] Letter Sound Fluency [36]

Not Assessed Not Assessed Phoneme Segmenting Fluency [45]

Not Assessed Not Assessed Nonsense Word Fluency [34]

First Grade AIMSweb AssessmentsFall



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 [23](Oral Reading Fluency)

Reading – CBM [53](Oral Reading Fluency)

Second Grade AIMSweb AssessmentsFall



Assessment Name [Target Score]Reading – CBM [51]

(Oral Reading Fluency)Reading – CBM [72]


(Oral Reading Fluency)

Third Grade AIMSweb AssessmentsFall



Assessment Name [Target Score]Reading – CBM [71]



(Oral Reading Fluency)Reading –Maze [12]

(Comprehension)Reading –Maze [15]

(Comprehension)Reading –Maze [16]

(Comprehension)

Students who do not meet the target score as listed above will undergo a diagnostic assessment to determine specific skill deficit(s) in one of the five strands of reading (phonemic awareness, phonics, fluency, comprehension, and vocabulary). One or more of the following research-based assessments will be used: Developmental Reading Assessment (DRA), Rigby Benchmark

Assessment, curriculum based pre-tests and post-tests, intervention based pre-tests and post-tests, and/or the Basic Reading Inventory (BRI).

The following table denotes the grade-level correlation between the Rigby Benchmark Assessment, the Developmental Reading Assessment, and Lexile Levels:

Grade Level Rigby Benchmark Assessment DRA Lexile Levels

KindergartenA A

1B 2

C 3

Grade 1

4

D 6

E 8

F 10

G 12

H 14200-299

I 16

Grade 2 J & K 20 300-399L & M 28 400-499

Grade 3 N 30 500-59934O & P 38 600-699

Grade 4 Q / R / S 40 700-799Grade 5 T / U / V 44 800-899Grade 6 W / X / Y 900-999Grade 7 Z 1000-1100Grade 8 Z

Based on the diagnostic assessments’ results, instruction and interventions will be matched to the student’s needs in one or more of the five strands of reading (phonemic awareness, phonics, fluency, comprehension, and vocabulary).

Following the assessments, parents will receive a letter informing them of the results, supports, interventions, and further diagnostic assessments that will be used to help their child meet the reading goals for their grade level. Parents will be invited into the school to visit about their child’s educational needs and asked if they have any questions. A list of potential supports that the parents can use to assist the child in achieving grade-level proficiency will be provided to the

parent. A complete outline of parent communication and involvement is found in the following section.

Progress monitoring data will be collected weekly and analyzed on a monthly basis at grade level data team meetings. The following process will be used:

A. Examine the student chart after 4-6 data points have been plotted and a trend line has been generated.

B. If a student has 4 data points clearly and consistently below the aim line, choose a new intervention.

C. If the student has 4 data points on or above the aim line, continue the current intervention until the student meets the grade-level benchmark.

D. If the student is on their second intervention and has 4 data points below the goal line, refer the student to the problem-solving team.

E. When the student has met the next grade level benchmark target and has 4 consecutive data points above the aim line, consider reducing or discontinuing the intervention.

F. Continue to progress monitor the student at least three times following the discontinuation of the intervention to assure that progress has been maintained.

Parent Communication and Involvement:

The district has developed a parent communication letter that will share the state-identified grade-level standards. The letter will include the core literacy instructional practices as well as the intervention supports that are used with students who are not on track to achieve benchmark targets that reflect grade-level content standards. How their child is progressing towards meeting these standards will be discussed at parent/teacher conferences.

Parent Communication Plan:1. At the beginning of the year, there will be a parent meeting 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. Additionally, parent communication will be provided though a handout and website postings.

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 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 throughout the school year with suggestions on

how to help strengthen their child’s literacy skills.

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 (phonemic awareness, phonics, fluency, comprehension, and vocabulary, please see Appendix B at the end of this document for our district’s resource list).

Multi-Tiered Systems of Support:

A Model of School Supports and the Problem Solving Process

ACADEMIC SYSTEMS

Tier 3: Intensive, Individual Interventions Students who need individualized interventions.

Tier 2: Targeted Group Interventions Students who need more support in addition to the core curriculum.

Tier 1: Core Curriculum All students, including students who require curricular enhancements for acceleration.

