ISD 413: Marshall Public Schools Local Literacy Plan · Web view2013-10-22 · All students in...
Transcript of ISD 413: Marshall Public Schools Local Literacy Plan · Web view2013-10-22 · All students in...
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ISD 413: Marshall Public Schools Local Literacy Plan
2013-2014
Park Side Elementary Principal: Darci Love West Side Elementary Principal: Jeremy Williams
1
District 413, Marshall Public schoolsLocal Literacy plan
Pending Approval: June 17, 2013 by Marshall’s Board of Education
The purpose of this literacy plan is to ensure that ALL students will achieve grade-level proficiency and read well by Grade 3.
Literacy Plan Summary:
Our district is currently using Literacy by Design from Rigby, a balanced literacy program to teach reading in kindergarten through grade 3. Included in this program are components for guided reading, read aloud, shared reading and independent reading. To enhance this curriculum, our district has adopted Reading Horizons, which is an explicit phonics instruction, and also uses the Daily Five. Both of our elementary schools have a library that contains a variety of fiction and nonfiction reading materials, covering a wide range of reading levels. Each classroom also has their own reading center where students can enjoy books and other resources selected by their classroom teacher. All K-3 students receive classroom reading instruction for a minimum of 90 minutes each day. Relevant technology engages students in meaningful learning activities. A variety of technologies have been integrated into the curriculum and instruction to meet the needs of the district’s diverse learners. The district also uses Accelerated Reader (AR), which is a computerized program that tests basic reading comprehension. Students select books from their reading level, read independently or with a buddy and take an independent comprehension test on the computer. Each book is worth a certain number of points based on its length and reading level.
All students in grades K-3 are given the AIMSweb screening/benchmarking assessment three times throughout the course of the year in the fall, the winter, and the spring. Using this data, along with data from the NWEA Measures of Academic Progress (MAP), the Developmental Reading Assessment (DRA), and the Rigby Benchmark Assessment System, struggling and at-risk students are identified and referred for reading interventions. Specific interventions are based on further assessments. The interventions are implemented through the collaborative efforts of the classroom teacher and other specialists. Each student’s progress is monitored weekly. If the selected, research-based intervention is not working, a different, research-based intervention is chosen and implemented. Students who are not responding to these interventions are referred to the Problem Solving Team to determine if they should be assessed for special education services. Parents are informed of their child’s progress at every step in the process.
The goal of the Marshall School District is to ensure that all learners successfully achieve the Minnesota K-12 Academic Standards in English Language Arts (2010) for their grade level. The standards are aligned with the district’s curriculum, and a map is in place to ensure that the standards are taught within the time available.
Specific information is included in the K-3 Literacy Plan that follows this summary. For those who are interested in learning more about Marshall School District’s literacy program, please
contact: Jeremy Williams at (507) 537-6962 or [email protected], Amanda Grinager at (507) 537-6924 or [email protected], Stephanie DeVos at (507) 537-6948 or [email protected], or Darci Love at (507) 537-6948 or [email protected].
Literacy Plan Goals and Objectives:
Overarching Goal: All students will read at grade-level by Grade 3 as determined by the Reading Minnesota Comprehensive Assessments (MCAs).
Objectives:Each year educators will review and disaggregate reading data at grade levels K, 1, 2, & 3. Proficiency, growth, and trend data will be analyzed and used to set specific learning targets for each child and for each cohort of students. When available, Pre-K data will be accessed and utilized.
The Site and Administration Teams annually review the effectiveness of current pedagogical practices. This includes, but is not limited to, the core instruction, differentiation, remediation, and interventions.
Curriculum resources will be aligned to the most current standards. Standards will be prioritized, and essential elements will be identified.
Formative assessments will be used to modify instruction and to identify students who are not on pace to meet proficiency. Those students who are not on track will follow the local intervention plan.
Professional Learning Communities will be implemented to analyze the effectiveness of current literacy practices, curriculum, and the essential standards. Special attention will be paid to closing the achievement gaps. Best practices will be shared.
Extended day and/or extended year programs will be utilized to provide targeted assistance to help struggling and at-risk students achieve grade-level proficiency.
An analysis of current practices and supports, which have led to improved results for groups of students that are not yet proficient, are shown below. The graphs include information on the kindergarten and first grade students’ early literacy skills, as well as first, second, and third grade students’ literacy skills.
2011 2012 20130%
10%
20%
30%
40%
50%
60%
70%
80%
52%
61%
69%
48%
39%
31%
Kindergarten - Letter Sound Fluency
At or Above Grade LevelBelow Grade Level
% F
luen
t
2011 2012 20130%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
43%
59%64%
57%
41%36%
First GradeNonsense Word Fluency
At or Above Grade LevelBelow Grade Level
% F
luen
t
2011 2012 20130%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
66%71% 71%
34%29% 29%
First GradeOral Reading Fluency (R-CBM)
At or Above Grade LevelBelow Grade Level
% F
luen
t
2011 2012 20130%
10%
20%
30%
40%
50%
60%
70%
80%
62%
69% 70%
38%
31% 30%
Second Grade Oral Reading Fluency (R-CBM)
At or Above Grade LevelBelow Grade Level
% F
luen
t
2011 2012 20130%
10%
20%
30%
40%
50%
60%
70%66%
60%63%
34%40%
37%
Second Grade NWEA Spring Reading
At or Above Grade LevelBelow Grade Level
% P
rofic
ient
2011 2012 20130%
10%
20%
30%
40%
50%
60%
70%
80%
64%67%
76%
36%33%
24%
Third Grade Oral Reading Fluency (R-CBM)
At or Above Grade LevelBelow Grade Level
% F
luen
t
2011 2012 20130%
10%
20%
30%
40%
50%
60%
70%64% 64% 64%
36% 36% 36%
Third Grade NWEA Spring Reading
At or Above Grade LevelBelow Grade Level
% P
rofic
ient
2008 2009 2010 2011 20120.0%
10.0%20.0%30.0%40.0%50.0%60.0%70.0%80.0%90.0%
3rd Grade Proficiency TrendsMCA Reading
MPSState
By 2014, 81.5% of our 3rd graders will be proficient on the MCA Reading Assessment.
