Early Literacy Plan - Washakie County School District #1

Transcription

Washakie County School District #1
Early Literacy Plan
District Plan
Updated August 2015
District Reading Assessment and
Intervention Plan
Early Literacy Plan
Article 4: 21-3-401(a)
Early Literacy Plan
Table of Contents
EARLY LITERACY PLAN: OVERVIEW
READING ASSESSMENT PLAN: DISTRICT DESCRIPTOR/NARRATIVE
DIBELS Next: SCREENING, PROGRESS MONITORING, AND OUTCOME MEASURE
ADMINISTER DIBELS Next: SCREENING/IDENTIFICATION PROTOCOL (FLOWCHART)
DIBELS Next: COMPOSITE SCORE LEVEL
INTERVENTION PLAN: FOUR-TIER MODEL
MEASURES AND INTERVENTIONS
DISTRICT READING ASSESSMENT PLAN
INSTRUCTIONAL DIFFERENTIATION PLAN FOR READING
KINDERGARTEN
GRADE 1
GRADE 2
GRADE 3
GRADE 4
GRADE 5
INDIVIDUAL READING PLAN (IRP)
Early Literacy Plan
Wyoming State Statute 21-3-401(a)
District Name:
Contact Name:
School Year:
Jody Rakness, Curriculum and Instruction
2015-2016
Components
Comments/Reference
Assessment Plan

Screening, diagnostic, progress monitoring,
and outcome measures used
DIBELS Screening Flowchart

Timeline for administration
DIBELS Screening Flowchart

Personnel who will administer the
assessments
Narrative and DIBELS Flowchart
Research-based Intervention/s

Intervention/s to be used
Measures and Interventions

Number of days per week and amount of
time that is allotted for intervention
DIBELS Flowchart

Personnel who will deliver the instruction
DIBELS Flowchart

Group size
DIBELS Flowchart
Individual Reading Plan (IRP) – Individual Learning Plan (ILP) and SPRINT

