District #4089 New City Charter School Local Literacy Plan Statement of goals or objectives defining how reading proficiency will be ensured for A LL students at each grade level Kindergarten through Grade 3. Teachers in kindergarten through third grade will use 50 minutes for reading instruction and 50 minutes for writing instruction. New City School will use the balanced literacy approach which encompasses reading aloud, shared reading, guided reading, independent reading, semiindependent reading, spelling and word study, writing aloud, shared/interactive writing, guided writing, and independent writing. Students participating in guided reading groups are grouped based on a students instructional reading level from the data collected on teacher observations, Developmental Reading Assessment (DRA) tests, and the Woodcock-Johnson Test of Achievement. These groups meet throughout the week to work on skills that students need to meet grade level standards. A student who reads at an instructional level means they read the text at 94% to 96% accuracy for fluency and comprehension. When a student reads at an independent level, they read with 97% to 100% accuracy for fluency and comprehension. If a student is below grade level, interventions are put into place to help ensure the student improves. Such interventions put into place to work with these students are working with an America Reads tutor, work on fluency with the Read Naturally program, and work with the teacher 1:1 on reading skills. If a triangulation of test scores shows student is 1.5 years below grade level, they are then given Title I services. Students that are not identified as needing Title I services, but below their grade level in reading, are progressed monitored through a running record test, such as the Qualitative Reading Inventory, to monitor their growth, work with America Reads tutors 1:1 on reading skills, and are met regularly with the classroom teacher.
Statement(s) of process to assess students' level of reading proficiency including assessments used, when administered, how proficiency is determined, and when and how results are communicated with parents of students in Kindergarten through Grade 3. A ssessment Chart for New City Charter School Grad e
Not proficient
K
Assessed beginnin g of year DRA, Teacher created assessment
1st Grade
DRA, WCJ3
If below grade DRA to level up to 1.4, Title I progress students monitor every 6 weeks. If below 1.5 or greater, become Title I. Interventions implemented
2nd Grade
DRA, WCJ3
If below grade level up to 1.4, progress monitor every 6 weeks. If
Developmentally we allow our Kindergartners to grow from Fall to Winter under the watchful eyes of classroom, Title 1, Sp.Ed and America Read teachers
Assessed middle of year Teacher created assessment
DRA to Title I students
Not proficient
Assessed end of year DRA, Teacher created assessment
Progress monitor every 6 weeks and implement interventions only for those students who do not show growth from Fall to Winter Continue DRA progressmonitoring students below grade level and implement interventions . If no progress is made, begin child study. Continue DRA progressmonitoring students below grade
below 1.5 or greater, become Title I. Interventions implemented 3rd Grade
DRA, ITBS
If below grade DRA to level up to 1.4, Title I progress students monitor every 6 weeks. If below 1.5 or greater, become Title I. Interventions implemented
level and implement interventions . If no progress is made, begin child study. Continue progressmonitoring students below grade level and implement interventions . If no progress is made, begin child study.
DRA
Students in grades K-3 are assessed at the beginning of the school year using the Developmental Reading Assessment (DRA). In October, students in first and second grade are assessed using the Woodcock-Johnson test and students in third grade are tested using the Iowa Test of Basic Skills. Kindergarten students are assessed three times a year by the kindergarten teacher on letter identification, letter sounds, and sight words. If a student is below grade level based on the test scores, they are either placed into Title I services (qualify if 1.5 years or below grade level) or progress monitored every 6 weeks using the Qualitative Reading Inventory. Students are placed into guided reading groups based on their test scores. Next school year, we will be assessing all incoming kindergarteners on phonemic awareness skills, letter identification, letter sounds, and sight words at the beginning of the year to receive baseline data and again in the winter to see if any progress was made. If not, interventions will be in place and parents notified to ensure growth will be made. As well as assessing kindergarteners, we will assess first graders in blending and segmenting words and decodable word throughout the year. Lastly, we will test second graders in high frequency words throughout the year. In the spring, all students are assessed using the DRA to determine growth and progress throughout the year. Proficiency is determined in a student when they demonstrate grade level standards shown in the DRA test administered in the spring.
If a student is in Title I, they are assessed in the winter using the DRA to monitor growth & areas to improve on. The result of the assessments and the progress of students in reading are shared with families during conference time in the fall, spring, and summer. Scores from the ITBS are sent home with students along with a letter explaining how to interpret the scores.
Specific information on how elementary schools within the district will notify and involve parents to accelerate literacy development for their children in each grade Kindergarten through Grade 3. Communication between families on their child’s literacy scores is discussed at conferences with the families in the fall and spring. Letters are sent home to parents explaining the results and how to interpret their scores for ITBS. During parent teacher conferences in the fall and spring, teachers discuss extra support their child may receive to improve literacy skills. Resources are also provided to parents about strategies they can work on with their child at home. At the end of the school year, a detailed report card is sent home to parents outlining their child’s strengths and weaknesses in reading, writing, and math along with teachers suggestions and recommendations for each child to improve on over summer break. Throughout the school year, the kindergarten teacher communicates with parents weekly about the curriculum taught during the week and offers suggestions and resources on what they can do at home to practice those skills. When a student qualifies to receive extra reading support from Title I, the Title I teacher discusses with the parents that their child has met the criteria to be placed in Title I. They discuss the testing done, scores they received, what they mean, and how their child qualified for the services. The Title I teacher also discusses what area(s) of instruction in reading will be focused on, how the student will be progress monitored, and how the student is eligible to exit the Title I program when they demonstrate reading at or above grade level determined by a triangulation of their test scores. To provide resources to families regarding strategies to use at home with their child, a Title I night is held annually to teach parents how to read with their child and what they should be looking for when reading with their child.