Process of Assessment:
The Title 1 Teachers, the interventionists, and the classroom teachers will administer the screening and diagnostic assessments listed below. Entrance criteria for interventions are based on a triangulation of assessment data, along with classroom teacher input.
NWEA Measures of Academic Progress (MAP) are used as benchmark assessments. They are adaptive and sequential tests used to measure student growth. The 2011 NWEA RIT Scale Norms provide growth and status norms in the following content areas: Reading, Language Usage, Mathematics, General Science, and Science Concepts and Processes. The RIT scores for each grade level in Reading are listed in chart below:
2011 Reading Status Norms (RIT Values)
Grade Beginning-of-Year Mean Middle-of-Year Mean End-of-Year Mean
K 142.5 151.0 157.7
1 160.3 170.7 176.9
2 175.9 183.6 189.6
3 189.9 194.6 199.2
4 199.8 203.2 206.7
5 207.1 209.8 212.3
6 212.3 214.3 216.4
7 216.3 218.2 219.7
8 219.3 221.2 222.4
9 221.4 221.9 222.9
10 223.2 223.4 223.8
11 223.4 223.5 223.7
AIMSweb is used as a screening/benchmark assessment. The target scores for each grade level are listed in the following charts.
Kindergarten AIMSweb AssessmentsFall
Assessment Name [Target Score]Winter
Assessment Name [Target Score]Spring
Assessment Name [Target Score]
Letter Naming Fluency [16] Letter Naming Fluency [39] Letter Naming Fluency [48]
Not Assessed Letter Sound Fluency [23] Letter Sound Fluency [36]
Not Assessed Not Assessed Phoneme Segmenting Fluency [45]
Not Assessed Not Assessed Nonsense Word Fluency [34]
First Grade AIMSweb AssessmentsFall
Assessment Name [Target Score]Winter
Assessment Name [Target Score]Spring
Assessment Name [Target Score]
Letter Naming Fluency [44] Not Assessed Not Assessed
Letter Sound Fluency [29] Not Assessed Not Assessed
Phoneme Segmentation Fluency [38] Phoneme Segmenting Fluency [49] Not Assessed
Nonsense Word Fluency [29] Nonsense Word Fluency [49] Nonsense Word Fluency [62]
Not Assessed Reading – CBM [23](Oral Reading Fluency)
Reading – CBM [53](Oral Reading Fluency)
Second Grade AIMSweb AssessmentsFall
Assessment Name [Target Score]Winter
Assessment Name [Target Score]Spring
Assessment Name [Target Score]Reading – CBM [51]
(Oral Reading Fluency)Reading – CBM [72]
(Oral Reading Fluency)Reading – CBM [89]
(Oral Reading Fluency)
Third Grade AIMSweb AssessmentsFall
Assessment Name [Target Score]Winter
Assessment Name [Target Score]Spring
Assessment Name [Target Score]Reading – CBM [71]
(Oral Reading Fluency)Reading – CBM [92]
(Oral Reading Fluency)Reading – CBM [107]
(Oral Reading Fluency)Reading –Maze [12]
(Comprehension)Reading –Maze [15]
(Comprehension)Reading –Maze [16]
(Comprehension)
Students who do not meet the target score as listed above will undergo a diagnostic assessment to determine specific skill deficit(s) in one of the five strands of reading (phonemic awareness, phonics, fluency, comprehension, and vocabulary). One or more of the following research-based assessments will be used: Developmental Reading Assessment (DRA), Rigby Benchmark
Assessment, curriculum based pre-tests and post-tests, intervention based pre-tests and post-tests, and/or the Basic Reading Inventory (BRI).
The following table denotes the grade-level correlation between the Rigby Benchmark Assessment, the Developmental Reading Assessment, and Lexile Levels:
Grade Level Rigby Benchmark Assessment DRA Lexile Levels
KindergartenA A
1B 2
C 3
Grade 1
4
D 6
E 8
F 10
G 12
H 14200-299
I 16
Grade 2 J & K 20 300-399L & M 28 400-499
Grade 3 N 30 500-59934O & P 38 600-699
Grade 4 Q / R / S 40 700-799Grade 5 T / U / V 44 800-899Grade 6 W / X / Y 900-999Grade 7 Z 1000-1100Grade 8 Z
Based on the diagnostic assessments’ results, instruction and interventions will be matched to the student’s needs in one or more of the five strands of reading (phonemic awareness, phonics, fluency, comprehension, and vocabulary).