Includes student assessment results
YES - Attached

Sets students goals
YES - Attached

Documents intervention/s and student
progress
YES - Attached

Documents intervention entrance and exit
dates
YES – Attached and Note Below
Note: For the 2013-14 school year (and moving forward as well) the district has opted to use a cloud based Learning
Management System, Mileposts from Silverback Learning Solutions, that includes comprehensive, data-informed,
digitized learning plans. The Mileposts environment provides Team Members with dynamic, all day-every day access
to student plans. Mileposts facilitates increased collaboration and simplifies the data analysis process by pulling
multiple data items/sources into a single warehouse. Evaluation of student performance is no longer limited to an
“end of the school year” and/or at the “beginning of the following school year” process. Rather, evaluation of
student performance is a dynamic, continuous process.
WCSD#1 – Updated Tuesday, November 24, 2015
Page 1
Reading Assessment Plan
District Literacy Program: Washakie County School District #1
Washakie County School District No. 1 has adopted Journeys, a balanced literacy program to teach reading in grades K-5.
Journeys is supported and enhanced with a variety of fiction and nonfiction materials at a wide range of reading levels that
directly align to the new Wyoming Standards for English Language Arts. A ninety-minute reading block is built into school
schedules district wide.
Universal Screening:
District policies require that district and building leadership in addition to classroom teachers reference and evaluate all available
student data including PAWS, Spring NWEA-MAP, and Spring STAR Reading Enterprise prior to the beginning of school each
fall. In addition, they review current Individual Education Plans and previous Individual Learning Plans and Individual Reading
Plans. At the onset of school, all students in kindergarten through fifth grade are screened using three tools: DIBELS Next,
NWEA-MAP and STAR Reading Enterprise. DIBELS Next scores, supported by other assessment data, are used to initiate
student interventions and Individual Reading/Learning Plans.
Benchmarking Assessments
August, December, and May
Grade level
K
1
2
3
DIBELS Next
NWEA-MAP
STAR Reading Enterprise
Strategic or Intensive
Beginning of Year: 140
Middle of Year: 148
End of Year: 155
or
<= 40th Percentile (District Policy)
Middle of Year: 167
End of Year: 173
or
Middle of Year: 180
End of Year: 186
or
Middle of Year: 191
End of Year: 195
or
Individual Reading Plans:
Following the Universal Screening process, goal oriented Individual Reading/Learning Plans (IRPs) are developed for all
struggling, at-risk readers identified from these data through collaborative processes that include the regular classroom teacher,
Title I staff, special education staff, and the building principal with support from instructional facilitators. Strategic, targeted
Page 2
interventions are written and implemented in support of regular classroom instruction and individual student need. Individual
Reading/Learning Plans are monitored throughout the school year by this same team.
Progress Monitoring:
DIBELS Next progress monitoring tools are used to monitor student progress and the efficacy of the intervention process.
Students who are identified at the strategic level are progress monitored on a monthly basis. Students in the intensive need
category are progress monitored approximately every two weeks.
Strategic
Intensive
Progress Monitored Monthly
Progress Monitored Bi-Weekly
As the year progresses if a student makes/maintains sufficient progress, and results from progress monitoring produces at least
one of every three data points above the student aim-line, the intervention for the student is appropriate and is continued. If a
student fails to make sufficient progress, as evidenced by three consecutive progress monitoring data points below the aim-line,
the intervention is determined to be insufficient for the student, and a change in the student’s IRP is recommended. Staff
members who impact the learning of the student collaborate and determine the most appropriate direction with the intervention.
At the end of the year classroom teachers and Title I Reading teachers examine individual student data from Spring DIBELS
Next testing and Spring MAP results to analyze student progress/growth during the school year. IRP data is maintained in
electronic form in Mileposts. Students who are unsuccessful in meeting goals are recommended to attend the district’s summer
school program for additional help. Title I Reading teachers reflect on interventions implemented during the school year and
consider continued use or deletion of programs, pending student/program success.
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Progress Monitoring . . . DIBELS Next…
A District Assessment Team administers DIBELS Next in the fall, winter, and spring. The Dynamic Indicators of Basic Early
Literacy Skills (DIBELS Next) assessment is used as the first-level screening, progress monitoring, and outcome measure for K5 students in each elementary school. Title I Reading Specialists administer progress monitoring measures for students
identified as strategic at least one to two times per month and for students identified as intensive two to four times per month.
NWEA-MAP RIT scores are used in grades K-5 as an additional monitoring tool in each elementary school. PAWS data are
used as a summative outcome measure for students in grades three through five.
Kindergarten
Assessment
Fall – Screening
August
Mid-Year – On-going December
Spring – Outcomes
May
Phonemic Awareness
Initial Sound Fluency (ISF)
First Sound Fluency (FSF)
Phoneme Segmentation Fluency (PSF)
Phonics
Letter Naming Fluency (LNF)