The first level of support occurs in the classroom with 90 minutes of core instruction delivered by the classroom teacher using the district’s reading curriculum that is aligned with the 2010 English Language Arts Standards. Research-based reading instruction will address the five strands of reading (phonemic awareness, phonics, fluency, comprehension and, vocabulary). Teachers differentiate instruction in small groups, according the needs of their diverse learners.

Based on screening and diagnostic assessments, the second level of support identifies students not meeting grade-level targets. These students are provided supplemental reading interventions according to their skill deficit(s). This level of support will be provided by the Title I Teachers and/or the Interventionists. The supplemental instruction will be provided to the students up to five days a week.

Students who have reached their supplemental reading goals will have their interventions cut back. Depending on the intervention, the supplemental instruction will last for 5 – 30 minutes a session.

Students who do not respond well to the interventions provided in Tier 2 receive the most intensive and individualized level of support. This is in addition to the 90 minutes of core instruction provided in the classroom. Students receiving Special Education services are included at this level.The Multi-tiered systems of support 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 (Burns, Appleton, and Stehouwer, 2005). Children at-risk for reading failure demonstrated improved reading skills (Marston, Muyskens, Lau, Canter, 2003; Tilly, 2003).

*Appendix A: Entrance and Exit Criteria for Kindergarten through 4th grade students in Title and RtI Services is attached at the end of this document.

Scientifically-Based Reading Instruction:

The scientifically-based reading curriculum Marshall uses is Literacy by Design from Rigby which has been aligned with the Minnesota Academic Standards in English Language Arts (2010). Small group instruction is used to differentiate for our diverse learners.

*Appendix B: Marshall’s Intervention Inventory for the five strands of reading is attached at the end of this document.

Professional Development: The Marshall School District has 8 days available for Professional Development. Plus, the Marshall School District allows for weekly Professional Learning Communities. Based on student performance data, the district has determined phonics instruction and writing instruction, along with the implementation of the Language Arts Common Core Standards in all content areas, will be the Reading/Literacy Professional Development focus for the 2013-2014 school year. Formative assessments will also be an area of focus.

Professional Development is provided through: Grade-Level Common Planning Time

Reading Mastery/Corrective Reading/ Soar to Success/Great Leaps/LiPS/

Seeing Stars/6 Minute Solutions/Read Naturally/

TIER 3

Great Leaps/6 Minute Solution/Soar to Success/Early Success/ Read Naturally/

LiPS/Seeing Stars/Incremental Rehearsal/MN Reading Corps

TIER 2

Explicit Phonics Instruction (Reading Horizons)/Literacy by Design from

Rigby/Guided Reading Groups/Daily 5TIER 1

Research-Based Interventions

Professional Learning Communities (PLCs) Regional Professional Development Train the Trainer Peer Coaching Basal Training from Company Representative Outside Resources/Consultants Literacy Team Mentoring Reading/Literacy Coach

Annually, in August, a data-mine will occur where data will be disaggregated and analyzed. Results will be shared with site level leadership teams, who will create SMART goals for school and district improvement plans. Professional Development opportunities will be designed to address the needs identified by the data.

English Learners and Other Diverse Populations:The district currently assesses all English Learners using the World-Class Instructional Design and Assessment (WIDA) assessments (W-APT and ACCESS).

W-APT stands for the WIDA-ACCESS Placement Test. 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 with programmatic placement decisions such as identification and placement of ELs. The W-APT is one component of WIDA's comprehensive assessment system.

Assessing Comprehension and Communication in English State-to-State for English Learners (ACCESS for ELs) is a secure, large-scale English language proficiency assessment given to Kindergarten through 12th graders who have been identified as English Learners (ELs). It is given annually in Minnesota beginning in the 2011-2012 school year to monitor students' progress in acquiring academic English.

W-APT and ACCESS for ELs 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 W-APT test assesses the four language domains of Listening, Speaking, Reading, and Writing.

Within each grade-level cluster (except Kindergarten), ACCESS for ELs 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 W-APT and ACCESS assessments, students who qualify for ESL support will receive the intervention of focused language skill development from a licensed ESL teacher, in addition to the core instruction.

In grades K – 3, the Marshall School District has 99 English Learners and 214 students that are non-white. Based on these demographics, resources will be allocated, and professional development will be determined by the EL Coordinator and the Administration Team annually.

Instructional materials will be analyzed for its culturally appropriate content and purchased during the district’s curriculum cycle for core subjects. EL curriculum materials and interventions, used to develop language skills, will be updated as-needed or developed on-site.

