ISD 194: Lakeville Area Public Schools Local Literacy Plan Reading

Transcription

ISD 194: Lakeville Area Public Schools
Local Literacy Plan
Reading Well By 3rd Grade!
2012-2013
ISD 194: Lakeville Area Public Schools Local Literacy Plan
1
OVERVIEW
The purpose of this document is to inform our community about our progress preparing
all students to read at or above Grade level by the end of third Grade. As a district, we are
dedicated to continuously improving our students’ level of success so that all students are
reading well by the end of third Grade.
Contributors to this document include the following administrators, teachers, and
program coordinators:
Jane Bianchi:
CVE: Learning Specialist
Dr. John Braun
LME: Principal
Mary Jo Hanson
JFK:
Paul Helberg
CVE: Principal
Julie Johnson
Special Education Coordinator
Patty Johnson
OHE: Learning Specialist
Stacey Klotz
LME: Learning Specialist
Barbara Knudsen
Director of Teaching and Learning
Wade LaBatte
OHE: Principal
Dr. Emily McDonald
Teaching and Learning Coordinator
Jason Molesky
Assessment and Accountability Coordinator
Irene Mullen
LVE: Learning Specialist
Dick Oscarson
EVE: Principal
Pete Otterson
LVE: Principal
Renae Ouillette
Special Education Director
Julene Oxton
OLE: Learning Specialist
Megan Reikowski
English as a Second Language Lead Teacher
Julie Ritter
Early Childhood Family Education Coordinator
Karen Roos
OLE: Principal
Amy Schmidt
CHE: Principal
Scott Sherman
EVE: Learning Specialist
Karen VanBeek
JFK:
Pam Zidarich
CHE: Learning Specialist
Principal
Learning Specialist
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Table of Contents
1. Introduction ………………………………………………………………………………… 4
Purpose …………………………………………………………………………………
4
2. Background ………………………………………………………………………………… 6
Legislature
………………………………………………………………………
6
Minnesota Rules ………………………………………………………………………
6
3. Literacy Goals ………………………………………………………………………………… 8
Background
………………………………………………………………………
8
MCA Trends
………………………………………………………………………
8
Goal Setting
………………………………………………………………………
9
Classroom & Program Goals
……………………………………………………
11
Reflections and Recommendations ……………………………………………………
11
4. Best Practice ………………………………………………………………………………… 13
Scientifically-Based Reading Instruction
…………………………………………… 13
Elements of Reading
……………………………………………………………… 13
Balanced Literacy Approach
……………………………………………………
16
Multi-Tiered System of Supports ……………………………………………………
17
Culturally Responsive Pedagogy ……………………………………………………
17
English Learners ………………………………………………………………………
17
Professional Learning Communities
…………………………………………
19
20
5. Assessment Methods …………………………………………………………………………
22
Background
………………………………………………………………………
22
Assessing Proficiency
……………………………………………………………… 22
RtI – Response to Intervention
……………………………………………………
25
Assessment Types
……………………………………………………………… 25
27
6. Interventions and Supports
……………………………………………………………… 29
Overview
………………………………………………………………………… 29
Additional Supports
……………………………………………………………… 33
Reflections and Recommendations ……………………………………………………… 34
7. Parent Communication ………………………………………………………………………… 35
General Communication ……………………………………………………………… 35
Conferences
………………………………………………………………………… 35
Intervention & Support Systems Communication
…………………………………… 35
Reflections and Recommendation ………………………………………………………… 36
8. Professional Development
………………………………………………………………… 38
2011-12 Training ………………………………………………………………………… 38
Role of District Teaching and Learning Council (DTLC)
………………………… 38
Role of Building Teaching and Learning Council
…………………………………… 39
Role of Professional Learning Communities ………………………………………………39
Role of Cultural Responsive Pedagogy
………………………………………………40
Assessment Professional Development…………………………………………………… 40
SORLA …………………………………………………………………………………… 41
Building Professional Development ……………………………………………………… 41
Coaching
………………………………………………………………………… 41
Reflections and Recommendations ……………………………………………………… 42
9. Technology …………………………………………………………………………………… 44
Building Technology
………………………………………………………………… 44
iPad Early Childhood-3 Literacy Focused Grants
…………………………………… 44
10. Data Submission ……………………………………………………………………………… 47
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Introduction: Purpose of the Literacy Plan
Lakeville Area Public Schools believes that literacy is the foundation for all future
learning! We support the development of competent readers at every level in partnership
with our students, families, and community. This document specifically addresses our
2012-2013 literacy recommendations for Pre-Kindergarten through Third Grade.
According to the Minnesota Department of Education, “Reading well by third grade is
one of many developmental milestones in a child’s educational experience. Literacy
development starts at an early age and is the basis for all academic success. Reading well
by Grade Three ensures that a student has a solid foundation of literacy skills to continue
to expand their understandings of what they read, make meaning, and transfer that
learning across all subject areas. Instruction that provides the basis for all students to read
well by Third Grade and beyond will help close the achievement gap and ensure that all
students are ready for the demands of college and the workplace. From cradle to career, a
sustained effort to create quality literacy environments in all of our schools and programs
from birth through Grade 12 promotes academic success.”
Our purpose in Pre-Kindergarten through Grade Three is to maximize student learning in
literacy with continuously improving student achievement as our focus. In order to
increase the likelihood that all students are reading well by the end of third grade, we are
dedicated to the following practices:
 Aligning our curriculum, instruction and assessment by following current
research-based practices. They are aligned to the 2010 Minnesota English
Language Arts Academic Standards they exceed the national Common Core
English Language Arts standards.
 Supporting our leadership in creating and maintaining environments that support
high expectations for all learners. They continuously promote scientifically based
reading instruction. This leadership team includes the eight elementary sites
consists of the Principal and the Learning Specialists.
 Providing systems of support for students by offering instruction at their level.
Students who need accelerated learning opportunities have quality core
instruction in the classroom followed by a two-tier system of supports during the
school day. This system is known as RtI (Response to Intervention).
 Partnering with families to support our students through parent teacher
conferences, phone calls, emails and Personalized Learning Plans.
 Providing job-embedded professional development, for our teachers and
administrators, that is ongoing and data-driven. District-designed, buildingdesigned, and job-embedded professional development provides opportunities for
all teachers to further develop their practice in literacy. Most specifically, grade
level professional learning communities collectively focus on the needs of their
students and how to adjust instruction and intervention to meet those needs.
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Through the study of our current practices, during the 2011-12 school year, Lakeville
Area Public Schools identified our areas of strengths, our opportunities for growth, and
action steps for 2012-2013 to improve our literacy program. As we follow through on the
recommendations provided in this report during the 2012-2013 school year, we will
continuously evaluate those practices to develop our recommendations for the 20132014. In addition, during 2012-2013, we will analyze our practices in Fourth Grade
through Twelfth Grade.
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2. Background: Minnesota Legislative Actions & Minnesota
Department of Education Rule
Legislature
During the 2011 legislative session, Minnesota created three statutes to guide literacy as a
priority in each Minnesota district. These statutes include the requirement for each
district to complete a local K-3 literacy plan; to submit annually data identifying the
number of students who are not reading by the end of Kindergarten, Grade 1 and Grade
2; and a provision for districts to acquire local literacy aid.
Minnesota Rules
Noted below is a more thorough explanation of each of the requirements.
Local Literacy Plan: MN Statute 120B12 Subdivision 4a: As required by statute, a
school district must adopt a local literacy plan to have every child reading at or above
grade level no later than the end of Grade 3. The plan must include a process to assess
students' level of reading proficiency, notify and involve parents in their child’s literacy
development, intervene with students who are not reading at or above Grade level, and
identify and meet the staff development needs of the staff. The district must post its
literacy plan on the official school district web site.
Link:http://www.google.com/search?client=safari&rls=en&q=MN+Statute+120B12+Sub
division+4a&ie=UTF-8&oe=UTF-8&surl=1
Data Submission: MN Statute 122A.06 Subdivision 2: For the 2011-2012 school year
and later, each school district shall identify before the end of kindergarten, Grade 1, and
Grade 2 students who are not reading at grade level before the end of the current school
year. Reading assessments must identify and evaluate students' areas of academic need
related to literacy. The district must use a locally adopted assessment and annually report
summary assessment results to the commissioner by July 1.
Link: http://education.state.mn.us/MDE/SchSup/DataSubLogin/ReadK3/index.html
Literacy Incentive Aid: MN Statute 120B.299: Beginning in fiscal year 2013, a
school's proficiency allowance for the Literacy Incentive Aid is equal to the product of
the school's proficiency allowance times the number of Third Grade pupils at the school
on October 1 of the previous fiscal year. A school's proficiency allowance is equal to the
percentage of students in each building that meet and exceed proficiency on the Third
Grade reading Minnesota Comprehensive Assessment, averaged across the previous three
test administrations, times $530. Growth aid will be calculated using only Fourth Grade
pupil counts at the same rate.
Link: https://www.revisor.mn.gov/bin/bldbill.php?bill=ccrhf2949.html&session=ls87
Scientifically-Based Reading Instruction (SBRI): MN Statute 122A.06 Subdivision
4: This statute defines scientifically-based reading instruction (SBRI) as the program or
collection of practices that at the very least must have balanced instruction in all five
areas of reading as defined by the National Reading Panel (2000): Phonemic Awareness,
Phonics, Fluency, Vocabulary, and Comprehension. It further states, “Comprehensive,
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scientifically-based reading instruction also includes and integrates instructional
strategies for continuously assessing, evaluating, and communicating student’s reading
progress and needs in order to design and implement ongoing interventions so that
students of all ages and proficiency levels can read and comprehend text and apply higher
level thinking skills.”
Minnesota Requirements for Renewal of Professional Licensure: Minnesota Rule
8710.7200: The Minnesota Board of Teaching requires all teachers to include reading
training in licensure renewal. It empowers local districts to study their reading needs and
design appropriate long- term professional development to meet those needs.
Link: http://www.revisor.leg.state.mn.us/arule/8710/7200.html
Minnesota Requirements for teacher in-service in Scientifically-Based Reading
Instruction: Minnesota Rule 8710.7011: Minnesota Rule 8700 also states that teachers
must have in-service preparation in scientifically-based reading instruction, which the
law identifies as: “instruction and practice in phonemic awareness, phonics and other
word recognition skills, and guided oral reading for beginning readers, as well as
extensive silent reading, vocabulary instruction, instruction in comprehension, and
instruction that fosters understanding and higher-order thinking for readers of all ages and
proficiency levels.”
Link: http://www.revisor.leg.state.mn.us/arule/8710/7200.html
Conclusion
As one can clearly see from the six requirements set forth by the Minnesota legislature
and the Minnesota Department of Education, Minnesota is focused on having all students
reading well by Third Grade. Lakeville Area Public Schools is equally committed to this
shared vision and to providing a support structure that is focused on rigorous literacy
outcomes PreK-12. As a result, we will design our own comprehensive literacy plan of
action that will work towards continuously improving our effective literacy instruction
and sustaining that instruction over time. This plan will be updated annually by noting the
previous years’ successes and analyzing the opportunities for improvement so that we
may continuously improve our students’ literacy achievement levels.
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3. Literacy Goals
Background
Each year, our goal is to improve literacy outcomes for each of our students. As a
district, we utilize a model of continuous improvement in which we collect data regarding
our students’ performance levels, analyze the data, and determine classroom goals and
individual goals at the start of each year. Once instruction begins, our staff continually
reassesses students’ skill level both formally and informally. After analyzing the data, all
students in K-3 receive core literacy instruction for 120 minutes on the five elements of
reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension) plus
oral language and speaking and writing for authentic audiences. For those students who
need additional support to reach proficiency, they are placed in small groups to focus on
the specific areas in which they are having difficulty. Personalized Learning Plans are
written for these students. Parents are required to be an active partner in the Personalized
Learning Plan. Resources are provided to the families to help with their child’s learning.
In addition, after-school and summer school programs are available for our students.
Over the course of the last two years, we reviewed the K-3 assessments to determine
which assessments would provide our teachers with timely, specific, accurate, and
useable summary data to inform instruction. The chart below cites the shift we will make
for the 2012-2013 school year. All buildings came to consensus on the assessments, the
administration time frame, and the cut scores.
MCA Trends
Noted below is our trend data for Grade 3 Reading Proficiency. From 2009-2011, the
district moved from 85.6 proficiency to 90.9 proficiency with all students. Each year, we
exceeded the state’s level of proficiency. In the spring of 2011, we exceeded the state by
12.4%. In addition, the number of third graders who reached proficiency in reading
steadily increased. Also note below is information regarding our subgroups: White,