Following the assessments, parents will receive a letter informing them of the results, supports, interventions, and further diagnostic assessments that will be used to help their child meet the reading goals for their grade level. Parents will be invited into the school to visit about their child’s educational needs and asked if they have any questions. A list of potential supports that the parents can use to assist the child in achieving grade-level proficiency will be provided to the
parent. A complete outline of parent communication and involvement is found in the following section.
Progress monitoring data will be collected weekly and analyzed on a monthly basis at grade level data team meetings. The following process will be used:
A. Examine the student chart after 4-6 data points have been plotted and a trend line has been generated.
B. If a student has 4 data points clearly and consistently below the aim line, choose a new intervention.
C. If the student has 4 data points on or above the aim line, continue the current intervention until the student meets the grade-level benchmark.
D. If the student is on their second intervention and has 4 data points below the goal line, refer the student to the problem-solving team.
E. When the student has met the next grade level benchmark target and has 4 consecutive data points above the aim line, consider reducing or discontinuing the intervention.
F. Continue to progress monitor the student at least three times following the discontinuation of the intervention to assure that progress has been maintained.
Parent Communication and Involvement:
The district has developed a parent communication letter that will share the state-identified grade-level standards. The letter will include the core literacy instructional practices as well as the intervention supports that are used with students who are not on track to achieve benchmark targets that reflect grade-level content standards. How their child is progressing towards meeting these standards will be discussed at parent/teacher conferences.
Parent Communication Plan:1. At the beginning of the year, there will be a parent meeting to explain the core literacy
instructional practices and the multi-level systems of support that are implemented in the district. This will include an explanation of the entrance and exit criteria for students needing interventions, the assessments used in the district, the data that is collected by the assessments, the problem-solving practices that are used when students are not making progress, and the classroom supports that are used with all students. Additionally, parent communication will be provided though a handout and website postings.
2. Assessment results will be provided to parents through a variety of different methods: parent teacher conferences, mailings, and personal communications.
3. Parents of students who need supplemental instruction will be informed by the district that their student is receiving these services. They will also be encouraged to contact their son or daughter’s classroom and/or reading intervention teacher.
4. Parents of students receiving interventions will receive periodic progress reports.5. All parents will receive communication throughout the school year with suggestions on
how to help strengthen their child’s literacy skills.
Resources and tools are available for parents, caregivers, and/or community members to use in support of literacy practices at home. They are based on the five strands of reading (phonemic awareness, phonics, fluency, comprehension, and vocabulary, please see Appendix B at the end of this document for our district’s resource list).
Multi-Tiered Systems of Support:
A Model of School Supports and the Problem Solving Process
ACADEMIC SYSTEMS
Tier 3: Intensive, Individual Interventions Students who need individualized interventions.
Tier 2: Targeted Group Interventions Students who need more support in addition to the core curriculum.
Tier 1: Core Curriculum All students, including students who require curricular enhancements for acceleration.
The first level of support occurs in the classroom with 90 minutes of core instruction delivered by the classroom teacher using the district’s reading curriculum that is aligned with the 2010 English Language Arts Standards. Research-based reading instruction will address the five strands of reading (phonemic awareness, phonics, fluency, comprehension and, vocabulary). Teachers differentiate instruction in small groups, according the needs of their diverse learners.
Based on screening and diagnostic assessments, the second level of support identifies students not meeting grade-level targets. These students are provided supplemental reading interventions according to their skill deficit(s). This level of support will be provided by the Title I Teachers and/or the Interventionists. The supplemental instruction will be provided to the students up to five days a week.
Students who have reached their supplemental reading goals will have their interventions cut back. Depending on the intervention, the supplemental instruction will last for 5 – 30 minutes a session.
Students who do not respond well to the interventions provided in Tier 2 receive the most intensive and individualized level of support. This is in addition to the 90 minutes of core instruction provided in the classroom. Students receiving Special Education services are included at this level.The Multi-tiered systems of support can be traced to the work on data-based decision making by Deno and Mirkin (1977) and the US Department of Education’s report A Nation at Risk (1983). The framework is a systematic use of assessment data to efficiently allocate resources to improve learning for all students (Burns and VanDerHeyden, 2006). A meta-analysis of research found that multi-tiered systems of support led to improved outcomes such as fewer children referred to and placed into special education programs. Additionally, results included higher achievement scores and reduced behavioral difficulties among all students (Burns, Appleton, and Stehouwer, 2005). Children at-risk for reading failure demonstrated improved reading skills (Marston, Muyskens, Lau, Canter, 2003; Tilly, 2003).
*Appendix A: Entrance and Exit Criteria for Kindergarten through 4th grade students in Title and RtI Services is attached at the end of this document.
Scientifically-Based Reading Instruction:
The scientifically-based reading curriculum Marshall uses is Literacy by Design from Rigby which has been aligned with the Minnesota Academic Standards in English Language Arts (2010). Small group instruction is used to differentiate for our diverse learners.
*Appendix B: Marshall’s Intervention Inventory for the five strands of reading is attached at the end of this document.
Professional Development: The Marshall School District has 8 days available for Professional Development. Plus, the Marshall School District allows for weekly Professional Learning Communities. Based on student performance data, the district has determined phonics instruction and writing instruction, along with the implementation of the Language Arts Common Core Standards in all content areas, will be the Reading/Literacy Professional Development focus for the 2013-2014 school year. Formative assessments will also be an area of focus.