Training Opportunities provided in the area of EL Instruction: March 2012

o Marshall Public Schools worked with Jill Bromenschenkelo Language acquisition overview with general strategies and approaches for ELs’ RWLS

(reading, writing, listening, and speaking) 2012 – 2013 School Year

o Development of Academic Language to Accelerate Academic Achievement o Demystifying the WIDA ELD Standards

2013 – 2014 School Yearo Interaction Strategies to promote student engagement

Increase voice and accountability for ELLs in the classroomso 21st Century Tools to support language acquisition

Engaging ELLs and all students via web tools and digital apps

All of these opportunities will be offered to all of our general education staff, as well as our EL staff.

The W-APT and ACCESS assessments are used with EL students. These assessments are used in conjunction with the previously mentioned assessments administered to the entire student body: AIMSweb, Rigby Benchmark Assessment, DRA, MAP, and MCAs. The disaggregated data compiled from each of those assessments will be used to improve programs, strengthen core instruction, and

accelerate the acquisition of oral language and literacy skills of ELs. The EL Coordinator, EL teachers and the Administration Team are responsible for accessing, analyzing, interpreting, and applying the disaggregated data.

Communication system for annual reporting: *Appendix C: Marshall Public Schools District #0413 Information and Measures Document is attached at the end of this document.

Stakeholder feedback:

1. Was the information easy to find?

2. Is this document useful?

3. Were the reading strategy links helpful in working with your child?

4. Did you feel supported by the school district to help your child read well by 3rd grade?

Tier 1 Tier 2 Tier 3

Core Curriculum90 minutes/day

Provided by classroom teacher

Screening/Benchmark tested 3 times per year

Meets or exceeds grade level benchmark

targets

Continue Core Curriculum

90 minutes/day by classroom teacher

If not meeting grade level benchmark

targets, administer diagnostic

assessment to determine specific instructional needs.

Intervention with Small Group for 30 minutes for

4-5 days/week

Progress Monitor Weekly

If 3 to 4 data points are

consecutively above the Aim Line, with one data point at or above the next

benchmark target, exit from

intervention.

If 4 data points are

consecutively below the Aim

Line, change the intervention.

Title I ServicesSpecial Education

Push-in or Pull-Out Intervention with Small

Group for 30 minutes for 4-5 days/week

Progress monitor twice a week

If successful, determine

how this level of support

will be maintained.

If not successful, refer for a

special education

evaluation.

Appendix A:Entrance and Exit Criteria for K – 4 Title and RtI Services

Entrance Criteria for Kindergarten Title and RtI Services

Fall Benchmark (August/September):

Comparison of Results: AIMSweb Letter Naming

Fluency Below 16 (yellow) Below 4 (red)

Kindergarten Assessment Letter Identification

Below 32 (lower than 60%)

Lowest Students Receive Title Services

Others Receive Supplemental Instruction

Winter Benchmark (January):

Comparison of Results: AIMSweb Letter Naming


AIMSweb Letter Sound Fluency

Below 23 (yellow) Below 12 (red)

Kindergarten Assessment Letter Identification Letter Sounds Star Words Phonemic Assessment

(PAS) A Cumulative

Score below 167 (lower than 80%)

Repeat phonemic assessment on students lower than 80% for more up-to-date results

Lowest Students Receive Title Services

Others Receive Supplemental Instruction

Spring Benchmark (May):

Comparison of Results: AIMSweb Letter Naming Fluency


AIMSweb Letter Sound Fluency Below 36 (yellow) Below 25 (red)

AIMSweb Phoneme Segmentation Fluency


AIMSweb Nonsense Word Fluency Below 34 (yellow) Below 22 (red)

Kindergarten Assessment Letter Identification Letter Sounds Star Words Phonemic Assessment

(PAS) A Cumulative Score

below 167 (lower than 80%)

Lowest Students Flagged for Title Services in Fall of 1st Grade

Students are Subject to Change with Fall Benchmark Data

Others Flagged for Supplemental Instruction in Fall of 1st Grade


**Title groups are limited by availability of space and necessary materials for appropriate instruction.

** In order for EL students to receive Title Services at any point during the year, their language level must be at least a Level 3 to ensure they have enough language to benefit from reading services. If questions arise on student placement, refer to administration for further advice.