Hispanic, Asian, and Black populations. Our Native American population is not noted
due to the small number in grade 3. It is important to also recognize that some of our
students in the subgroups may be English Learners who are new to the country. We are
seeing improvement in our subgroups trajectories, but we still need to address individual
needs at each school in each grade level. Training across the district on culturally
responsive teaching and strategies for language development with our English Learners is
a professional development need for our staff.
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MCA Grade 3 Reading Proficiency
2009
2010
2011
2012
State
78.3
76.3
78.5
TBD
District-All Students
85.6
87.5
90.9
TBD
White
87.8
89.4
92.9
TBD
Asian
78.0
84.2
86.0
TBD
Hispanic
70.0
64.7
68.8
TBD
Black
71.8
70.4
73.3
TBD
English Learners
60.0
54.5
56.3
TBD
Free & Reduced Lunch
Recipients
71.4
67.0
75.8
TBD
Student Literacy MCA Trend Data by Third Grade
Goal Setting
In response to our MCA IIs, the district, sites, grade level teams, and individual teachers
write SMART goals to set as targets for improving student achievement. These goals are
set in September. Each achievement goal is written as a SMART goal. A SMART goal
must be specific, measurable, attainable, realistic, and timely. When a goal is Specific, it
has a much greater chance of being accomplished than if it is written in general language.
When a goal is Measurable, concrete criteria are provided for measuring. When a goal is
an Attainable goal, it has clearly identified action steps to reach that goal. To be Realistic,
a goal must represent a goal to which one is willing and able to work. Timely means the
goal is grounded in a realistic time frame.
The process for goal setting begins at the district level. The district sets a SMART
reading goal for each year. The eight elementary sites working with the leadership team
then set their individual building goals to be aligned to support the district goal. From
there, each grade level/content area sets their team goal to support the site goal. Each
teacher then creates goals for his/her students citing how they will monitor their student’s
progress throughout the school year in their classrooms. The teachers set their goals to be
aligned with the site goals. With the goals aligned across the system, we are all focused
on the same end results.
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Noted below are the 2011-2012 district goal and the eight elementary site goals for the
MCA II. The district goal is determined using the MCA II for literacy. Students who
meet or exceed proficiency are considered proficient. These goals are for all students and
for subgroups of students.
 District Goal: ISD 194 will increase the percent of all students proficient in
reading as measured in reading by at least 4.3% in each of the subsequent years to
reach proficiency in 2014.
Individual Building Goals: Building goals are based on the MCA II. The MCA II goal
addresses the percentage of students who will be proficient (meets or exceeds). If NWEA
Measures of Academic Progress are used, the percentage of students who will reach
proficiency is cited.
 CHE: In 2010-2011, 90.0% of students were proficient in reading. Christina
Huddleston Elementary will increase the percent of all students proficient in
reading (as measured by the MCA-II) by at least 3.3% in each of the subsequent
years to reach 100% proficiency in 2014.
 CVE: In 2010-2011, 91.0% of students were proficient in reading. Cherry View
Elementary will increase the percent of all students proficient in reading (as
measured by the MCA-II) by at least 3.0% in each of the subsequent years to reach
100% proficiency in 2014.
 EVE: In 2010-2011, 90.0% of students were proficient in reading. Eastview
 JFK: In 2010-2011, 89.0% of students were proficient in reading. JFK Elementary
will increase the percent of all students proficient in reading (as measured by the
MCA-II) by at least 3.7% in each of the subsequent years to reach 100%
proficiency in 2014.
 LME: In 2010-2011, 95.0% of students were proficient in reading. Lake Marion
 LVE: In 2010-2011, 95.0% of students were proficient in reading. Lakeview
 OHE: In 2010-2011, 85.0% of students were proficient in reading. Oak Hills
 OLE: In 2010-2011, 93.0% of students were proficient in reading. Orchard Lake
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Once the building sets the MCA goal for the current year, each site administers a series of
assessments using screeners, diagnostic tools and progress monitoring tools. They use
screeners such as AIMSweb or DIBELS to see if they are on target at the current time. If
they are, they continue to provide quality core instruction using scientifically based
reading instruction in a balanced literacy format. If the students are not performing
where they need to be, the teachers use a combination of formal standardized assessments
and informal assessments to guide each child’s instruction. All students are benchmarked
three times a year.
Classroom Goals/Program Goals
Once the NWEA Measures of Academic Progress results are returned and the AIMSweb
or DIBELS assessments are completed, the teachers determine how to move forward with
the class as a whole, as well as with specific students. The key at this level is the
teacher’s responses to individual student’s performance. Responses to learning challenges
need to be timely, effective, and efficient. If intervention is needed to provide extra
assistance for the student, it needs to occur during the school day outside of the
designated literacy block. Culturally responsive teaching needs to support students in our
subgroups. Technology, where appropriate, provides personalized learning for students
needing additional practice.
Reflections and Recommendations
Strengths in 2011-2012 Literacy Plan
 The MCA II reading trajectory is on the incline for the district and within every
subgroup
 Each building assesses their students using a variety of assessments to guide
instruction throughout the year
 Each building records the percentage of students reading by the end of each grade
level
 Each building provides interventions and supports for students who are not
reaching reading benchmarks
Opportunities for Improvement in 2011-2012 Literacy Planning
 We are still seeing an achievement gap for our students of color, English Learner
populations, and for students receiving free or reduced lunch support at the end of
third grade
 We need to collect/record the data at the district level including information
regarding our subgroups on each of our standardized assessments
 We need to standardize the assessments we use at each grade level so that we may
analyze the data to determine where we need to provide extra resources and
assistance
 We need to provide professional development on AIMSweb and DRA 2
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2012-2013 Goals to Ensure All Students Are Reading
 Kindergarten, First Grade, Second Grade, and Third Grade will standardize
assessments across the district
 We will study the alignment of Early Childhood to K-1 and make
recommendations for assessments to be used
 The Teaching and Learning Department in collaboration with each school
displaying an achievement gap will create an action plan for each grade K-3 to
increase the achievement level of those students.
 The RtI/Literacy Coach and Literacy Intervention Learning Specialist will partner
with identified schools to assist teachers in learning best practices when working
with students who have the greatest needs.
 Analyze core instruction in the classroom to ensure teachers are following best
practice for reading instruction
 Complete common assessments in in K-3 literacy for the new 2010 Minnesota
Academic Standards
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4. Best Practice
Scientifically Based Reading Instruction (SBRI)
In 2000, the National Reading Panel produced a document citing the essential
components of scientifically based reading instruction. Since that time, the National
Reading Panel document influences reading instruction and policy development across
the United States, including Minnesota.
Link: http://www.nationalreadingpanel.org
Currently, MN Statute 122A.06 subdivision 4 is based on that report and defines state
literacy. The law directs school districts to provide scientifically based reading
instruction. It states that literacy “program(s) or collection of practices must include at a
minimum, effective balanced instruction in all five areas of reading. Comprehensive
scientifically-based reading instruction also includes and integrates instructional
strategies for continuously assessing, evaluating, and communicating student’s reading
progress and needs in order to design and implement ongoing interventions so that
students of all ages and proficiency levels can read and comprehend text and apply higher
level thinking skills.”
Link: https://www.revisor.mn.gov/statutes/?id=120b.12
Elements of Reading
The five elements of reading referred to in the statute include phonemic awareness,
phonics, fluency, vocabulary and comprehension. Lakeville Area Public Schools
includes oral language and speaking and writing in authentic situations to the five
elements. Terms are explained below.
Link: https://www.revisor.mn.gov/statutes/?id=122A.06&format=pdf
Phonemic Awareness is the ability to notice, think about, and work with the individual
sounds in spoken words. An example of how beginning readers show us they have
phonemic awareness is combining or blending the separate sounds of a word to say the
word ("/c/ /a/ /t/ - cat."). Scientific evidence shows that teaching children to manipulate
the sounds in language (phonemes) helps them learn to read. Phonemic awareness refers
to the ability to focus on and manipulate these phonemes in spoken words. Teachers
provide phonemic awareness instruction through whole group and small group activities.
They use nursery rhymes, riddles, songs, poems, and read-alouds that manipulate sounds.
Phonemic awareness skills should be daily short segments of not more that 15-20
minutes.
Phonics is the understanding that there are systematic and predictable relationships
between written letters and spoken words. Phonics instruction is a way of teaching
reading that stresses learning how letters correspond to sounds and how to apply this
knowledge in reading and spelling. Letter/sound relationships are incorporated into daily
work. Phonics should not take more that 20-25% of the instructional time and should
include words sorts (when kids arrange words on cards into different categories or groups
both defined by the teacher and self discovered), word walls (where students group and
regroup words by sound or meaning), personal dictionaries and other activities that allow
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children to make meaning, manipulate and use sound-symbol correspondence. Teachers
should focus the student’s attention to sound symbol relationships anytime the students
are writing and as part of the guided reading lesson.
Fluency is the ability of students to read text with speed, accuracy, and proper
expression. Reading fluency can be a fairly reliable predicator of reading comprehension
in the early grades but loses its level of reliability in the later grades. The best way to
improve reading fluency is by repeated reading of familiar text. This should also include
reading non-fiction texts in the content area. Partner reading, shared reading, listening to
books on tape while reading along, Reader’s Theater, and reading series books are
strategies to increase fluency.
Teachers need to provide students with frequent opportunities for repeated reading that
includes feedback and support, and determine the students appropriate reading level (just
right books) and insure that they are provided with multiple books within this reading
range. First through 3rd Grade students should spend approximately 20 minutes per day
on fluency related activities. In K-1, teachers develop students letter naming fluency,
letter sound fluency, phoneme segmentation fluency and nonsense word fluency.
Teachers benchmark these skills three times per year. In Grades 2-5, teachers work with
students on their oral reading fluency to develop a student’s speed, accuracy and
expression. Grades 2-5 are benchmarked three times per year. In some sites Read
Naturally is used.
Vocabulary Development is the process of teaching vocabulary both directly and
indirectly, with repetition and multiple exposures to vocabulary items. Learning in rich
contexts, incidental learning, and use of computer technology enhance the acquiring of
vocabulary.
Students are taught the definitions of words through instruction on synonyms, antonyms,
rewriting and restating definitions, providing examples and non-examples, and
comparing and contrasting words.
Vocabulary is also developed in context. Student needs to see, explain and use words in
sentences. This includes giving students opportunities to create sentences or stories where
the word plays an important role. Students are then asked to create their own examples.
Most vocabulary instruction practices can be categorized as follows:
 Explicit – students are given the definition of the target word an it’s attributes
 Indirect – students are encourage to read widely or are read to be exposed to more
words; students also learn indirectly through oral interaction with adults and peers.
 Multimedia – students are provided with media other than text such as graphic
organizers, semantic maps, or hypertext
 Association – making connections between words and their meaning
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Reading Comprehension is an active process that requires intentional thinking during
reading. Meaning is constructed through interactions between the text and the reader.
Comprehension skills are taught explicitly by demonstrating, explaining, modeling, and
implementing specific cognitive strategies to help beginning readers derive meaning
through intentional problem-solving thinking processes.
Teachers instruct and incorporate comprehension strategies throughout all the content
areas. They give students the opportunity to read, write, and discuss various texts. They
provide comprehension instruction for all students through making connections,
visualizing, questioning, inferring, synthesizing, etc. Teachers use whole group, small
group and individualized instruction.
Oral Language Development* is the spoken aspect of language that can be heard,
interpreted, and understood. Oral vocabulary refers to the words that a student learns by
listening to others and using them themselves. Since comprehension comes from the
ability to connect personal knowledge and experience to text, ones language experiences
will have a direct impact on ones ability to comprehend both oral and written language.
Teachers in K-1 create a language-centered environment. They model and explicitly
teach their students listening skills, conversational skills, memory strategies, and