Professional Development is provided through: Grade-Level Common Planning Time
Reading Mastery/Corrective Reading/ Soar to Success/Great Leaps/LiPS/
Seeing Stars/6 Minute Solutions/Read Naturally/
TIER 3
Great Leaps/6 Minute Solution/Soar to Success/Early Success/ Read Naturally/
LiPS/Seeing Stars/Incremental Rehearsal/MN Reading Corps
TIER 2
Explicit Phonics Instruction (Reading Horizons)/Literacy by Design from
Rigby/Guided Reading Groups/Daily 5TIER 1
Research-Based Interventions
Professional Learning Communities (PLCs) Regional Professional Development Train the Trainer Peer Coaching Basal Training from Company Representative Outside Resources/Consultants Literacy Team Mentoring Reading/Literacy Coach
Annually, in August, a data-mine will occur where data will be disaggregated and analyzed. Results will be shared with site level leadership teams, who will create SMART goals for school and district improvement plans. Professional Development opportunities will be designed to address the needs identified by the data.
English Learners and Other Diverse Populations:The district currently assesses all English Learners using the World-Class Instructional Design and Assessment (WIDA) assessments (W-APT and ACCESS).
W-APT stands for the WIDA-ACCESS Placement Test. It is an English language proficiency "screener" test given to incoming students who may be designated as English Learners, typically administered only to new students. It assists educators with programmatic placement decisions such as identification and placement of ELs. The W-APT is one component of WIDA's comprehensive assessment system.
Assessing Comprehension and Communication in English State-to-State for English Learners (ACCESS for ELs) is a secure, large-scale English language proficiency assessment given to Kindergarten through 12th graders who have been identified as English Learners (ELs). It is given annually in Minnesota beginning in the 2011-2012 school year to monitor students' progress in acquiring academic English.
W-APT and ACCESS for ELs test items are written from the model performance indicators of WIDA's five English Language Proficiency (ELP) standards:
• Social & Instructional Language• Language of Language Arts• Language of Mathematics• Language of Science• Language of Social Studies
Test forms are divided into five grade-level clusters:
• Kindergarten• Grades 1-2• Grades 3-5• Grades 6-8• Grades 9-12
Each form of the W-APT test assesses the four language domains of Listening, Speaking, Reading, and Writing.
Within each grade-level cluster (except Kindergarten), ACCESS for ELs consists of three forms: Tier A (beginning), Tier B (intermediate), and Tier C (advanced). This keeps the test shorter and more appropriately targets each student’s range of language skills.
Based on the W-APT and ACCESS assessments, students who qualify for ESL support will receive the intervention of focused language skill development from a licensed ESL teacher, in addition to the core instruction.
In grades K – 3, the Marshall School District has 99 English Learners and 214 students that are non-white. Based on these demographics, resources will be allocated, and professional development will be determined by the EL Coordinator and the Administration Team annually.
Instructional materials will be analyzed for its culturally appropriate content and purchased during the district’s curriculum cycle for core subjects. EL curriculum materials and interventions, used to develop language skills, will be updated as-needed or developed on-site.
Training Opportunities provided in the area of EL Instruction: March 2012
o Marshall Public Schools worked with Jill Bromenschenkelo Language acquisition overview with general strategies and approaches for ELs’ RWLS
(reading, writing, listening, and speaking) 2012 – 2013 School Year
o Development of Academic Language to Accelerate Academic Achievement o Demystifying the WIDA ELD Standards
2013 – 2014 School Yearo Interaction Strategies to promote student engagement
Increase voice and accountability for ELLs in the classroomso 21st Century Tools to support language acquisition
Engaging ELLs and all students via web tools and digital apps
All of these opportunities will be offered to all of our general education staff, as well as our EL staff.
The W-APT and ACCESS assessments are used with EL students. These assessments are used in conjunction with the previously mentioned assessments administered to the entire student body: AIMSweb, Rigby Benchmark Assessment, DRA, MAP, and MCAs. The disaggregated data compiled from each of those assessments will be used to improve programs, strengthen core instruction, and
accelerate the acquisition of oral language and literacy skills of ELs. The EL Coordinator, EL teachers and the Administration Team are responsible for accessing, analyzing, interpreting, and applying the disaggregated data.
Communication system for annual reporting: *Appendix C: Marshall Public Schools District #0413 Information and Measures Document is attached at the end of this document.
Stakeholder feedback:
1. Was the information easy to find?
2. Is this document useful?
3. Were the reading strategy links helpful in working with your child?
4. Did you feel supported by the school district to help your child read well by 3rd grade?
Tier 1 Tier 2 Tier 3
Core Curriculum90 minutes/day
Provided by classroom teacher
Screening/Benchmark tested 3 times per year
Meets or exceeds grade level benchmark
targets
Continue Core Curriculum
90 minutes/day by classroom teacher
If not meeting grade level benchmark
targets, administer diagnostic
assessment to determine specific instructional needs.
Intervention with Small Group for 30 minutes for
4-5 days/week
Progress Monitor Weekly
If 3 to 4 data points are
consecutively above the Aim Line, with one data point at or above the next
benchmark target, exit from
intervention.
If 4 data points are
consecutively below the Aim
Line, change the intervention.
Title I ServicesSpecial Education
Push-in or Pull-Out Intervention with Small
Group for 30 minutes for 4-5 days/week
Progress monitor twice a week
If successful, determine
how this level of support
will be maintained.