Entrance Criteria for 1 st Grade Title and RtI Service

Fall (August/September)

Consult list of flagged incoming KDG students

During first week of school, administer DRA to determine Title placement

Students must be below a DRA Level 3 to receive Title

Comparison of Results: AIMSweb Phoneme

Segmentation Fluency Below 38 (yellow) Below 25 (red)

AIMSweb Nonsense Word Fluency


Services will begin immediately Services are subject to change

depending on further assessment results

If necessary and if additional students need services, students will be further assessed with a diagnostic assessment in order to determine area of reading concern, i.e.:

Letter Naming Letter Sounds Phonemic Awareness Phonics Vocabulary Concepts About Print Basic Reading Inventory DRA

Students will be placed into instruction appropriate for their reading needs

Winter (January)

Comparison of Results: AIMSweb Nonsense Word


AIMSweb Oral Reading Fluency


DRA Requirements for Title Students must be

below a DRA Level 8 Services will begin immediately

Services are subject to change depending on further assessment results




Spring (May)

Comparison of Results: AIMSweb Nonsense Word


AIMSweb Oral Reading Fluency Below 53 (yellow) Below 28 (red)

Students Flagged for Title Services in Fall of 2nd Grade

Students must be below DRA Level 16


Students Flagged for Supplemental Instruction in Fall of 2nd Grade




Entrance Criteria for 2 nd Grade Title and RtI Services


Consult list of flagged incoming 1st Grade students

During first week of school, administer DRA to determine Title placement

Students must be at or below a DRA Level 14 to receive Title

Comparison of Results: AIMSweb Oral Reading


Services will begin immediately Services are subject to change

depending on further assessment results




Winter (January)



DRA Requirements for Title Students must be at

or below a DRA level 20




Spring (May)



NWEA Reading Score Below 180

Students Flagged for Title Services in Fall of 3rd Grade

Students must be at or below a DRA Level 24


Students Flagged for Supplemental Instruction in Fall of 3rd Grade




Entrance Criteria for 3 rd Grade Title and RtI Services


Consult list of flagged incoming 2nd Grade students

During first week of school, administer DRA to students to determine Title placement




AIMSweb MAZE Below 12 (yellow) Below 8 (red)





Winter (January)





below a DRA Level 28




Spring (May)





MCA Reading Score Below 350

Students Flagged for Title Services in Fall of 4th Grade

Students must be below a DRA Level 30


Students Flagged for Supplemental Instruction in Fall of 4th Grade




Entrance Criteria for 4 th Grade Title and RtI Services


Consult list of flagged incoming 3rd Grade students

During first week of school, administer DRA to students to determine Title placement


Comparison of Results: AIMSweb Oral Reading Fluency








Winter (January)





below a DRA Level 34





Spring (May)






Students Flagged for Reading Enrichment Classes in Fall of 5th Grade




Exit Criteria for Kindergarten Title and RtI Services AT LEAST 4 consecutive data points above the aim line One data point MUST be at the next benchmark level

Letter Naming Fluency Fall – 39 or above Winter – 48 or above

Letter Sound Fluency Fall – 23 or above Winter – 36 or above

Phoneme Segmentation Fluency Fall – 27 or above Winter – 45 or above

Nonsense Word Fluency Fall – 21 or above Winter – 34 or above

IF the following requirements have been met, the student will be brought to the grade level data team meeting to determine the next step for each student as an individual.

1. Continue with the current intervention 2. Change the intervention

Service other skill deficit 3. Enter maintenance program

Cut back services to two days a week for two weeks while continuing to progress monitor to ensure student can maintain success with less services

If maintains scores with two days of services for two weeks: Consider providing Title/Supplemental

instruction in next level (i.e., nonsense word fluency, oral reading fluency)

Continue to progress monitor for three additional weeks with NO services to ensure student can maintain success on their own

If student is able to continue successfully without extra services, officially exit from Title/Supplemental services

Send exit letter home for students that received Title Services If scores fall below aim line without extra

instruction, place student back into Title/Supplemental instruction

If scores fall below aim line with two days of services:

Increase Title/Supplemental instruction back to five days a week

4. Complete exit from services Continue to progress monitor for three additional

weeks with NO services to ensure student can maintain success on their own

PLEASE NOTE: The decisions being made at the grade level data team meetings will be student-centered. We will be looking at what is best for each of the individual students. We understand that every student presents a unique situation and will be considered in that manner.

Interventionists will be given an opportunity to present the information regarding the child in their small-group settings along with the data to support their perspectives.