Nonsense Word Fluency (NWF)
Vocabulary
Not Assessed
Not Assessed
Not Assessed
Fluency
Not Assessed
Not Assessed
Not Assessed
Comprehension
Not Assessed
Not Assessed
Not Assessed
Grade 1
Assessment
Fall – Screening
August
Spring – Outcomes
May
Phonemic Awareness
Phonics
Vocabulary
Connected Text
Fluency
Not Assessed
DIBELS Oral Reading Fluency (DORF)
Comprehension
Not Assessed
Grade 2
Assessment
Fall – Screening
August
Spring – Outcomes
May
Phonemic Awareness
Not Assessed
Not Assessed
Not Assessed
Phonics
Not Assessed
Not Assessed
Vocabulary
Connected Text
Fluency
Comprehension
Page 4
Grade 3
Assessment
Fall – Screening
August
Spring – Outcomes
May
Phonemic Awareness
Not Assessed
Not Assessed
Not Assessed
Phonics
Not Assessed
Not Assessed
Not Assessed
Vocabulary
DAZE
DAZE
DAZE
Fluency
Comprehension
DAZE and DORF
DAZE and DORF
DAZE and DORF
Grade 4
Assessment
Fall – Screening
August
Spring – Outcomes
May
Phonemic Awareness
Not Assessed
Not Assessed
Not Assessed
Phonics
Not Assessed
Not Assessed
Not Assessed
Vocabulary
DAZE
DAZE
DAZE
Fluency
Comprehension
DAZE and DORF
DAZE and DORF
DAZE and DORF
Grade 5
Assessment
Fall – Screening
August
Spring – Outcomes
May
Phonemic Awareness
Not Assessed
Not Assessed
Not Assessed
Phonics
Not Assessed
Not Assessed
Not Assessed
Vocabulary
DAZE
DAZE
DAZE
Fluency
Comprehension
DAZE and DORF
DAZE and DORF
DAZE and DORF
Page 5
Screening/Identification
Administer DIBELS Next (K-5)
Intensive
Benchmark (Core)
Strategic
Benchmark
Intensive
Special Education
Strategic
Special Education
Title I Services
Title I Services
Push-In or Pull-Out
Intervention with Small Group
for 30 Minutes for
4-5days/week
Core Curriculum
90 Minutes/day
by Classroom
Teacher
Push-In or Pull-Out
Intervention with Small Group
for 30 Minutes for
4-5days/week
DIBELS Next Progress
Monitoring @ 2-4
Week Intervals
DIBELS Next Progress
Monitoring @ 2-4
Week Intervals
If below Aim
Line for 3
Consecutive
Times,
CHANGE
Intervention
Tested 3 Times per Year
If below Aim
Line for 3
Consecutive
Times,
CHANGE
Intervention
If at least 1
out of 3 or
more data
points are
above Aim
Line,
continue
with
Effective
Intervention
Administer a
Diagnostic
Assessment
to determine
specific
instructional
needs.
Intervention
Change in
Intervention varies
with RTI in the
Specific School
Administer a
Diagnostic
Assessment
to determine
specific
instructional
needs.
Intervention
If at least 1
out of 3 or
more data
points are
above Aim
Line,
continue
with
Effective
Intervention
If not
maintaining
Benchmark,
retest with
Progress
Monitor
Maintain
Benchmark
Continue Core
Curriculum
90 Minutes/day
by Classroom
Teacher
Interventions by School . . .
Change in Intervention varies with RTI in the Specific School
East Side
South Side
West Side
RTI: Tier II
Intervention
Collaborate
with Title I,
Special
Education,
and/or
Classroom
Teacher
Collaborate
with Title I,
Special
Education,
and/or
Classroom
Teacher
Collaborate
with Title I,
Special
Education,
and/or
Classroom
Teacher
Identify Specific Intervention for Implementation
Special Education
Title I Services
Classroom Teacher
Special Education
Title I Services
Special Education
Classroom Teacher
Classroom Teacher
Page 7
Title I Services
DIBELS Next Data System…
…Composite Score Level and Need for Support
Beginning of the Year
Score Level
Intensive
Well Below Benchmark
Strategic
Below Benchmark
K
0 - 12
13 - 25
26 - 170
1
0 - 96
97 - 112
113 - 334
2
0 - 108
109 - 140
141 - 480
3
0 - 179
180 - 219
220 - 812
4
0 - 244
245 - 289
290 - 886
5
0 - 257
258 - 356
357 - 910
Benchmark (Core)
At or Above Benchmark
Page 8
Intervention Plan: A Four-Tier Model of Reading Curriculum and Instruction
4-Tier Model
Curriculum
Time
Teacher
Group Size
Progress
Monitoring
Tier 0
Slight modifications/
accommodations designed by
teachers to in response to
physical, sensory, and/or
medical needs within the
general education classroom
that make the curriculum more
accessible for students and
have the potential for
increased academic
performance
Guided Reading
Core Reading: Journeys
Tier 2
Formal learning plan
with targeted small group
interventions.
active monitoring with
inclusion support
Tier 3
Formal learning plan
with active monitoring
and accommodations with
pullout support
from specialists
Classroom Teacher
Reading:
90 Minutes
Tier 1
Differentiated instruction
designed as preventative and
proactive measures within the
regular classroom with
consultation from specialists
Whole Group Instruction:
Minimum 30 Minutes
Literacy:
120 Minutes
Guided Reading
Core Reading: Journeys
Classroom Teacher
Tier 1 Time Frame
When Appropriate:
30 Minutes (Title I
30 Minutes (RtI)
3 Times Annually
Whole Group Instruction:
Minimum 30 Minutes
Literacy:
120 Minutes
Reading:
90 Minutes
Guided Reading
Refer to Intervention List
Determined appropriate to
Student Need
Small Group Instruction:
Minimum of 30
Minutes/Group
Title I Reading Specialist
ELL Teacher
Special Education Teacher
Support Service Para
Classroom Teacher
Small Group Instruction:
Minimum of 30
Minutes/Group
1-6 Students
3 Times Annually
Every 2-4 Weeks
Intervention strategies, time, and group size could vary according to IEP and/or ELL identification.
Refer to Intervention List
Determined appropriate to
Student Need
Tier 1 Time Frame
When Appropriate:
30 Minutes
(Title I/SPED)
30 Minutes (RtI)
Title I Reading Specialist
ELL Teacher
Special Education Teacher
Support Service Para
1-3 Students
Intervention strategies, time, and group size could vary according to IEP and/or ELL identification.
Page 9
Every 2 Weeks
MEASURES AND INTERVENTIONS:
Identification/Screening
Diagnostic Assessment
Interventions
DIBELS with support from
TPRI
Sight Word Phrases
NWEA-MAP and STAR Reading
Literacy First
Fluent Reader
MAP Spring Targets by Grade
 K 161
Yopp Singer
Adams: Phonemic Awareness
DRA
Systematic Sequential Phonics