If not successful, refer for a
special education
evaluation.
Appendix A:Entrance and Exit Criteria for K – 4 Title and RtI Services
Entrance Criteria for Kindergarten Title and RtI Services
Fall Benchmark (August/September):
Comparison of Results: AIMSweb Letter Naming
Fluency Below 16 (yellow) Below 4 (red)
Kindergarten Assessment Letter Identification
Below 32 (lower than 60%)
Lowest Students Receive Title Services
Others Receive Supplemental Instruction
Winter Benchmark (January):
Comparison of Results: AIMSweb Letter Naming
Fluency Below 39 (yellow) Below 26 (red)
AIMSweb Letter Sound Fluency
Below 23 (yellow) Below 12 (red)
Kindergarten Assessment Letter Identification Letter Sounds Star Words Phonemic Assessment
(PAS) A Cumulative
Score below 167 (lower than 80%)
Repeat phonemic assessment on students lower than 80% for more up-to-date results
Lowest Students Receive Title Services
Others Receive Supplemental Instruction
Spring Benchmark (May):
Comparison of Results: AIMSweb Letter Naming Fluency
Below 48 (yellow) Below 35 (red)
AIMSweb Letter Sound Fluency Below 36 (yellow) Below 25 (red)
AIMSweb Phoneme Segmentation Fluency
Below 45 (yellow) Below 32 (red)
AIMSweb Nonsense Word Fluency Below 34 (yellow) Below 22 (red)
Kindergarten Assessment Letter Identification Letter Sounds Star Words Phonemic Assessment
(PAS) A Cumulative Score
below 167 (lower than 80%)
Lowest Students Flagged for Title Services in Fall of 1st Grade
Students are Subject to Change with Fall Benchmark Data
Others Flagged for Supplemental Instruction in Fall of 1st Grade
Students are Subject to Change with Fall Benchmark Data
**Title groups are limited by availability of space and necessary materials for appropriate instruction.
** In order for EL students to receive Title Services at any point during the year, their language level must be at least a Level 3 to ensure they have enough language to benefit from reading services. If questions arise on student placement, refer to administration for further advice.
Entrance Criteria for 1 st Grade Title and RtI Service
Fall (August/September)
Consult list of flagged incoming KDG students
During first week of school, administer DRA to determine Title placement
Students must be below a DRA Level 3 to receive Title
Comparison of Results: AIMSweb Phoneme
Segmentation Fluency Below 38 (yellow) Below 25 (red)
AIMSweb Nonsense Word Fluency
Below 29 (yellow) Below 18 (red)
Services will begin immediately Services are subject to change
depending on further assessment results
If necessary and if additional students need services, students will be further assessed with a diagnostic assessment in order to determine area of reading concern, i.e.:
Letter Naming Letter Sounds Phonemic Awareness Phonics Vocabulary Concepts About Print Basic Reading Inventory DRA
Students will be placed into instruction appropriate for their reading needs
Winter (January)
Comparison of Results: AIMSweb Nonsense Word
Fluency Below 49 (yellow) Below 36 (red)
AIMSweb Oral Reading Fluency
Below 23 (yellow) Below 12 (red)
DRA Requirements for Title Students must be
below a DRA Level 8 Services will begin immediately
Services are subject to change depending on further assessment results
If necessary and if additional students need services, students will be further assessed with a diagnostic assessment in order to determine area of reading concern, i.e.:
Letter Naming Letter Sounds Phonemic Awareness Phonics Vocabulary Concepts About Print Basic Reading Inventory DRA
Students will be placed into instruction appropriate for their reading needs
Spring (May)
Comparison of Results: AIMSweb Nonsense Word
Fluency Below 62 (yellow) Below 45 (red)
AIMSweb Oral Reading Fluency Below 53 (yellow) Below 28 (red)
Students Flagged for Title Services in Fall of 2nd Grade
Students must be below DRA Level 16
Students are Subject to Change with Fall Benchmark Data
Students Flagged for Supplemental Instruction in Fall of 2nd Grade
Students are Subject to Change with Fall Benchmark Data
** In order for EL students to receive Title Services at any point during the year, their language level must be at least a Level 3 to ensure they have enough language to benefit from reading services. If questions arise on student placement, refer to administration for further advice.
**Title groups are limited by availability of space and necessary materials for appropriate instruction.
Entrance Criteria for 2 nd Grade Title and RtI Services
Fall (August/September)
Consult list of flagged incoming 1st Grade students
During first week of school, administer DRA to determine Title placement
Students must be at or below a DRA Level 14 to receive Title
Comparison of Results: AIMSweb Oral Reading
Fluency Below 51 (yellow) Below 25 (red)
Services will begin immediately Services are subject to change
depending on further assessment results
If necessary and if additional students need services, students will be further assessed with a diagnostic assessment in order to determine area of reading concern, i.e.:
Letter Naming Letter Sounds Phonemic Awareness Phonics Vocabulary Concepts About Print Basic Reading Inventory DRA
Students will be placed into instruction appropriate for their reading needs
Winter (January)
Comparison of Results: AIMSweb Oral Reading
Fluency Below 72 (yellow) Below 42 (red)
DRA Requirements for Title Students must be at
or below a DRA level 20
If necessary and if additional students need services, students will be further assessed with a diagnostic assessment in order to determine area of reading concern, i.e.:
Letter Naming Letter Sounds Phonemic Awareness Phonics Vocabulary Concepts About Print Basic Reading Inventory DRA
Students will be placed into instruction appropriate for their reading needs
Spring (May)
Comparison of Results: AIMSweb Oral Reading
Fluency Below 89 (yellow) Below 61 (red)
NWEA Reading Score Below 180
Students Flagged for Title Services in Fall of 3rd Grade
Students must be at or below a DRA Level 24
Students are Subject to Change with Fall Benchmark Data
Students Flagged for Supplemental Instruction in Fall of 3rd Grade
Students are Subject to Change with Fall Benchmark Data
** In order for EL students to receive Title Services at any point during the year, their language level must be at least a Level 3 to ensure they have enough language to benefit from reading services. If questions arise on student placement, refer to administration for further advice.