Classroom teachers will be given an opportunity to present information regarding the child in the classroom along with classroom data to support their viewpoints.

IF there is a situation where the group cannot come to a consensus on a decision regarding a student, the building principal will be given extra time to analyze the data that was presented and will make the final decision regarding that student.

Exit Criteria for 1 st Grade Title and RtI Services Title Students MUST Meet Criteria with the DRA and with AIMSweb Supplemental Students MUST Meet Criteria with AIMSweb DRA Levels MUST be at or above grade level

Fall – At or above a Level 3 Winter – At or above a Level 8 Spring – At or above a Level 16

AIMSweb AT LEAST 4 consecutive data points above the aim line One data point MUST be at the next benchmark level Phoneme Segmentation Fluency

Fall – 49 or above Winter – 53 or above

Nonsense Word Fluency Fall – 49 or above Winter – 62 or above

Oral Reading Fluency Winter – 53 or above









Send exit letter home for students that received Title Services If scores fall below aim line without extra

instruction, place student back into Title/Supplemental instruction









Exit Criteria for 2 nd Grade Title and RtI Services Title Students MUST Meet Criteria with the DRA and with

AIMSweb Supplemental Students MUST Meet Criteria with AIMSweb DRA Levels MUST be at or above grade level


AIMSweb AT LEAST 4 consecutive data points above the aim line One data point MUST be at the next benchmark level Oral Reading Fluency










Send exit letter home for students that received Title Services If scores fall below aim line without

extra instruction, place student back into Title/Supplemental instruction









Exit Criteria for 3 rd Grade Title and RtI Services Title Students Must Meet Criteria with the DRA and with AIMSweb Supplemental Students Must Meet Criteria with AIMSweb DRA Levels MUST be at or above grade level




MAZE - Comprehension Fall – 15 or above Winter – 16 or above



















Exit Criteria for 4 th Grade Title and RtI Services Title Students Must Meet Criteria with the DRA and with AIMSweb Supplemental Students Must Meet Criteria with AIMSweb DRA Levels MUST be at or above grade level




MAZE - Comprehension Fall – 19 or above Winter – 19 or above



















Appendix B:Marshall Public School District’s Intervention Inventory

Phonemic Awareness Interventions:

Intervention Name: Grade: Reading Strand:

PA = Phonemic Awareness

P = Phonics

F = Fluency

C = Comprehension

V = Vocabulary

Objective/Targeted Skills: Group Size: Time: School Location and/or Trained Staff:

Corrective Reading - by SRA

3rd grade and up; determined by placement

PA

F

P

V

C

Corrective Reading provides intensive, sustained direct instruction to address deficiencies in decoding and comprehension. Frequent interactions between teacher and students to maximize time spent learning. Guided and independent practice and application to gradually transfer responsibility for learning.

Individual or Small Group

30 minutes SPED at West Side

Middle School FACS Room – All Middle School Language Arts teachers are trained, along with Jess Leibfried, Mary Jo Hmielewski , and Arlene Markell

Early Success/Soar to Success

K – 5 PA

F

P

V

C

Two primary goals of this intervention are: to accelerate student; reading ability, and to help students to quickly and easily apply the comprehension and decoding strategies they have learned to other content area texts. The ultimate goal of Soar however, is to increase students; understanding of what they read through an approach called reciprocal teaching. Essentially, reciprocal teaching is a lively dialogue between the teacher and the students where students are taught to use the cognitive strategies of summarizing, clarifying,


30 minutes Title 1 Rooms at Park Side and West Side

Middle School FACS Room

questioning, and predicting.

Elkonin (Sound) Boxes K – 2 PA

P

Segmentation and blending of phonemes


5 – 10 minutes

www.readingrocket.com

Fast ForWord K – 8 PA

F

P

Fast ForWord® Language builds fundamental cognitive skills of memory, attention, processing, and sequencing in the context of key language and reading skills, including listening accuracy, phonological awareness, and language structures. Programs in the Fast ForWord® to Reading series provide the next sequence of cognitive skills designed to help students acquire reading skills.