st
180
Lexia
Yvette Zgonc: Sounds in Action Making Words
nd
191
Rigby Reads
LIPS
rd
200
iReady
SIPPS
1
2
3
Start In
Early Literacy Goal 1:
 85% of Kindergarten, 1st, 2nd, and 3rd grade students will
demonstrate proficiency in early literacy skills in Reading as
measured by NWEA-MAP Reading cut scores, and as reported
on the Early Literacy Report by School” (WDE Report).
Earobics
Seeing Stars
Hooked on Phonics
SRA
Read Naturally
Visualizing/Verbalizing
English in a Flash
Stephanie Harvey: Comprehension Tool Kit
Scholastic Sight Word Readers
TPRI Intervention Activity Guide
Interventions are selected to target students’ specific skills deficits by:
 Matching the individual need
 Using the diagnostic Tool
 Identifying the deficit from the diagnostic assessment
 Monitoring student results (data)
Fischer Fluency
Great Leaps Basic Skill Builders
Making Words
Lexia
Journeys Tier II Intervention (Write In Reader)
Intervention by Design
Journeys Reading Tool Kit Grades 1-3 and/or
Grades 4-6
iReady
District Reading Assessment Plan
K-4 Universal Screening Tool administered in the fall and spring
and used for reporting on the WDE-626: NWEA-MAP
Grade Level
Screening Tool/s Used
Progress Monitoring Tool/s
K
NWEA-MAP
DIBELS
Frequency of administration:
Tier 0: Minimum 3 Times Annually
Tier 2: Minimum Every 2-4 Weeks
Tier 3: Minimum Every 2 Weeks
DIBELS
STAR Reading
First
NWEA-MAP
DIBELS
STAR Reading
Second
NWEA-MAP
DIBELS
STAR Reading
Third
NWEA-MAP
DIBELS
STAR Reading
Fourth
NWEA-MAP
DIBELS
STAR Reading
DIBELS
DIBELS
DIBELS
DIBELS
Diagnostic Tool/s