**Title groups are limited by availability of space and necessary materials for appropriate instruction.
Entrance Criteria for 3 rd Grade Title and RtI Services
Fall (August/September)
Consult list of flagged incoming 2nd Grade students
During first week of school, administer DRA to students to determine Title placement
Students must be below a DRA Level 24 to receive Title
Comparison of Results: AIMSweb Oral Reading
Fluency Below 71 (yellow) Below 44 (red)
AIMSweb MAZE Below 12 (yellow) Below 8 (red)
NWEA Reading Score Below 180
If necessary and if additional students need services, students will be further assessed with a diagnostic assessment in order to determine area of reading concern, i.e.:
Letter Naming Letter Sounds Phonemic Awareness Phonics Vocabulary Concepts About Print Basic Reading Inventory DRA
Students will be placed into instruction appropriate for their reading needs
Winter (January)
Comparison of Results: AIMSweb Oral Reading
Fluency Below 92 (yellow) Below 62 (red)
AIMSweb MAZE Below 15 (yellow) Below 10 (red)
DRA Requirements for Title Students must be
below a DRA Level 28
If necessary and if additional students need services, students will be further assessed with a diagnostic assessment in order to determine area of reading concern, i.e.:
Letter Naming Letter Sounds Phonemic Awareness Phonics Vocabulary Concepts About Print Basic Reading Inventory DRA
Students will be placed into instruction appropriate for their reading needs
Spring (May)
Comparison of Results: AIMSweb Oral Reading
Fluency Below 107 (yellow) Below 78 (red)
AIMSweb MAZE Below 16 (yellow) Below 11 (red)
NWEA Reading Score Below 190
MCA Reading Score Below 350
Students Flagged for Title Services in Fall of 4th Grade
Students must be below a DRA Level 30
Students are Subject to Change with Fall Benchmark Data
Students Flagged for Supplemental Instruction in Fall of 4th Grade
Students are Subject to Change with Fall Benchmark Data
**Title groups are limited by availability of space and necessary materials for appropriate instruction.
** In order for EL students to receive Title Services at any point during the year, their language level must be at least a Level 3 to ensure they have enough language to benefit from reading services. If questions arise on student placement, refer to administration for further advice.
Entrance Criteria for 4 th Grade Title and RtI Services
Fall (August/September)
Consult list of flagged incoming 3rd Grade students
During first week of school, administer DRA to students to determine Title placement
Students must be below a DRA Level 30 to receive Title
Comparison of Results: AIMSweb Oral Reading Fluency
Below 94 (yellow) Below 68 (red)
AIMSweb MAZE Below 13 (yellow) Below 9 (red)
NWEA Reading Score Below 190
MCA Reading Score Below 350
If necessary and if additional students need services, students will be further assessed with a diagnostic assessment in order to determine area of reading concern, i.e.:
Letter Naming Letter Sounds Phonemic Awareness Phonics Vocabulary Concepts About Print Basic Reading Inventory DRA
Students will be placed into instruction appropriate for their reading needs
Winter (January)
Comparison of Results: AIMSweb Oral Reading
Fluency Below 112 (yellow) Below 87 (red)
AIMSweb MAZE Below 19 (yellow) Below 14 (red)
DRA Requirements for Title Students must be
below a DRA Level 34
MCA Reading Score Below 350
If necessary and if additional students need services, students will be further assessed with a diagnostic assessment in order to determine area of reading concern, i.e.:
Letter Naming Letter Sounds Phonemic Awareness Phonics Vocabulary Concepts About Print Basic Reading Inventory DRA
Students will be placed into instruction appropriate for their reading needs
Spring (May)
Comparison of Results: AIMSweb Oral Reading
Fluency Below 123 (yellow) Below 98 (red)
AIMSweb MAZE Below 16 (yellow) Below 11 (red)
NWEA Reading Score Below 206
MCA Reading Score Below 450
Students Flagged for Reading Enrichment Classes in Fall of 5th Grade
Students are Subject to Change with Fall Benchmark Data
** In order for EL students to receive Title Services at any point during the year, their language level must be at least a Level 3 to ensure they have enough language to benefit from reading services. If questions arise on student placement, refer to administration for further advice.
**Title groups are limited by availability of space and necessary materials for appropriate instruction.
Exit Criteria for Kindergarten Title and RtI Services AT LEAST 4 consecutive data points above the aim line One data point MUST be at the next benchmark level
Letter Naming Fluency Fall – 39 or above Winter – 48 or above
Letter Sound Fluency Fall – 23 or above Winter – 36 or above
Phoneme Segmentation Fluency Fall – 27 or above Winter – 45 or above
Nonsense Word Fluency Fall – 21 or above Winter – 34 or above
IF the following requirements have been met, the student will be brought to the grade level data team meeting to determine the next step for each student as an individual.