vocabulary. To develop oral language, teachers use read-alouds, shared reading, music
and rhythm activities, dramatic play, activity centers, guided play, etc.
Authentic Speaking and Listening Skills* are participatory skills whereby students are
taught that speaking and listening work together and are interdependent on one another.
This is a 21st century skill that all students should have access to in their classes.
*Even though this is not one of the National Reading Panels five components, these skills are seen as
critical for future success in comprehension and writing.
K
Oral Language
Development
Phonemic
Awareness
Phonics and Word
Recognition
Fluency
Comprehension
Writing
Vocabulary
Authentic Speaking
and Listening tasks
1
2
3
4
5
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
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Balanced Literacy Approach
While focusing on the five elements of reading, Lakeville Public Schools adopted the
principles of balanced literacy in 2001 for all K-5 students. The three pillars of balanced
literacy include reading, writing, and word work. Balanced literacy is a comprehensive
program of language arts acquisition. It emphasizes reading, writing, speaking, listening,
and viewing. It includes teaching phonics, grammar skills, reading and comprehension
strategies and writing forms and skills. Direct and indirect reading instruction, shared
reading, and independent reading experiences must be provided. Teachers gradually
release the amount of teacher direction to the students over time in order for students to
guide their own learning.
A balanced literacy program is most effective when children are given direct instructional
support and a variety of daily reading and writing experiences. These experiences are
needed for students to become independent readers and writers. As students move
through the grades, they are expected to build knowledge and skills through reading and
writing in a variety of genres and to read books of greater complexity. Novels and
informational texts are part of the curriculum beginning in Kindergarten
The main components of balanced literacy include read-alouds (modeled reading),
modeled writing, shared reading, shared writing, guided reading, guided writing,
independent reading and independent writing. The focus is on oral language
development, phonemic awareness, phonics and word recognition, fluency,
comprehension, writing, vocabulary development and authentic speaking and writing.
Noted below are the areas of concentration at each grade level.
With the adoption of a balanced literacy approach, Lakeville Area Public Schools
adopted Houghton Mifflin’s Legacy of Literacy in 2001. With the emphasis on having
students learning reading at their instructional level, we set aside funds for five years to
build the number of books available for guided reading groups. The books are leveled so
that all students have an opportunity to learn by reading at their instructional level, as
well as their independent level. Since 2006, the leadership team at each site continues to
purchase leveled books. These leveled books are a combination of literature and
informational text. In addition, leveled books that are aligned with the science and social
studies curricula are also included. Guided reading and literature circles are incorporated
across the grade levels. The Equity Services Department provided resources to each
elementary Media Center. They selected books representative of a wide variety of
cultures.
The K-3 literacy block must include a minimum of 120 minutes of literacy instruction.
Of those 120 minutes, there is required 90 minute uninterrupted block direct, core
instruction. The remaining 30 minutes of the 120-minute block is used for independent
reading and writing in response to text.
As a district, we adopted the principles of Response to Intervention (RtI). The key to RtI
is that our core instruction must be quality instruction that serves a minimum of 80% of
our students. Teachers use benchmarking, diagnostic assessments, monthly or weekly
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progress monitoring, teacher-designed classroom assessments, and professional
observation to monitor student growth.
Multi-Tiered System of Supports
Students in need of additional instruction move through a flexible, multi-tiered system of
support. A multi-tiered system of supports is a term used to describe a model of schooling
that uses student data to determine instruction and interventions. The integrated
instruction and interventions are delivered to students in varying intensities (multiple
tiers) based on student need. Need-driven decision-making seeks to ensure that district
resources reach the appropriate students at their developmental level in order to
accelerate their skills to become proficient readers.
Culturally Responsive Pedagogy
There are five key areas in which culturally responsive pedagogy is addressed through
best practice. These include: building relationships for learning, content integration,
human relations, creating culture and setting high standards.
Relationships for Learning: Through the teaching and learning process, teachers foster
authentic relationships with and among students that allow teachers and students to know,
respect and trust each other for who they are and what they bring to the learning
community.
Content Integration: During the curriculum review process and throughout the
implementation of curriculum, teachers work towards developing curriculum that is
reflective of a variety of cultures, principles, theories, values, etc.
Human Relations Focus: In PLCs, as well as during inservice opportunities, staff
explore how to utilizing teaching methods and materials that support reducing prejudicial
attitudes and promotes unity among students.
School Culture: Experts have worked with administrators and district leaders to
restructure the culture and organization of the school so that students from a diversity of
backgrounds will experience equality.
Equity: Teachers work to meet the needs of all students by creating high standards and
providing differentiated instruction. This also includes working with a wide variety of
learning styles, developing cultural competency, minimizing labels and tracking and
eliminating pullout programs for students.
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English Learners
The demographics of Lakeville Area Public Schools are changing. We are experiencing
an increase in the number of students who are English Learners, many of whom are new
to the country. Currently, we have 12.9% students of color. 329 of our students are
English Learners speaking thirty-three different languages.
ISD 194 uses a variety of assessments for our students. Each of the assessments measures
skills in all four of the language domains: speaking listening, reading, and writing.
Licensed English as a Second Language (ESL) teachers administer these assessment.
The W-APT is used to determine eligibility for ESL services. It is administered to all
students whose Home Language Questionnaire shows a language other than English. It is
either administered in the first ten days of the school year or during the first ten days of a
student’s enrollment. W-APT does not provide a proficiency score. The ISD 194 ESL
team determined that a score of 4.9 or below would automatically qualify a student for
English Learner services. Scores of 5.0-6.0 indicate that a student is approaching
classroom readiness.
The ACCESS is administered to monitor students’ progress in the English Learner
program. MDE determines the six-week window ranging from early February to late
March. MDE has not yet determined the proficiency levels.
The IPT (IDEA Proficiency Test) is administered to provide additional feedback and
progress monitoring for students receiving English Learner services. It is administered as
needed for students who are not progressing in their acquisition of language at the
expected rate. The test provides proficiency levels based on grade and language
experience. Students are given a score of non-English proficient, Limited English
proficient or proficient.
The type of service an English Learner receives is contingent on their responses in
standardized formal assessments and teacher-designed assessments. Notable, are the
types of services students receive across the district.
Literacy/Math Blocks: Students at the lowest proficiency levels (generally scoring
below a 3.5 on the W-APT) are placed into a block support model. The ESL teacher
provides sheltered reading and math instruction with a focus on scaffolding and building
vocabulary. Generally, this type of support is provided to students in Grades 1-5. This
support may be provided in a pull-out model or a co-teaching model. Where this is used,
almost all students made progress equivalent to or better than their grade level piers.
Combined Special Education and ESL: Students who have an IEP in addition to an EL
designation receive support as determined by the Learner Support Team in their building.
Generally, these students are not placed in a block, but receive content support from the
Special Education teacher and language support from the ESL teacher.
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Traditional Service: Students who are between a 3.5 and a 4.9 on the W-APT are
generally placed in a traditional pullout support group. They leave their classroom for 30
minutes 2-5 times a week (depending on their needs) to work with an ESL teacher. These
students then become part of the classroom teachers multi-tiered systems of support.
Indirect Service: Once a student scores above a 4.9 on the W-APT or ACCESS tests,
they are placed on indirect support. The ESL teacher checks in with the classroom
teacher periodically to monitor progress before the student is exited from service. These
students then become part of the classroom teachers multi-tiered systems of support.
Our ESL team meets monthly as a whole group to discuss the WIDA standards and their
application. Responding to students based on their assessments is also part of their
discussion. ESL teachers meet as district-wide PLCs (K-5, 6-12) to discuss how to
intervene with their English Learners.
Professional Learning Communities
Professional Learning Communities (PLCs) include teams of teachers collaborating about
the best ways to improve student achievement. PLCs are noted as a professional
development best practice. These groups operate under the assumption that the key to
improved learning for students is continuous job-embedded learning for educators. By
job-embedded, we mean it occurs during the school day and the work directly impacts
student achievement. Time is set-aside on a weekly basis for teachers who teach the same
grade to come together and focus on the level of learning occurring in their classrooms.
The purpose of a PLC is to analyze student data from a variety of sources and make
decisions regarding the next step for students requiring extra supports in the classroom.
Interventions become the focus. Specialists join in the discussions to provide the teachers
extra support. Learning Specialists, Gifted Specialists, English as a Second Language
teachers, Licensed School Counselors, and the principal may join PLCs at various points.
They collectively determine ways to respond to any literacy learning needs in a timely
fashion by sharing data on student work and potential intervention strategies. Teachers
set up the structure to collectively look at student data and determine student strengths
and areas of concern. When areas of concern are discovered, the goal is to intervene as
quickly as possible with interventions aligned to the student needs.
Members of the Professional Learning Community consistently do the following
practices:
 Gather evidence of current levels of student learning
 Develop strategies and ideas to build on strengths and address weaknesses in that
learning
 Implement those strategies and ideas
 Analyze the impact of the changes to discover what was effective and what was not
 Apply new knowledge in the next cycle of continuous improvement
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Strengths on Lakeville’s implementation of core instruction in 2011-2012
 Consistent core of resources: Legacy of Literacy
 Inclusion of elements of reading
 Inclusion of oral language development and speaking/listening skills
 Use of guided reading with a variety of leveled texts
 Incorporation of reading and writing across all content areas
 PLCs meet in each building to focus on responses to student learning
 English Learners needs are met with a variety of programming options
 An awareness culturally responsive teaching
 An effort by some buildings to do extensive outreach to build a partnership with
families/communities
 Some buildings have a solid RtI plan that incorporates the English as a Second
Language teacher in their PLCs data-driven decision-making and problem solving
process to focus on the needs of the English Learner.
Opportunities for Improvement in 2012-2013
 Need for uninterrupted block of time and a consistent day across the district as
noted by the district Teaching and Learning Council
 Need to require 120 minutes for the literacy block as some buildings no longer allot
that amount of time
 Need for RtI/Literacy Coach to ensure all teachers are using evidence-based
practices in the classroom and to provide intervention assistance
 Need to measure annually the level of staff expertise with the five elements of a
scientifically-based reading instruction.
 Need to standardized the amount of time and day of the week that PLCs meet
 Need for virtual PLCs for specialists: guidance counselors, gifted specialists, etc.
 We are still noting an achievement gap within each of our subgroups
 A need for all teachers to provide a language rich classroom that incorporates
students’ background language and vocabulary to be successful in the content
areas.
 Provide more outreach to the families.
 Need for more training for administrators and staff to develop their cultural
competence, as well as culturally responsive strategies to use in the classroom
 Need to investigate the English Learners literacy block for other schools
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Recommendations for 2012-2013
 Ensure a 90-minute block of uninterrupted literacy time in K-3
 Hire a RtI/Literacy Coach
 Reassign portions of Learning Specialist to be the in-district expert in Literacy (2)
and Literacy Intervention (1)
 Survey staff in September level of expertise on the five elements of reading
instruction
 Survey staff in September to set sequence in training sessions for AIMSweb,
DRA2, Observational Survey, and Oral Language Fluency, Interventions, RtI/PLC
link, cultural responsive pedagogy for the district-wide inservice day in February
 Equity Services will work with data coaches to assist teams in goal setting for
students of color and students new to the country.