Explain for a public audience what interventions will be available to students not reading at or above grade level in grades Kindergarten through Grade 3 and how
these interventions will be based on learner data, how services will be provided, and how parents will be informed of student progress During literacy time, teachers are provided with America Reads tutors that work with students individually on skills. Students struggling with fluency are identified and pulled for Read Naturally. Students who are below grade level 1.5 or more are identified and placed in Title I, which meets with students 20 -30 minutes a day during non-instructional time four or five times a week. Students are assessed 2 times a year using the DRA. Those students who are below their grade level, but not 1.5 years below, are progressed monitored every 6 weeks. Parents are notified of their progress during fall and spring conferences and when deemed necessary by the teacher. Staff receives suggestions on interventions to implement in the classroom from staff development teacher and Title I teacher on students who are progress monitored Describe how elementary teachers will participate in, and benefit from professional development on scientifically-based reading instruction. Teachers and specialists participate in peer coaching each year and each teacher is paired with a teacher from a different grade level. The teacher’s work together by observing one another, collecting data, and giving feedback to help improve instruction based on their action plan the teacher created around a professional development goal. Teachers also participate in Teachers Assisting Teachers (TAT) groups, which study an individual student, look at areas of concerns, and provide strategies and additional support to help that student move along. Study groups are also formed that allowed teachers to read a professional development book focused on reading and/or writing strategies to use within the classroom. These groups meet biweekly to discuss what was read and how to implement the strategies into the classroom. All staff participate in weekly staff development conducted before school which focuses on instructional interventions, guided reading instruction, reading and writing workshop curriculum, and social curriculum. Some of the staff development is based on staff members who participate in outside professional development opportunities (i.e. attending Lucy Calkins training, Debbie Miller training, Reading Workshop training) and then return to school and become a resource person in the area of training they received. This staff member also leads staff development in strategies learned to help improve the reading program at our school. In addition to staff development meeting weekly, our staff development teacher meets with teachers to assist in teaching and modeling guided reading lessons, help with reading
assessments, and planning reading instruction. Data collected from assessments (DRA, ITBS, WCJ3, MCA, running records, QRI, ACCESS for ELLs) conducted throughout the year help to prioritize curriculum materials needed to move students along. Therefore, we purchased leveled books because data indicated that students needed to spend more time with eyes on text and reading books at their independent level. Time was also given to teachers that allowed them to organize & level their classroom library and attend workshops focused to improving reading instruction. Specifically describe how comprehensive scientifically based reading instruction consistent with section 122A .06, subdivision 4 is consistently implemented throughout elementary grades. All students in grades K-3 are leveled for guided reading in their instructional level based on the scores from the Developmental Reading Assessment (DRA). Students meet with their teacher and other students at their instructional level for guided reading groups to improve reading strategies at least twice a week. New City School is moving towards a Reading Workshop model. This model allows students to spend more time reading books at their independent level. In the Reading Workshop model, teachers use mini-lessons during read-aloud to teach comprehension, meet with small groups based on a strategy or skill they need extra guidance on, conference with individual students on their reading goals, and allow students to have more eyes on text practicing the skills discussed during small or large group mini lesson sessions. Students in kindergarten through third grade also receive word work practice to build phonics skills that are fundamental to learning how to read. Future staff development will be focused on using spring DRA scores in the fall to address skills needed based on a students performance on the DRA. Staff will also be trained in how to look at fall and winter scores to do planning for their reading instruction based on whole group and individual performance. Staff will also be provided with a peer coach to work on a specific piece of reading instruction they want to change/implement into their teaching. Explain how training and support will be provided so that all district elementary teachers can effectively recognize students’ diverse needs in cross-cultural settings and serve the oral language and linguistic needs of EL students. Staff will identify EL students based on their score from their ACCESS for ELLs test administered in the winter. The data will be used to address EL standards and meet the students’ needs. A social language checklist will be created and used when observing an EL student to collect data on the student. An intervention will be
placed based on the student’s language needs. After the intervention has been implemented for three or four weeks, a post observation of the student will be conducted to see what progress the student has made and what steps need to be taken next to help the student move forward. Administration and staff development team will contact the MN state EL department for guidance on designing training for all school staff to effectively recognize students’ diverse needs. Trainings will also include what strategies are research based to effectively meet their language needs based on the standards. Post assessment methods and data that is submitted to Commissioner annually including objectives of assessment program, names of tests, grade levels of administration as part of local literacy plan on district web-page for all students in Kindergarten through Grade 3. At the beginning of the school year, all students in kindergarten through eighth grade are assessed in reading using the Developmental Reading Assessment (DRA). In October, students in first and second grade are administered the WoodcockJohnson Test and students in third through eighth grade are given the Iowa Test of Basic Skills. At the end of the school year, all students are then assessed using the DRA. Teachers collect all testing data and input it onto the Assessment Overview spreadsheet for their students that give testing data from the previous two years. Then, the teachers analyze the data and group students based on their test scores and needs. If a student scores 2 out of the 3 tests below grade level by 1.5 years, they are placed in Title I. If a student scores 2 out of the 3 tests below grade level up to 1.4 years, they are progress monitored every 6 weeks using the Qualitative Reading Inventory (QRI). Results of the QRI are shared with the classroom teacher to help plan instruction with the student. Teachers, Administrators, and School Staff regularly refer to the Assessment Overview to continuously adjust their teaching to meet students’ needs in the area of reading instruction. Staff development will also be focused on how to analyze the data and how to effectively use the data to guide reading instruction.