1. Continue with the current intervention 2. Change the intervention
Service other skill deficit 3. Enter maintenance program
Cut back services to two days a week for two weeks while continuing to progress monitor to ensure student can maintain success with less services
If maintains scores with two days of services for two weeks: Consider providing Title/Supplemental
instruction in next level (i.e., nonsense word fluency, oral reading fluency)
Continue to progress monitor for three additional weeks with NO services to ensure student can maintain success on their own
If student is able to continue successfully without extra services, officially exit from Title/Supplemental services
Send exit letter home for students that received Title Services If scores fall below aim line without extra
instruction, place student back into Title/Supplemental instruction
If scores fall below aim line with two days of services:
Increase Title/Supplemental instruction back to five days a week
4. Complete exit from services Continue to progress monitor for three additional
weeks with NO services to ensure student can maintain success on their own
PLEASE NOTE: The decisions being made at the grade level data team meetings will be student-centered. We will be looking at what is best for each of the individual students. We understand that every student presents a unique situation and will be considered in that manner.
Interventionists will be given an opportunity to present the information regarding the child in their small-group settings along with the data to support their perspectives.
Classroom teachers will be given an opportunity to present information regarding the child in the classroom along with classroom data to support their viewpoints.
IF there is a situation where the group cannot come to a consensus on a decision regarding a student, the building principal will be given extra time to analyze the data that was presented and will make the final decision regarding that student.
Exit Criteria for 1 st Grade Title and RtI Services Title Students MUST Meet Criteria with the DRA and with AIMSweb Supplemental Students MUST Meet Criteria with AIMSweb DRA Levels MUST be at or above grade level
Fall – At or above a Level 3 Winter – At or above a Level 8 Spring – At or above a Level 16
AIMSweb AT LEAST 4 consecutive data points above the aim line One data point MUST be at the next benchmark level Phoneme Segmentation Fluency
Fall – 49 or above Winter – 53 or above
Nonsense Word Fluency Fall – 49 or above Winter – 62 or above
Oral Reading Fluency Winter – 53 or above
IF the following requirements have been met, the student will be brought to the grade level data team meeting to determine the next step for each student as an individual.
1. Continue with the current intervention 2. Change the intervention
Service other skill deficit 3. Enter maintenance program
Cut back services to two days a week for two weeks while continuing to progress monitor to ensure student can maintain success with less services
If maintains scores with two days of services for two weeks: Consider providing Title/Supplemental
instruction in next level (i.e., nonsense word fluency, oral reading fluency)
Continue to progress monitor for three additional weeks with NO services to ensure student can maintain success on their own
If student is able to continue successfully without extra services, officially exit from Title/Supplemental services
Send exit letter home for students that received Title Services If scores fall below aim line without extra
instruction, place student back into Title/Supplemental instruction
If scores fall below aim line with two days of services:
Increase Title/Supplemental instruction back to five days a week
4. Complete exit from services Continue to progress monitor for three additional
weeks with NO services to ensure student can maintain success on their own
PLEASE NOTE: The decisions being made at the grade level data team meetings will be student-centered. We will be looking at what is best for each of the individual students. We understand that every student presents a unique situation and will be considered in that manner.
Interventionists will be given an opportunity to present the information regarding the child in their small-group settings along with the data to support their perspectives.
Classroom teachers will be given an opportunity to present information regarding the child in the classroom along with classroom data to support their viewpoints.
IF there is a situation where the group cannot come to a consensus on a decision regarding a student, the building principal will be given extra time to analyze the data that was presented and will make the final decision regarding that student.
Exit Criteria for 2 nd Grade Title and RtI Services Title Students MUST Meet Criteria with the DRA and with
AIMSweb Supplemental Students MUST Meet Criteria with AIMSweb DRA Levels MUST be at or above grade level
Fall – At or above a Level 14 Winter – At or above a Level 20 Spring – At or above a Level 24
AIMSweb AT LEAST 4 consecutive data points above the aim line One data point MUST be at the next benchmark level Oral Reading Fluency
Fall – 72 or above Winter – 89 or above
IF the following requirements have been met, the student will be brought to the grade level data team meeting to determine the next step for each student as an individual.
1. Continue with the current intervention 2. Change the intervention
Service other skill deficit 3. Enter maintenance program
Cut back services to two days a week for two weeks while continuing to progress monitor to ensure student can maintain success with less services
If maintains scores with two days of services for two weeks: Consider providing Title/Supplemental
instruction in next level (i.e., nonsense word fluency, oral reading fluency)
Continue to progress monitor for three additional weeks with NO services to ensure student can maintain success on their own
If student is able to continue successfully without extra services, officially exit from Title/Supplemental services
Send exit letter home for students that received Title Services If scores fall below aim line without
extra instruction, place student back into Title/Supplemental instruction
If scores fall below aim line with two days of services:
Increase Title/Supplemental instruction back to five days a week
4. Complete exit from services Continue to progress monitor for three additional
weeks with NO services to ensure student can maintain success on their own
PLEASE NOTE: The decisions being made at the grade level data team meetings will be student-centered. We will be looking at what is best for each of the individual students. We understand that every student presents a unique situation and will be considered in that manner.