 Expand the Literacy Block support system for newcomers to other schools
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5. Assessment Methods
Background
Reading Well by Third Grade is a developmental milestone in a child’s educational
experience. Experts agree that reading proficiency develops over time, and students of all
abilities need sustained and intentional reading instruction throughout their PreK-12
school experience in order to be career and college ready. It is important to monitor
student progress toward reading proficiency from preschool to Third Grade and beyond.
We need to ensure that instruction meets the needs of all students and that proper support
services are in place for those needing additional instructional time.
According to Minnesota Department of Education Reading Well by Third Grade, “Using
data to inform decision-making is essential to a comprehensive literacy plan. Assessment
tools need to provide timely, reliable, and appropriate information to inform decisions
related to which students are falling behind and need accelerated learning opportunities.
This information can allow teachers and leaders to design instruction that responds to the
learning needs of individual students and can inform district decision-makers on how to
best allocate resources and training. By regularly assessing students’ progress in reading,
educators can identify which students need more help and which are likely to make good
progress with quality core instruction alone. It is important to note that students who are
identified for intervention based on a screening measure can fall into any level for
reading behaviors, depending on individual skills and deficiencies so screening data alone
is not sufficient to plan intervention sequences. An assessment plan that consists of
multiple data measures is best. Analyzing academic data as well as behavior and
attendance information can give decision makers a breadth of information on a student to
best schedule and plan programming.”
An effective assessment plan has four main objectives:
1. Identify students who are at-risk or who are experiencing difficulties on an
ongoing basis and who may need extra instruction or intensive interventions if
they are to made adequate progress toward grade-level expectations (screening
measurements).
2. Inform instructional planning in order to meet the needs of individual students
(diagnostic measurements).
3. Monitor students’ progress during the year to determine whether students in
intervention are making adequate progress in literacy development (progress
monitoring measurements).
4. Evaluate the effectiveness of interventions and whether the instruction provided is
intensive enough to help students achieve grade-level outcomes by the end of
each year (evaluation measurements).
Assessing Proficiency
ISD 194 students’ level of reading proficiency is assessed for the purposes of designing
and delivering personalized instruction. Assessments are administered to whole class
groups, as well as to individual students. The assessments range from formal,
standardized assessments to teacher-designed measures. Teacher-designed measures are
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conducted informally as checks for understanding (formative assessments) and formally
to measure the amount of learning at the end of a unit, quarter, or semester (summative
assessments).
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Our assessment plan includes screening, diagnostic, and progress monitoring information.
We use multiple data points in order to get a broad understanding of our readers’ needs
followed by aligned curriculum, instruction and interventions to support the learner.
Assessments include a balance of ongoing formative assessments (checks for
understanding during instruction) and summative assessments (tests at the end of units of
learning checking for mastery) of student learning. These formal and informal
assessments are used to provide data that drives instruction, supports differentiation, and
documents alignment of instruction to academic standards.
Each school conducts data digs. These are data study sessions in which the school sites,
leadership, classroom teachers, and specialists disaggregate and analyze the data. This
data is then used in planning for classroom instruction. Teachers meet in Professional
Learning Communities (PLCs) to discuss student needs, determine how to respond to
instructional practices that are not working, set up interventions, and discuss student
responses to interventions (RtI). Once a student benefits from an intervention and no
longer needs it, the intervention stops. However, if the student is not benefitting from the
intervention, the PLC needs to determine a new intervention aligned with the student’s
literacy needs and learning style needs.
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RtI: Response to Intervention
Lakeville Area Public Schools incorporates RtI (Response to Intervention) at each of the
elementary sites. Response to Intervention’s underlying premise is that schools should
not delay providing help for struggling students. Timely, targeted, and systematic
interventions must be given to all students who demonstrate the need. The schools have a
two tiers of interventions to use with students.
In order to optimize the use of interventions, the first tier is the core daily instruction in
the classroom. In the RtI model, the first tier (or core classroom instruction) should meet
the needs of 80% of the students without the need for intervention. The second tier may
serve up to 15% of students that are identified as needing some extra support. The
classroom teacher provides these students with more direct support. The third level of
intervention support is generally for the 5% of students who require extra time and
support during the school day. The learning for these students needs to be accelerated if
they are going to read at the expected level by the end of the year. Through Grade level
PLCs (Professional Learning Communities), the teachers determine what assistance is
needed for the students at the second and third tier of the RtI pyramid. The team of
teachers creates a system of interventions that is fluid, flexible, and sensitive to the
ongoing needs of each child. (See Section 6 for additional information on RtI).
Assessment Types
Universal Screeners: Screening assessments are often effective and efficient measures
of overall ability and critical skills, which are known to be strong predictors of student
performance. Once the teachers analyze the assessments, they identify individual students
who do not meet grade-level expectations. In some cases, more extensive time is needed
to administer screening tools if multiple layers of development are assessed in one sitting.
Screening of all students at regular intervals, usually three times a year, helps to establish
expected proficiency outcomes and informs program effectiveness.
Results from screening assessments can be used as a starting point for instruction or to
indicate a need for further evaluation. Multiple screening measures are not necessary if
the tool selected is applicable to all age/grade ranges to be monitored. During 2011-12,
Lakeville Area Public Schools used AIMSweb, Developmental Reading Assessment,
DRA 1 and 2, Dynamic Indicators of Basic Emergent Literacy Skills (DIBELS),
Measures of Academic Progress, Observation Survey, and the MCA IIs. For our English
Learners, we used the W-APT to determine eligibility for EL services. This assessment
was administered to all students whose home language was other than English. For the
2012-2013 school year, our goal is to create a plan that uses identical assessments so that
we may better compare results across the system for future planning to meet all students’
needs.
Diagnostic Screeners: The purpose of diagnostic assessments in Kindergarten through
Grade 3 is to provide information for planning more effective instruction and
intervention. Diagnostic assessments provide additional data beyond screening and
should be given when there is a clear expectation that diagnostic information will offer
new or more reliable data about a student’s academic needs. This diagnostic assessment
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information is used to strategically plan more targeted and intensive instruction that will
accelerate reading proficiency toward grade level expectations. Using diagnostic
assessments along with standardized screening measurement information and informal
classroom assessments can provide a broader understanding into the needs of learners
individually and as a group. The results help teacher teams identify supports from which
students would most benefit out of a variety of strategic interventions. Lakeville Area
Public Schools uses The Developmental Reading Assessment (DRA 1 and 2), the
Observation Survey, Words Their Way, and Making Meaning as diagnostic screeners.
For English Learners, the English as a Second Language teachers use ACCESS, which is
aligned with the English Learner standards called WIDA (World-Class Instructional
Design and Assessment). WIDA standards support academic language development and
academic achievement for linguistically diverse students.
Progress Monitoring: Progress monitoring assessments are also brief assessments,
administered with more regularity than screening and diagnostic tools. Assessment data
from progress monitoring is collected, evaluated, and used on an ongoing basis to
determine the rate of a student’s progress toward grade level outcomes, to provide
information on the effectiveness of an intervention, and to modify the intervention tools if
necessary. Information about how much time a student is engaged in intervention,
attendance, and behavior are also useful data points. Progress monitoring tools are
matched to the intervention a student is receiving as well as matched to grade level
outcomes so a variety of leveled assessment tools may give the best overall picture of a
student’s individual progress. Lakeville Area Public Schools uses AIMSweb, Dynamic
Indicators of Basic Literacy Skills (DIBELS), Observation Survey, Curriculum Based
Monitoring tools (CBM), and Words Their Way. For English Learners, IPT (IDEA
Proficiency Test) is used.
Three times per year, the majority of our elementary sites benchmark all students. They
strategically monitor at-risk students monthly and evaluate the effectiveness of
instructional changes. They progress monitor those students with greater needs who need
more intensive instructional services on a weekly basis. Once the results from the
assessments are gathered, the building leadership team, grade level teams and classroom
teachers analyze the results. Once the results are analyzed, they collectively determine
interventions to be initiated. Through weekly progress monitoring, the teacher determines
what the level of effectiveness of intervention. It is how the student responds to the
intervention that determines the teacher’s next step.
Each building conducts data digs in the fall and winter. Some buildings do an additional
data dig in the spring. Several buildings do this with a half-day sub. The other buildings
do it as part of their professional learning communities (PLCs).
Each building uses screening, diagnostic and ongoing progress monitoring to inform the
instructional content, instructional activities, instructional delivery, and selection of
supplemental materials and assistive technology needed to meet children’s instructional
needs and strengths.
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Each site uses assessment results to determine which instructional practices are well
matched to the student needs. Within each building at each grade level, the teachers have
a Professional Learning Community to which they belong. This team works
collaboratively to determine the type of intervention, time needed, and method for
implementation. If the PLC needs assistance, each building has a Learning Specialist who
assists in matching the intervention to the student need. Additional support expertise is
available with the Student Assistance Team. This team is responsible for determining
interventions that may work outside the ones the grade-level teachers determined would
work.
ISD 194 provides services to pre-K children through its community preschool (Small
Wonders), Early Childhood Family Education (ECFE) and Early Childhood Special
Education (ECSE) programs. Although these entities have established some partnerships
and developed a few collaborative offerings, they generally operate in separate silos.
There are no common standards or assessments and the curriculum and instruction in the
various programs has not been formally reviewed. With increasing evidence of the
importance of early childhood education on readiness for Kindergarten and the
nationwide movement to improve third grade reading, there is a sense of urgency in the
district to begin aligning early childhood education with our K-12 standards. This must
be done in a developmentally appropriate, multidisciplinary manner that recognizes the
value of fostering social, communication, and self-regulations skills along with motor and
physical development in the early years.
Strengths of 2011-2012 Literacy Assessment Methods
 Each building focuses on the five elements of reading as cited by the National
Reading Panel and assesses students in each area.
 Teachers use a combination of informal and formal assessments to inform their
instruction.
 Each building uses a combination of universal screeners, diagnostics, and progress
monitoring tools to determine the needs of their students.
 Each building has faculty meeting in grade level professional learning communities
to determine how to respond to students who are not benefitting from the core
instruction.
 Principals provide time for data digs following Fall and Winter benchmarking.
 Interventions are timely and effective for Kindergarten and First Grade.
 Each elementary site has adopted the guiding principles of Response to
Intervention
 Curriculum-based monitoring is done based on the Essential Learnings (a blending
of the 2010 Minnesota Academic Standards and Benchmarks in teacher-friendly
language).
 ISD 194 Community Education has built a strong, highly respected Early
Childhood Family Education program
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Opportunities for Improvement within our 2012-2013 Literacy Assessment Plan:
 Through our 2011-2012 review of assessments in our literacy program, we
observed that each building was following assessment best practices.
Simultaneously, we observed a need for consistency across the district with the
tools we use. We studied where we had pockets of excellence and determined that
we need to systemically adopt those assessment practices.
 Need for consistent screeners, diagnostic tools, and progress-monitoring tools
across the district in the five key components of Standards-Based Reading
Instruction
 Need for additional training in conducting assessments with fidelity