Individual 40 – 45 minutes

Web-based Program:

Park Side, West Side, and Middle School

Incremental Rehearsal K – 6 PA

F

P

Practice letter names, letter sounds, sight words


10 minutes Title I Rooms at Park Side and West Side;

www.rti4teachers.com

Lindamood-Bell LiPS K – 6 PA

P

Stimulates phonemic awareness. Individuals become aware of the mouth actions which produce speech sounds. This awareness becomes the means of verifying sounds within words and enables individuals to become self-correcting in reading and spelling, and speech

Individual, Small Group, or Whole Group

Varies Title I Rooms at Park Side and West Side

Lindamood-Bell K – 6 PA Supplemental/intervention program designed to instruct and improve students’ phonemic awareness, sight

Individual, Small Group, or Whole


http://www.rti4teachers.com/

http://www.readingrocket.com/

Seeing Stars P

F

word knowledge and spelling through the development of symbol imagery and integrate that imagery with language as a basis for language comprehension and thinking.

Group

Reading Mastery

(Direct Instruction)

K – 6 PA

F

P

C

V

Reading Mastery is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading language program for grades K–6. The program begins by teaching phonemic awareness and sound-letter correspondence and progresses to word and passage reading, vocabulary development, comprehension, and building oral reading fluency. Later lessons emphasize accurate and fluent decoding while teaching students the skills necessary to comprehend and learn from expository text.


30 minutes Park Side (SPED - Reading Curriculum)

Title I Room at West Side, Middle School FACS Room

Say It, Move It K – 4 PA

P

Phonemic Awareness Individual or Small Group

5 min Title I Rooms at Park Side and West Side

Resources to use with Explicit Instruction:

Florida Center for Reading Research

Student Center Activities

K – 5 PA

F

P

C

V

Empower Teacher explicit instruction lessons for K-3, Activities in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension


Varies www.fcrr.org

http://www.fcrr.org/

Reading A-Z Reading-Tutor

PreK – 5 PA

F

P

V

C

Tutor lessons designed for student needing Tier 3 intervention in any of the key 5 areas of reading.


Varies www.readinga-z.com

starfall.com PreK – 4 PA

F

P

V

C

A systematic phonics approach, in conjunction with phonemic awareness practice is perfect for preschool, kindergarten, first grade, second grade, special education, home school, and English language development (ELD, ELL, ESL).

Individual Varies www.starfall.com

Study Island 2 – 12 PA

F

P

V

C

Computer program working to prepare students for MCA

Individual Varies www.studyisland.com

Phonics Interventions

http://www.studyisland.com/

http://www.starfall.com/

http://www.readinga-z.com/



P = Phonics

F = Fluency

C = Comprehension

V = Vocabulary


Corrective Reading by SRA


P

F

PA

V

C






K – 5 P

F

PA

V

C

Two primary goals of this intervention are: to accelerate student; reading ability, and to help students to quickly and easily apply the comprehension and decoding strategies they have learned to other content area texts. The ultimate goal of Soar however, is to increase students; understanding of what they read through an approach called reciprocal teaching. Essentially, reciprocal teaching is a lively dialogue between the teacher and the students where students are taught to use the cognitive strategies of summarizing, clarifying, questioning, and predicting.




Elkonin (Sound) Boxes K – 2 P Segmentation and blending of Individual or 5-10 www.readingrocket.com

http://www.readingrocket.com/

PA phonemes Small Groups minutes

Fast ForWord K – 8 P

F

PA

Fast ForWord® Language builds fundamental cognitive skills of memory, attention, processing, and sequencing in the context of key language and reading skills, including listening accuracy, phonological awareness, and language structures. Programs in the Fast ForWord® to Reading series provide the next sequence of cognitive skills designed to help students acquire reading skills.


Web-based Program:

Park Side, West Side, and Middle School

Incremental Rehearsal K – 6 P

F

PA





Lindamood-Bell LiPS K – 6 P

PA

Stimulates phonemic awareness. Individuals become aware of the mouth actions which produce speech sounds. This awareness becomes the means of verifying sounds within words and enables individuals to become self-correcting in reading and spelling, and speech



Lindamood-Bell

Seeing Stars

K – 6 P

PA

F

Supplemental/intervention program designed to instruct and improve students’ phonemic awareness, sight word knowledge and spelling through the development of symbol imagery and integrate that imagery with




language as a basis for language comprehension and thinking.

Reading Mastery


K – 6 P

F

PA

C

V





Say It, Move It K – 4 P

PA

Phonemic Awareness Individual or Small Group

5 min Title I Rooms at Park Side and West Side

SRA Kits 1st grade

3 – 12

P

C

V

SRA’s Reading Laboratories provide individualized reading instruction to a whole classroom of readers at different levels. The Labs offer lessons in phonics, decodable text, timed reading and fluency, comprehension, vocabulary, test preparation, and literature.