TPRI
Literacy First
Yopp Singer
DRA
Lexia
Rigby Reads
iReady






TPRI
Literacy First
Yopp Singer
DRA
Lexia
Rigby Reads
 iReady






TPRI
Literacy First
Yopp Singer
DRA
Lexia
Rigby Reads
 iReady






TPRI
Literacy First
Yopp Singer
DRA
Lexia
Rigby Reads
 iReady






TPRI
Literacy First
Yopp Singer
DRA
Lexia
Rigby Reads
 iReady
Page 11
Instructional Differentiation Plan for Reading
Grade Level: K
Student Group
School District: Washakie #1
At or Above Grade Level
(Benchmark/Core)
Somewhat Below Grade
Level
(Strategic)
Significantly Below Grade Level
(Intensive)
Core Instruction
(evidence-based, scientifically
validated)
Core: Journeys
Core: Journeys
Core: Journeys
Replacement Core: NA
Length of daily reading block: 90
minutes per day
minutes per day
minutes per day
Length of daily reading block:
NA minutes per day
Targeted
Supplemental/Intervention
Options
validated)
We consider enrichment activities for
this student group to be an important
part of your literacy plan, but you are
not required to submit this
information at this time.
Supplements/Interventions:
Sight Word Phrases, Fluent Reader,
Adams: Phonemic Awareness,
Systematic Sequential Phonics,
Yvette Zgonc: Sounds in Action
Making Words, LIPS, SIPPS, Start
InEarobics, Seeing Stars, Hooked on
Phonics, SRA, Read Naturally,
Visualizing and Verbalizing, English
in a Flash, Stephanie Harvey:
Comprehension Tool Kit, Scholastic
Sight Word Readers, TPRI
Intervention Activity Guide, Fischer
Fluency, Great Leaps Basic Skill
Builders, Making Words, Lexia,
Journeys Tier II Intervention,
Intervention by Design, iReady
Journeys Reading Tool Kit,
LindaMood Bell, SRA Reading
Mastery, Read Naturally, Guided
Reading, Journeys Tool Kit, iReady
Target group size: 1-6 Students
Minutes per day for targeted
supplemental/intervention
instruction: 30-60 minutes
List supplements/interventions
being used for each student
group
Target group size: 1 Student
Grade Level: 1
Student Group
(Benchmark/Core)
Level
(Strategic)
(Intensive)
Core Instruction
validated)
Core: Journeys
Core: Journeys
Core: Journeys
minutes per day
minutes per day
minutes per day
NA minutes per day
Targeted
Options
validated)
group
Page 13
Grade Level: 2
Student Group
(Benchmark/Core)
Level
(Strategic)
(Intensive)
Core Instruction
validated)
Core: Journeys
Core: Journeys
Core: Journeys
minutes per day
minutes per day
minutes per day
NA minutes per day
Targeted
Options
validated)
group
Page 14
Grade Level: 3
Student Group
(Benchmark/Core)
Level
(Strategic)
(Intensive)
Core Instruction
validated)
Core: Journeys
Core: Journeys
Core: Journeys
minutes per day
minutes per day
minutes per day
NA minutes per day
Targeted
Options
validated)
group
Page 15
Grade Level: 4
Student Group
(Benchmark/Core)
Level
(Strategic)
(Intensive)
Core Instruction
validated)
Core: Journeys
Core: Journeys
Core: Journeys
minutes per day
minutes per day
minutes per day
NA minutes per day
Targeted
Options
validated)
group
Page 16
Grade Level: 5
Student Group
District: Washakie #1
(Benchmark/Core)
Level
(Strategic)
(Intensive)
Core Instruction
validated)
Core: Journeys
Core: Journeys
Core: Journeys
minutes per day
minutes per day
minutes per day
NA minutes per day
Targeted
Options
validated)
group
Page 17
Grade Level: 5
Student Group
District: Washakie #1
(Benchmark/Core)
Level
(Strategic)
(Intensive)
Core Instruction
validated)
Core: Journeys
Core: Journeys
Core: Journeys
minutes per day
minutes per day
minutes per day
NA minutes per day
Targeted
Options
validated)
group
WCSD#1 – Updated Friday, October 23, 2015
Page 17
Sample Individual Reading Plan - DIBELS Next
WCSD#1 – Updated Friday, October 23, 2015
Page 18
Washakie County School District 1
Personal and Confidential
Printed 1/14/2014
Page 1 / 3
Printed 1/14/2014
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Printed 1/14/2014
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Sample Progress Monitor Views
Printed 1/14/2014
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Printed 1/14/2014
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Printed 1/14/2014
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Early Literacy Plan - Washakie County School District #1

Transcription

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