 Need for a consistent assessment for oral language development
 Need for a consistent list of high frequency words for each grade level.
 Need for a consistent practices/assessment with vocabulary development
 Need for alignment of assessment tools with Pre-Kindergarten programs and
Special Education
 Need to record EC-Grade 2 literacy data across the district as well as at building
level
 Need increase collaboration between early childhood educators and their K-1
counterparts
2012-2013 Literacy Assessment Goals
 Adopt AIMSweb as our screener and progress-monitoring tool for K-3 thereby
aligning K-3 general education, K-3 special education, and Pre K practices.
 Shift from DRA1 to DRA 2 as the consistent diagnostic tool for K-3
 Maintain the Observational Survey as a diagnostic tool and progress monitoring
tool
 Determine a consistent program and assessment tool for vocabulary development
K-3
 Provide two Data Coaches as part of the Learning Specialist position to support
Professional Learning Communities (PLCs) analysis of data and goal setting
 Provide Literacy Intervention Specialist and Literacy Specialist role as part of two
Learning Specialist position to assist sites in alignment of interventions to respond
to the data and reach the required Essential Learnings
 Require formalized 2 hour data digs three times a year at each elementary school
 Complete common summative assessments in literacy for K-3 that align with ISD
194 Essential Learnings. The Essential Learnings are aligned to the 2010
Minnesota Academic Standards in English Language Arts
 Create a plan for a seamless transition from Pre-Kindergarten to Kindergarten by
creating an integrated assessment system that is aligned with state and local
standards.
 Set meetings every 6 weeks to focus on articulation and alignment of Pre
Kindergarten to Kindergarten through Grade Three assessment results
 Write site goals using the NWEA Measures of Academic Progress for second and
third grade.
 Create a district-wide data collection system for AIMSweb and DRA 2
 Disaggregate the district-wide data for AIMSweb and DRA2
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6. Interventions and Supports
Overview
Lakeville Area Public School uses a multi-level system of supports to ensure students
reach proficiency in reading. Noted below is information regarding our system of
supports through a framework entitled RtI: Response to Intervention
RtI: Definition of Response to Intervention
Lakeville Area Public Schools framework for literacy development includes Response to
Intervention or as it is more commonly known, RtI. RtI is grounded in continuously
responding to students’ level of learning with a pyramid set of interventions. It is a multilevel framework for learning with supports. It provides a system for teachers to ensure
personalized learning for all students to reach their potential. The framework includes
four tiers of instruction, each of which includes data collection, instruction, intervention,
and intervention analysis.
Tier 1: The first tier of instruction is the core program for all students. This is the
classroom literacy block. The recommended time for the literacy block is a minimum of
90 minutes. The goal of the first tier of instruction is the delivery of quality instruction
resulting in 80% or more of the students fully benefiting from the instruction as noted by
their progress in the five areas of literacy: phonemic awareness, phonics, fluency,
comprehension, and vocabulary. Within that class time, all staff are expected to use best
practice instructional practices, follow the principles of balanced literacy, use the adopted
literacy framework and resources with fidelity, and frequently monitor students that are
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underperforming. In this first tier, teachers do frequent checks for understanding. If a
student is having difficulty with the learning, the teacher will provide differentiated
learning opportunities to assist the student in getting the required learning. For example,
the teacher adjusts the level of the content, the instructional delivery, and/or activities to
meet the needs of the student during class time. Teachers use flexible groups and leveled
texts to form guided reading groups. Formal and informal assessment data determines
placement in those groups. Based on data, students will move in and out of guided
reading groups. Providing students with relevant, engaging text at their instructional level
is essential. Letting students select texts for independent reading is essential to motivate
students to read.
In grade level Professional Learning Communities (PLCs), teachers share quality
instructional strategies and discuss differentiation strategies that work. Collectively, they
design back-up plans if the current differentiation strategies are not working. In some
cases, if it is not working, the grade-level Professional Learning Community (PLC) will
recommend the student move to the second tier of instruction with intervention supports
outside the classroom literacy block.
The minimum amount of time for direct instruction in Kindergarten through Grade 3 is a
90-minute block of literacy instruction with a balance between whole group and small
group instruction. An additional 30 minutes of independent reading and writing in
response to text occurs in each building. A minimum of 120 minutes of literacy
instruction occurs each day.
Tier 2: The second tier of instruction is targeted interventions with a small group of
students. This tier is for students not yet making sufficient growth. They may need more
time, different materials, or different strategies to access the learning. Classroom teachers
pay attention to the five core components of reading: phonemic awareness, phonics,
fluency, vocabulary, and comprehension. In addition, they will look at the student’s Oral
Language development.
Tier Two interventions serve
students who are not
benefitting from
differentiation and whose
testing indicates the need for
additional time and
assistance. Multiple data
points are required for
students receiving Tier Two
interventions. Frequently
monitoring students that are
underperforming, and
changing interventions when
students are not progressing
to their expected level is
mandatory. Tier Two
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interventions are provided outside of the literacy block of time for up to 30 minutes
several times a week. Students receiving Tier Two interventions are often recommended
for Targeted Services outside the school day-either before or after school. In addition,
they will be recommended for summer school.
Tier 3: The third tier of instruction is strategic interventions provided outside of the
literacy block of time. In order for students to be proficient in reading, they need the
benefit of extra time with intense instruction provided directly by the classroom teacher
throughout the week. Often, this is single student or small group instruction. Students are
progress monitored on a weekly basis to determine if the intervention should continue, be
redesigned, or if the student may stop. If the intervention was successful, the student may
transition back to Tier 2 or Tier 1.
Tier Two and Tier Three interventions and instructional support systems are available to
students who are not reading at or above grade level in Kindergarten through third grade.
These interventions are continuously monitored for their level of effectiveness with
individual students. Once a student successfully works through the intervention, he/she is
removed from the intervention with subsequent checks to ensure that the student retains
the learning.
Tier 4: The fourth tier represents student interventions for special education and gifted
education. This tier was added to demonstrate the need for specialized intervention for
these students.
Responsibility for interventions is shared among all the educators at the site (principal,
Learning Specialist, classroom teachers, special education, related service personnel,
English Learner specialists, Gifted Specialists, and Title I if Title I service is received at
that site).
If the results of progress monitoring show that a student is not progressing and is in need
of further interventions, PLC team members analyze multiple pieces of data (MAP,
AIMSweb, DIBELS, DRA, classroom assessments) and target what intervention is
needed, the length of time for the intervention, and the intensity of the intervention. If a
Tier One intervention (differentiation) is not effective, a student proceeds to Tier 2
Interventions. Tier 2 Interventions include extended time for literacy instruction during
the day and outside of the school day. Interventions outside the school day include
Targeted Services after school and summer school programming. Students in Tier 2 and
Tier 3 are progress monitored on a weekly basis. The intent is to have a laser-like focus
on providing the correct intervention to meet the needs of the students. Teachers take the
students with the most critical needs, whereas tutors work with students in need of
additional practice who are closest to the benchmark. If students perform below the
benchmarks, they will continue to receive interventions until they are proficient. Teachers
continually examine a wide range of data, including student work, and adjust
interventions as often as necessary to ensure students will be proficient.
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The classroom teacher records the interventions. If they are not working, the site SAT
(Student Assistance Team) meets to discuss additional interventions or to determine if a
special education referral is the next step.
Intervention schedules vary according to the needs of the buildings. It is recommended
that four days of 30-minute intervention time occur for each grade level. On the fifth day
progress monitoring occurs. The interventions are directly aligned with the area noted in
the progress monitoring. As soon as the classroom teacher determines the student has
mastered the area of need, they move back towards core instruction.
Additional Supports
Title I Services: Five of the eight sites have Title I funding due to the number of students
registered for the Free and Reduced Lunch program. Students qualify for Title One
services in the fall of each year based on benchmark assessment results. If a student is
below the benchmark in more than one area and the classroom teacher recommends the
service, they would qualify. Parents are notified and involved in the decision-making
regarding their learning targets.
Tutors: Each of the eight sites have general fund tutors. Even though the funding is
determined by the number of students who are part of the free or reduced lunch program,
any student who is not reading at grade level is eligible for this support service.
Minnesota Reading Corps: Six of the eight sites (CHE, CVE, LVE, JFK, OHE, and
OLE) have Minnesota Reading Corps assistants. Minnesota Reading Corps is a statewide
initiative to help every Minnesota child become a successful reader by the end of third
grade. Each Minnesota Reading Corps member works one-on-one with K-3 children who
need help learning to read. Full-time member tutor 15–20 children weekly. The member
will use prescribed literacy interventions and will conduct weekly progress monitoring
using AIMSweb, to ensure the students are on track to read at Grade level by the end of
third grade. The member also provides opportunities for family literacy involvement for
Reading Corps students by implementing the MRC family literacy intervention: RAH!
RAH! RAH! and Read at Home effort. They progress monitor students and intervene as
directed by the principal, Learning Specialists or classroom teachers.
Targeted Services: Each elementary site in the district has a program providing targeted
services for students either before or after school a couple of days per week. Parents are
notified of their child’s need to participate in the program. A Personal Learning Plan is
created citing specifically what the student needs to focus on during that program.
Parents/guardians are required to sign if they want their child to attend. Learning
Specialists in each building contact parents directly if they do not get the signed sheet
back.
Summer School: The elementary schools join together to offer the same level of summer
school programming for all first through third grade students. The program is offered at
three sites for five weeks. The program runs for three hours four days a week.
Transportation is provided. Parents are notified of their child’s need to participate in the
program. A Personal Learning Plan is created citing specifically what the student needs
32
to focus on during that program. Parents/guardians are required to sign if they want their
child to attend. Learning Specialists in each building contact parents directly if they do
not get the signed sheet back.
Cultural Liaisons: Cultural liaisons service student families in all eight buildings
directly to determine what families may need to strengthen the literacy development.
They work to establish a strong partnership with the school
Family Support Workers: Two of the eight sites have a Family Support Worker from
360 Communities who focus on the school/home connection for literacy.
Strengths of 2011-2012 Interventions
 Solid RtI and PLCs in K-1 across the district
 Use of multiple data points (universal screeners, diagnostic tools, and progressmonitoring tools) consistently
 Benchmarking three times per year.
 Extra block of time for Tier Two and Tier Three during the day
 Use of Targeted Services and Summer School Services with Personalized
Learning Plans
 Title One services in five out of eight buildings
 Teachers provide targeted and strategic interventions.
 Six out of eight buildings have Minnesota Reading Corps
 Cultural Liaisons and Family Support Workers strengthen the home/school
connection for literacy development
Opportunities for Improvement
 Create consistency in how Response to Intervention (RtI ) is implemented in
Grades 2 and 3
 Need to ensure documentation is in place for students receiving Tier Two and
Tier Three interventions.
 Enhance the parent involvement piece for students who are receiving Tier Two
and Tier Three interventions.
 Train principals and Learning Specialist in AIMSweb
 Train staff who are new to the district on the guiding principles of RtI and PLCs
 Need to collect parent feedback regarding their student’s literacy instruction.
 Need for more Family Support Workers (School Success Liaisons)
2012-2013 Action Items
 Design Personalized Learning Plan (PLP) for students receiving Tier Two and
Tier Three interventions aligned with the Title I and Targeted Services PLP
 Provide training on the link between PLCs and RtI for teachers
 Enhance the parent involvement piece for students receiving Tier 2 and Tier 3
instruction
 Include fidelity checks by principals and Learning Specialists on assessment
practices in the classroom.
33