1st grade

5th grade LA Rooms

6th grade LA Rooms


VoWac K – 4 P A systematic, sequential Phonics program to build the essential literacy skills needed for reading success: phonological awareness, decoding, spelling


20 – 30 minutes

Title/SPED

Words Their Way K – 4 P Students will learn the regularities, Individual, 10 – 15 K – 4 Pilot Program

V patterns, and conventions of English Orthography needed to read and spell successfully

Small Group, or Whole Group

minutes




K – 5 P

PA

F

C

V



Varies www.fcrr.org


PreK – 5 P

PA

F

V

C




starfall.com PreK – 4 P

PA

F

V

C



Study Island 2 – 12 P

PA

F







V

C

Fluency Interventions:




P = Phonics

F = Fluency

C = Comprehension

V = Vocabulary



F

PA

P

V

C






K – 5 F

PA

P

V

C

Two primary goals of this intervention are: to accelerate student; reading ability, and to help students to quickly and easily apply the comprehension and decoding strategies they have learned to other content area texts. The ultimate goal of Soar however, is to increase students; understanding of what they read through an approach called reciprocal teaching. Essentially, reciprocal teaching is a lively dialogue between the teacher and the students where students are taught to use the cognitive strategies of summarizing, clarifying, questioning, and predicting.




Fast ForWord K – 8 F

PA

P

Fast ForWord® Language builds fundamental cognitive skills of memory, attention, processing, and sequencing in the context of key


Web-based Program:

Park Side, West Side,

language and reading skills, including listening accuracy, phonological awareness, and language structures. Programs in the Fast ForWord® to Reading series provide the next sequence of cognitive skills designed to help students acquire reading skills.

and Middle School

Flash Fluency 1 – 5 F Flash Fluency 10-10-10 has been developed by The Positive Engagement Project to help students receive plenty of opportunity to practice the most frequently used "no excuse" words and grade appropriate academic vocabulary in a format that is fun and motivating. It is comprised of four levels, (Tide Pool, Low Tide, High Tide, and Tidal Wave), while maintaining consistency with how students progress through the Tests in each of the levels. In addition, each level has the previous level(s) automatically embedded into it to provide additional practice for students who need it while allowing quick review and movement to higher students, allowing all levels of readers to have a sense of accomplishment and success based upon their own individual abilities.

Individual Small Groups

5 – 10 minutes

Title I Rooms at Park Side and West Side

Incremental Rehearsal K – 6 F

P

PA





Jamestown Readers 5 – 8 F High-interest, nonfiction selections Individual or 20 – 30 Middle School FACS


C followed by exercises in reading comprehension and critical thinking skills and fluency probes

Small Group minutes Room

Lindamood-Bell Seeing Stars

K – 6 F

PA

P

Supplemental/intervention program designed to instruct and improve students’ phonemic awareness, sight word knowledge and spelling through the development of symbol imagery.


30 minutes Title I Rooms at Park Side and West Side

Read Naturally 3 – 8 F To increase fluent reading and comprehension on passages for students who read with high accuracy, show benefit from repeated practice on the same passage, & demonstrate poor comprehension of passages read


20 – 30 minutes

Title I Rooms at West Side and

SPED Rooms at Middle School

Reading Mastery


K – 6 F

PA

P

C

V





Six Minute Solution 5 – 8 F Involves partner reading, where Partner 1 reads for one minute and then Partner 2 reads the same passage. The goal of the program is

Individual, Small Group, or Whole Group,

10 minutes Language Arts Classrooms at Middle School and Middle School FACS Room

to help teachers provide students with concentrated practice on phonetic elements, sight word vocabulary, and expository passage reading in order to build overall fluency.