Conduct parent survey regarding their level of satisfaction with our systems of
support and communication
34
7. Parent Communication
General Communication
We believe that literacy development requires a partnership with our families. It is the
intent of each site to involve parents in helping to accelerate the literacy development of
each child. Parent communication regarding the literacy program and systems of
supports begins with the Open House in August. Parents are informed that Lakeville
Area Public Schools core literacy instruction follows the principles of balanced literacy
and the core elements of scientifically based reading instruction (SBRI). They learn that
K-3 uses Houghton Mifflin’s Legacy of Literacy plus leveled books in guided reading.
The core instruction is aligned with the 2010 Minnesota Academic Standards (ISD 194
Essential Learnings). Teachers are required to teach to the Essential Learnings.
Conferences
Once school starts, the teachers assess all students in K-3 with a screener. In 2011-2012,
some Kindergarten teachers used a teacher-designed assessment and some used
AIMSweb or DIBELS. Grades 1-3 all used either DIBELS or AIMSweb to monitor
student progress throughout the year. Grades 2 and 3 use the NWEA Measures of
Academic progress and AIMSweb or DIBELS. All of these assessments are aligned with
the 2010 English Language Arts Standards. At conferences, assessment information is
shared and parents are notified if their students are meeting expectations for this point in
the year. If interventions are required at this time, both the school day interventions and
beyond school day services are discussed with families.
Intervention & Support Systems Communication
Title 1/Personalized Learning Plans: Five of the eight buildings (OLE, CHE, OHE,
LME, JFK) receive Title I services for students who qualify. When a student is below the
benchmark in more than one area and the classroom teacher recommends the service, the
student is recommended for Title I assistance. Teachers use AIMSweb or DIBELS
benchmark assessments to qualify students.
All students who qualify for Title I services will have a Personalized Learning Plan
(PLP). Classroom teachers complete the PLP form when the students qualify. Classroom
teachers meet with parents to review their child’s PLP. Parents are required to sign the
‘Signature Page” to the PLP in order for their child to receive service. Classroom
teachers review the PLP and the Title I student’s progress with the parents at winter
conferences. At that time, parents initial the original signature page indicating that they
acknowledge that their child remains in Title I.
In addition to the PLP meetings with parents, Title I buildings offer parent information
sessions and meetings to help parents understand our Title I services and to discuss how
they can further help their child.
QuELS: QuELS are the Quarterly Essential Learning Summary that is distributed to
parents four times each year. Parents receive the Quarterly Essential Learnings
Summary, which indicates student progress on a 1-4 rubric. The rubric defines a 4 as
35
exceeding Grade level expectations, a 3 as meeting Grade level expectations, a 2 as
partially meeting Grade level expectations, and a 1 as not meeting Grade level
expectations. Reads at Grade level is one component on the QuELS that needs to be
scored with a 1-4. QuELS are issued four times during the year.
Tier Assistance: Parents at most sites are informed and invited to participate in the
multi-tiered intervention process as soon as their child begins tiered supports. In some of
those buildings, Personal Learning Plans (PLPs) are written and discussed with parents at
conferences two times per year. In other buildings, parents are notified at conferences as
to the interventions their child needs and is receiving with extra literacy time outside the
literacy block. Teachers communicate regularly with parents through of email, phone
call, or notes home based on the parents’ preference. Additionally, each of the eight
elementary buildings provides information on their website. The district provides the
Essential Learnings on the website. Teachers provide resources through take-home
reading materials and activities for their child.
Student Assistance Teams: If the Student Assistance Team discusses interventions for a
student, the parent must be notified of the results of that discussion.
Exit Criteria: As noted in the assessment section of this report, 2012-2013 exit criteria
are provided for various assessments. The key in diagnosing areas of need and checking
for successful learning experiences is the grade level Professional Learning Community
(PLC) comes together to determine the course of action. Through collective problem
solving with the grade level team, Learning Specialist, English as a Second Language
Specialists, Gifted Education, and Special Education Specialists, they are able to create a
balanced, fast-paced, engaging instructional routine. Without the Professional Learning
Community supports and the building Student Assistance teams, interventions will not be
as successful.
Strengths of 2011-2012:

Parents are notified on an ongoing basis through Open Houses and Conferences

Buildings vary in the ways classroom teachers connect with families, but adjust
it to the parents best method

Personal Learning Plans are created for Title I services, Targeted Services, and
for Summer School
Opportunities for Improvement:

Need for grade level literacy nights to more thoroughly explain the literacy
programs across the district and what is available for their students in
curriculum, instruction and assessment

Need to communicate to families of students new to the country

Need to standardize how we communicate Student Assistance Team discussions.

Need to have a common list of resources and tools for parents, caregivers,
and/or community members
36

Create grade level literacy nights to more thoroughly explain the programs
across the district and what is available for their students in curriculum,
instruction and assessment

Create literacy night for English Learners and their families with interpreters

Create a process for connecting with the family following Student Assistance
Teams discussions.

Create a common list of resources and tools for each grade level for
parents/guardians, caregivers and/or community members.

Create a plan for 2013-2014 to encourage parents/guardians and community
members to volunteer during the literacy blocks in our schools.
37
8. Professional Development
2011-2012 Training
During the 2011-12 school year, professional development was provided to assist staff in
the teaching and learning process. Our Teaching and Learning Progression, which
focuses on best practice instruction for high levels of learning, guided this professional
development.
PLCs: During the course of the 2011-2012 school year, individual buildings provided
training to support the implementation of quality Professional Learning Communities and
quality interventions for their students.
English Language Arts: The building provided training in better understanding the new
English Language Arts standards. The classroom teachers analyzed their own standards
and the ones in the grade level before and after their own grade level.
The district provided training in the implementation of the new English Language Arts
Standards. Due to the change in expectations with the new 2010 Minnesota Academic
Standards, teachers also received training in reading complex text. This is known as
“close reading.” In addition, staff received training in how to include Native American
culture into their reading.
Role of District Teaching and Learning Council (DTLC)
The district-wide Teaching and Learning Council prioritizes the professional
development needs from throughout the district. This is based on input from each
38
building Teaching and Learning Council’s representative. The district-wide TLC has
representation by administrators, teachers, and specialists at every level and at least one
individual from each building. Paraprofessionals are also represented. The district level
TLC is the leadership team that channels two-way communication regarding Teaching
and Learning activities every year to best meet staff needs. During the last two meetings
of the year, each building TLC representative brings forth the individual buildings
recommendations for the upcoming year.
The district TLC prioritizes the professional development requested for the following
year based on student data, district data, and teacher needs. During the spring of 2012, the
top two needs for K-3 were assessment training and RtI training with a focus on
interventions. The district leadership added the need to correlate PLCs to RtI.
Role of Building Teaching and Learning Council
The building Teaching and Learning Council consists of staff from throughout the site. It
includes the principal, the Learning Specialist, representatives from each grade level, and
others as determined by the building. The purpose of the council is to recommend
professional development for site members based on the data received on student
performance. For example, if less than 80% are not achieving at grade level, the core
instruction should be the focus. If Tier 3 interventions are not working, training in that
area should be provided. The building TLC sends a representative to the district TLC.
Role of Professional Learning Communities
Professional Learning Communities (PLCs) include teams of teachers collaborating about
the best ways to improve student achievement. PLCs are noted as a professional
development best practice. These groups operate under the assumption that the key to
improved learning for students is continuous job-embedded learning for educators. By
job-embedded, we mean it occurs during the school day and the work directly impacts
student achievement. Time is set-aside on a weekly basis for teachers who teach the same
grade to come together and focus on the level of learning occurring in their classrooms.
The purpose of a PLC is to analyze student data from a variety of sources and make
decisions regarding the next step for students requiring extra supports in the classroom.
Interventions become the focus. Specialists join in the discussions to provide the teachers
extra support. Learning Specialists, Gifted Specialists, English as a Second Language
teachers, Licensed School Counselors, and the principal may join PLCs at various points.
They collectively determine ways to respond to any literacy learning needs in a timely
fashion by sharing data on student work and potential intervention strategies. Teachers
set up the structure to collectively look at student data and determine student strengths
and areas of concern. When areas of concern are discovered, the goal is to intervene as
quickly as possible with interventions aligned to the student needs.
39
Members of the Professional Learning Community consistently do the following
practices:
 Gather evidence of current levels of student learning
 Develop strategies and ideas to build on strengths and address weaknesses in that
learning
 Implement those strategies and ideas
 Analyze the impact of the changes to discover what was effective and what was not
 Apply new knowledge in the next cycle of continuous improvement
During our 2011-2012 district Teaching and Learning Council, it was determined that our
staff needed more time for Professional Learning Communities to meet. They are not
meeting for a consistent amount of time across the district. Knowing that effective PLCs
are the best way for teachers to improve their practice for the purpose of improving
student achievement, the district-wide priority of a standardized time and day for meeting
was set
Role of Culturally Responsive Pedagogy
Starting in 2008, Lakeville Area Public Schools began using the Developmental Model of
Intercultural Sensitivity (DMIS). The purpose of this assessment is to assist staff in
developing a strong cultural self-identity. With our changing demographics, our teachers
need to understand what it means to be culturally sensitive. According to Geneva Gay,
“teachers must be multicultural themselves before they can effectively and authentically
teach students to be multicultural” (Gay, 2003, p.4).
The teachers need to develop the knowledge, skills, and predispositions to teach children
from diverse racial, ethnic, language, and social class backgrounds. Culturally responsive
teaching practices honor our diverse cultural and ethnic experiences, contributions and
identities. Teachers need to understand the experiences and perspectives students bring to
school and be responsive to the cultures of different groups in designing curriculum,
learning activities, classroom climate, instructional materials and assessments. This is a
focus at several of our schools.
Best practice tell us that teachers should commit themselves to creating learning
experiences and opportunities that allow students from diverse cultural groups to see
themselves in the curriculum, instructional practices, and classroom climate. “Students
succeed when academic tasks include themes representative of their own
culture.”(Boykin, Tyler & Miller, 2005) When students see their own culture, they
become more engaged. (See Section 3: Best Practice for more information on culturally
responsive pedagogy).
Assessment Professional Development
The Learning Specialist at each site provides assessment professional development to
assist teachers in conducting the assessments and analyzing the results. In addition, each
site conducts a minimum of two data digs each year. Each site uses assessment results to
determine which instructional practices are well matched to the student needs. Within
40
each building at each grade level, the teachers have a Professional Learning Community
to which they belong. This team works collaboratively to determine the type of
intervention, time needed, and method for implementation. Having these discussions and
creating solutions as a collaborative team is sited as best practice professional
development. If a grade-level PLC needs assistance, each building has a Learning
Specialist who assists in matching the intervention to the student need. Additional
support expertise is available with the Student Assistance Team, the English as a Second
Learner Specialist, the Gifted Specialist, Speech and Language, and Special Education.
Grade level teams have set the majority of their professional development priorities for
the 2012-2013 school year. The main goal across K-3 is implementing AIMSweb and
DRA 2 and Observational Survey with fidelity. By truly understanding all aspects of the
test, it will be easier for staff to align interventions to data. Each Late Start and Early
Dismissal in 2012-2013 will be used for training on benchmarking and progress
monitoring with these tools. In February, training will occur on the 5 elements of
scientifically based reading instruction plus oral language
SORLA
Lakeville Area Public Schools sponsors South of the River Literacy Academy (SORLA)
each summer during the third week of June,. SORLA is four days long with half-day
sessions offered in the morning and afternoon. Seven districts join hands to bring in
quality local speakers on literacy, mathematics, cultural competence, and technology in
the classroom. Training on the five elements of reading (phonemic awareness, phonics,
fluency, vocabulary, and comprehension) along with oral language development are part
of the offerings. Use of technology in the classroom to promote learning and culturally
responsive teaching strategies in the literacy classroom are also offered.
Building Professional Development
Grade level teams have set the majority of their professional development priorities for
the 2012-2013 school year. The main goal across K-3 is implementing AIMSweb and
DRA 2 and Observational Survey with fidelity.
As we shift from AIMSweb and DIBEL as our benchmarking tool and progress
monitoring tool, our faculty will need considerable support. By truly understanding all
aspects of the test, it will be easier for staff to align interventions to data. Each buildings
professional development will focus on AIMSweb administration with fidelity prior to
the start of the school year and on two late start days and two early dismissal days during
the year. It will also focus on showing the link between Professional Learning
Communities (PLC) collaboration and multi-tiered systems of support within Response to
Intervention (RtI).
Coaching
Coaching will be done for staff on several levels. District-designed sessions will initially