K – 5 F Empower Teacher explicit instruction lessons for K-3, Activities in Phonemic

Individual, Small Group,

Varies www.fcrr.org



PA

P

C

V

Awareness, Phonics, Fluency, Vocabulary, and Comprehension

or Whole Group


PreK – 5 F

PA

P

V

C




starfall.com PreK – 4 F

PA

P

V

C



Study Island 2 – 12 F

PA

P

V

C



Minnesota Reading Corps Interventions:




Duet Reading 1 – 8 F To increase fluent reading particularly for students who often lose their spot when reading who just don’t get to the next word quickly enough & who benefit from a delayed model for correct word reading

Individual 10 - 20 min K-4 teachers are trained


Newscaster 1 – 8 F (Prosody) To increase fluency and prosody for students who have difficulty with phrasing and expression who benefit from repeated modeling to increase accuracy



Pencil Tap 1 – 5 F To increase reading fluency for students who make many reading errors which they do not independently self correct & who demonstrate the skills to correct words reading error when cued to do so



Repeated Reading w/ Comprehension

1 – 5 F

C

To increase fluent reading and comprehension on passages for students who read with high accuracy, show benefit from repeated practice on the same passage, & demonstrate poor comprehension of passages read

Individual 20 min K-4 teachers are trained


Stop/Go 1 – 5 F To increase reading fluency for students who appear to ignore sentence end marks or other punctuation & who demonstrate poor phrasing or many word or phrase repetitions in oral reading



Comprehension Interventions:



P = Phonics

F = Fluency

C = Comprehension

V = Vocabulary




C

F

PA

P

V






K – 5 C

F

PA

P

Two primary goals of this intervention are: to accelerate student; reading ability, and to help students to quickly and easily apply the comprehension and decoding strategies they have learned to other content area texts. The ultimate goal of Soar however, is to increase students; understanding




V of what they read through an approach called reciprocal teaching. Essentially, reciprocal teaching is a lively dialogue between the teacher and the students where students are taught to use the cognitive strategies of summarizing, clarifying, questioning, and predicting.

Jamestown Readers 5 – 8 C

F

High-interest, nonfiction selections followed by exercises in reading comprehension and critical thinking skills and fluency probes


20 – 30 minutes


Lindamood-Bell

Visualizing and

Verbalizing

(to be trained in the fall)

K – 6 C The Visualizing and Verbalizing® program develops concept imagery for both oral and written language. Through a series of steps, students learn to create an imaged gestalt and integrate that imagery with language as a basis for language comprehension and thinking.

Whole Group,

Small Group, Individual, Small Group, or Whole Group

varies Title I Rooms at Park Side and West Side

Reading Mastery


K – 6 C

F

PA

P

V

Reading Mastery is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading language program for grades K–6. The program begins by teaching phonemic awareness and sound-letter correspondence and progresses to word and passage reading, vocabulary development, comprehension, and building oral reading fluency. Later lessons emphasize accurate and fluent decoding while teaching students the




skills necessary to comprehend and learn from expository text.

SRA Kits 1st grade

3 – 12

C

P

V



1st grade

5th grade LA Rooms

6th grade LA Rooms





K – 5 C

F

PA

P

V



Varies www.fcrr.org


PreK – 5 C

F

PA

P

V




starfall.com PreK – 4 C

F

PA

P

A systematic phonics approach, in conjunction with phonemic awareness practice is perfect for preschool, kindergarten, first grade, second grade, special education, home school, and English language





V development (ELD, ELL, ESL).

Study Island 2 – 12 C

F

PA

P

V



Minnesota Reading Corps Interventions:

Repeated Reading w/ Comprehension

1 – 5 C

F

To increase fluent reading and comprehension on passages for students who read with high accuracy, show benefit from repeated practice on the same passage, & demonstrate poor comprehension of passages read




Vocabulary Interventions:



P = Phonics

F = Fluency

C = Comprehension

V = Vocabulary


Corrective Reading - by SRA


V

PA

F

P

C






K – 5 V

PA

F

P

C

Two primary goals of this intervention are: to accelerate student; reading ability, and to help students to quickly and easily apply the comprehension and decoding strategies they have learned to other content area texts. The ultimate goal of Soar however, is to increase students; understanding of what they read through an approach called reciprocal teaching. Essentially, reciprocal teaching is a lively dialogue between the teacher and the students where students are




taught to use the cognitive strategies of summarizing, clarifying, questioning, and predicting.

Reading Mastery


K – 6 V

PA

F

P

C





SRA Kits 1st grade

3 – 12

V

P

C



1st grade

5th grade LA Rooms

6th grade LA Rooms


Words Their Way K – 4 V

P

Students will learn the regularities, patterns, and conventions of English Orthography needed to read and spell successfully


10 – 15 minutes

K – 4 Pilot Program




K – 5 V

C

F

PA

P



Varies www.fcrr.org


PreK – 5 V

C

F

PA

P




starfall.com PreK – 4 V

C

F

PA

P



Study Island 2 – 12 V

C

F

PA

P







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