be for the leadership teams consisting of the principal and Learning Specialist. In turn,
they will train the building staff on AIMSweb and DRA2. The Learning Specialist, the
RtI/Literacy Coach, the Literacy Learning Specialist, and the Literacy Intervention
41
Learning Specialists will provide coaching to the PLC teams along with the Data Coach
Learning Specialists. PLCs will take the learning and apply it to their progress
monitoring throughout the year. In addition, our Equity Coordinator will join in the data
analysis working with staff to move toward a more culturally responsive learning
environment. All of these endeavors will work toward assessing with fidelity and then
following through with quality core instruction, differentiation, and tiered interventions
for those students who need it.
Due to inconsistencies in the timeliness and effectiveness of interventions, and due to the
remaining achievement gap with our students of color, the District Leadership Team
determined that an RtI coach will be necessary for the 2012-2013 school year. The team
wants a teacher with an elementary license and a reading license. In addition, we will
reassign a portion of Learning Specialist position to assist with improving our response to
interventions across the district.
Strengths
 Each building’s professional development is responsive to the faculty needs.
 Each building provides job-embedded professional development through
Professional Learning Communities centered on student learning.
 Principals participated in Learning by Doing book study to increase their
expertise in creating highly functioning PLCs.
 Principals evaluated where their PLCs need to go next to be highly functionally to
create highly engaging tiers of support.
Opportunities for Improvement
 District level change is slow due to only three staff serving K-12
 Since every building does not provide the same time for PLCs to assist RtI
decision-making, we need to standardize our process
 Since everyone K-3 will now be using AIMSweb , we need to standardize the
training for the Late Start/Early Dismissal training days.
 Resume CGL meetings for K-3 focused on RtI
 Since the TLC information showed the second greatest need was for RtI training,
we need to set time aside for all staff to receive training.
 Teachers need additional training on close reading to meet the requirements in the
tenth strand of the 2010 English Language Arts Standards.
 Principals need additional training in continuous improvement and systems
thinking to move not only their building forward
42
 Hire a Literacy Coach/RtI coach to provide ongoing support
 Designate a Learning Specialist as the Literacy Learning Specialist
 Designate two Learning Specialists as Data Coaches
 Designate a Learning Specialist as the Literacy Intervention Specialist
 Require every PLC meets a minimum of 45 minutes every Wednesday
 Create standardized training for AIMSweb orientation, administration, and
implementation with discussion of fidelity checks
 Set up Curriculum Grade Level meetings in the first quarter for RtI/PLC training
 Set up RtI training for K-5 staff at mid-year training
 Set up Close Reading training for all staff
 Train principals in continuous improvement and system thinking to develop
understanding of PLC and data-driven decision-making as one component of a
building improvement plan
 Set up RtI training for K-5 staff at mid-year training
 Set up Close Reading training for all staff
 Train principals in continuous improvement and system thinking to develop
understanding of PLC and data-driven decision-making as one component of a
building improvement plan
43
9. Technology
Building Technology
Each building incorporates technology into their weekly work. Students spend 45-60 minutes
with the media specialist each week. The media specialist is responsible to assist the students in
learning the media standards and the technology standards for each of the elementary grades.
They work in concert with the classroom teachers at each grade level to align their work with the
content areas of Literacy, Science, and Social Studies
In addition, each building provides software support to students in need of extra practice of the
basic reading elements within the core literacy block and/or extra practice with the tiered
interventions. These software programs are also used in targeted services and summer school.
iPad EC-3 Literacy-Focused Grants
This year, Lakeville teachers had the opportunity to apply for iPad grants. The focus of
the grant needed to have a plan for improving student achievement. Teachers and
students alike have used them during the last two months of school. The actual study of
their work with the iPads begins next year. Each grant will complete an action research
project to determine how the use of technology impacts student achievement and student
engagement.
School – Grade
Level
CVE – 1st Grade
CVE – 3rd Grade
JFK – 1st Grade
Students
Impacted
60 iPads/ 60
students
84 iPads/ 84
students
80 iPads/ 80
students
Description/Grant goals
First grade teachers and the learning specialist will
improve student literacy (fluency, accuracy, expression
and comprehension) scores with a 1:1 iPad initiative.
Team will assist students to reach grade level reading
and writing benchmarks or exceed them through
differentiation and increased motivation. Apps used
during RTI time and Daily 5 include: AR (accelerated
reader), Read Me Stories, I Like Books, Toontastic,
ShowMe, and Little Speller Sight Words.
The Literacy Engineering and iPads in Science (LEAPS)
1:1 iPad initiative will enable students to improve
literacy achievement by promoting individualized
learning on the iPads. A multidisciplinary approach
(literacy, science, technology, literacy and math) will
allow students to work at their own pace, collaborate
with their peers and maximize on their own learning
strengths. Apps include: Spelling City, AR (accelerated
reader), StoryPatch, iBooks, Paperport notes, and
Popplet Lite.
Through a 1:1 iPad initiative, students will engage in
meaningful language arts content to show mastery in all
areas of balanced literacy: word study, interactive read
aloud, shared reading, guided reading groups,
independent reading/reader’s workshop and independent
reading conferencing. Fluency centers allow for a selfdirected learning opportunity to increase a student’s
44
LME – 1st Grade
OLE – 1st Grade &
3rd Grade
LVE – 3rd Grade
81 iPads/ 81
students
1st Grade:
22 iPads/ 22
students;
3rd Grade:
30 iPads/
90 students
110 iPads/
110 students
27 iPads/ 27
students
Kinderzone
ability to read text accurately, quickly and with
expression. Small group guided reading lessons allow
for text-based questions, cause-effect concepts, main
idea and details, compare/contrast, summarizing and
critical response. Apps include: Fluency Timer, Book
Creator, Reading A-Z, Story Builder, Sentence Builder,
Popplet, Toontastic, ABC Phonics Word Sight, and Spell
Board.
In a 1:1 iPad initiative, the first grade team provides a
personalized learning opportunity for students
emphasizing inquiry-based learning, critical thinking,
and real-life problem solving. Specific learning areas
include: vocabulary, phonics/phonemic awareness, word
study, comprehension, fluency and connections for self
to the world. Vocabulary/word study apps include
Wordus2, Word of the Day, Fall Spell, Little Reader 3
Letter Words and Little Speller Site Words.
Phonics/phonemic awareness apps include: Lakeshore
Learning Sound Sorting, Phonics Vowels, and Letter
Sounds. Comprehension apps include: StoryPatch and
Play Time. Fluency apps include: K12 Timed Reading
Practice, MeeGenius, and I Like Books.
Implement the use of iPads in the classroom to engage
students in learning at their instructional level (teacherselected digital learning tools adjust to meet the
students’ ability). A literacy wiki allows students to
interact with their peers. Reading apps include: Story
Elements, Reading Comprehension Grades K-1, Wordle,
Chickionary, Mels Phonics, Cimo Spelling, Learn to
Read Leveled Library, and Young Reader-Fluency.
Other literacy apps include: iDiary, Touchy Books, I
Like Books, MeeGenius, and ABC Phonics Word Family
Writing.
Through an Engineering Design project, students will
research, document, organize and communicate their
learning. Students will use applications on the iPad to
document the process including journal entries,
drawings, videos, photos, and voice recordings.
Literacy apps include: Dragon Dictation – record
spoken observations, Keynote – present research.
Implement iPads as educational tools to enhance,
reinforce and track student achievement levels in
literacy. Create meaningful, developmentally
appropriate content and differentiate instruction so all
children can achieve while focusing on Kindergarten
Essential Learnings. Apps include: Teach Me
Kindergarten (decoding/phonics/phonemic
awareness/vocabulary) – allows students to master high
frequency words, to hear initial consonants in a given
word, name the letter for all consonants, and recognize
45
14 iPads/ 14
students
ECFE
20 iPads/ 20
students
Small
Wonders/ECSE
7 Elementary Media
Grants (OLE, OHE,
CHE, EVE, LVE,
LME, JFK)
32-39 iPads
per building
in media
center
consonants; iBooks (literacy attitude/motivation/genres)
– personally select books to read/interact; ABC Spelling
Magic (phonemic awareness) – learn, practice, and
reinforce consonant-vowel-consonant sounds, and
StoryKit (writing process) – create simply stories with
pictures, symbols, letters and/or numbers.
Students in a 1:1 initiative with special focus on literacy
and language; focus areas include letter recognition,
phonic sounds, and reading. Apps include: ABC Tracer,
Bob Books Reading, Alphabet Food, Alphabet Animals,
Screenchomp and Educreations.
Use iPads in a 1:1 initiative to support and extend
current curriculum to enhance language and literacy
skills needed for success in school. Goals are: a) to
increase letter recognition including both capital and
lower case letter, letter sounds and environment print, b)
to increase interest and basic skills in writing including
pre-writing shapes, symbols and lines, capital and lower
case letters and first/last names, and c) to increase
interest in books and reading including listening to,
retelling and expanding a story. Apps include: Dr.
Seuss ABC book, Starfall ABC, iWrite Words, Chalk
Board, and a variety of interactive books.
Media specialists provide equitable access to quality
learning tools, technologies and resources and provide
integrated lessons using district Essential Learnings.
Apps include: Book Creator – create own version of a
story, Keynote/Prezi – research and present to class,
ShowMe – create/record student work.
46
10. Data Submission
Data Submission
MN Statute 122A.06 Subdivision 2: For the 2011-2012 school year and later, each
school district shall identify before the end of kindergarten, Grade 1, and Grade 2
students who are not reading at grade level before the end of the current school year.
Reading assessments must identify and evaluate students' areas of academic need related
to literacy. The district must use a locally adopted assessment and annually report
summary assessment results to the commissioner by July 1.
Link: http://education.state.mn.us/MDE/SchSup/DataSubLogin/ReadK3/index.html
47

ISD 194: Lakeville Area Public Schools Local Literacy Plan Reading

Transcription

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