Interventionists will be given an opportunity to present the information regarding the child in their small-group settings along with the data to support their perspectives.
Classroom teachers will be given an opportunity to present information regarding the child in the classroom along with classroom data to support their viewpoints.
IF there is a situation where the group cannot come to a consensus on a decision regarding a student, the building principal will be given extra time to analyze the data that was presented and will make the final decision regarding that student.
Exit Criteria for 3 rd Grade Title and RtI Services Title Students Must Meet Criteria with the DRA and with AIMSweb Supplemental Students Must Meet Criteria with AIMSweb DRA Levels MUST be at or above grade level
Fall – At or above a Level 24 Winter – At or above a Level 28 Spring – At or above a Level 30
AIMSweb AT LEAST 4 consecutive data points above the aim line One data point MUST be at the next benchmark level Oral Reading Fluency
Fall – 92 or above Winter – 107 or above
MAZE - Comprehension Fall – 15 or above Winter – 16 or above
IF the following requirements have been met, the student will be brought to the grade level data team meeting to determine the next step for each student as an individual.
1. Continue with the current intervention 2. Change the intervention
Service other skill deficit 3. Enter maintenance program
Cut back services to two days a week for two weeks while continuing to progress monitor to ensure student can maintain success with less services
If maintains scores with two days of services for two weeks: Consider providing Title/Supplemental
instruction in next level (i.e., nonsense word fluency, oral reading fluency)
Continue to progress monitor for three additional weeks with NO services to ensure student can maintain success on their own
If student is able to continue successfully without extra services, officially exit from Title/Supplemental services
Send exit letter home for students that received Title Services If scores fall below aim line without
extra instruction, place student back into Title/Supplemental instruction
If scores fall below aim line with two days of services:
Increase Title/Supplemental instruction back to five days a week
4. Complete exit from services Continue to progress monitor for three additional
weeks with NO services to ensure student can maintain success on their own
PLEASE NOTE: The decisions being made at the grade level data team meetings will be student-centered. We will be looking at what is best for each of the individual students. We understand that every student presents a unique situation and will be considered in that manner.
Interventionists will be given an opportunity to present the information regarding the child in their small-group settings along with the data to support their perspectives.
Classroom teachers will be given an opportunity to present information regarding the child in the classroom along with classroom data to support their viewpoints.
IF there is a situation where the group cannot come to a consensus on a decision regarding a student, the building principal will be given extra time to analyze the data that was presented and will make the final decision regarding that student.
Exit Criteria for 4 th Grade Title and RtI Services Title Students Must Meet Criteria with the DRA and with AIMSweb Supplemental Students Must Meet Criteria with AIMSweb DRA Levels MUST be at or above grade level
Fall – At or above a Level 30 Winter – At or above a Level 34 Spring – At or above a Level 40
AIMSweb AT LEAST 4 consecutive data points above the aim line One data point MUST be at the next benchmark level Oral Reading Fluency
Fall – 112 or above Winter – 123 or above
MAZE - Comprehension Fall – 19 or above Winter – 19 or above
IF the following requirements have been met, the student will be brought to the grade level data team meeting to determine the next step for each student as an individual.
1. Continue with the current intervention 2. Change the intervention
Service other skill deficit 3. Enter maintenance program
Cut back services to two days a week for two weeks while continuing to progress monitor to ensure student can maintain success with less services
If maintains scores with two days of services for two weeks: Consider providing Title/Supplemental
instruction in next level (i.e., nonsense word fluency, oral reading fluency)
Continue to progress monitor for three additional weeks with NO services to ensure student can maintain success on their own
If student is able to continue successfully without extra services, officially exit from Title/Supplemental services
Send exit letter home for students that received Title Services If scores fall below aim line without
extra instruction, place student back into Title/Supplemental instruction
If scores fall below aim line with two days of services:
Increase Title/Supplemental instruction back to five days a week
4. Complete exit from services Continue to progress monitor for three additional
weeks with NO services to ensure student can maintain success on their own
PLEASE NOTE: The decisions being made at the grade level data team meetings will be student-centered. We will be looking at what is best for each of the individual students. We understand that every student presents a unique situation and will be considered in that manner.
Interventionists will be given an opportunity to present the information regarding the child in their small-group settings along with the data to support their perspectives.
Classroom teachers will be given an opportunity to present information regarding the child in the classroom along with classroom data to support their viewpoints.
IF there is a situation where the group cannot come to a consensus on a decision regarding a student, the building principal will be given extra time to analyze the data that was presented and will make the final decision regarding that student.
Appendix B:Marshall Public School District’s Intervention Inventory
Phonemic Awareness Interventions:
Intervention Name: Grade: Reading Strand:
PA = Phonemic Awareness
P = Phonics
F = Fluency
C = Comprehension
V = Vocabulary
Objective/Targeted Skills: Group Size: Time: School Location and/or Trained Staff:
Corrective Reading - by SRA
3rd grade and up; determined by placement
PA
F
P
V
C
Corrective Reading provides intensive, sustained direct instruction to address deficiencies in decoding and comprehension. Frequent interactions between teacher and students to maximize time spent learning. Guided and independent practice and application to gradually transfer responsibility for learning.
Individual or Small Group
30 minutes SPED at West Side
Middle School FACS Room – All Middle School Language Arts teachers are trained, along with Jess Leibfried, Mary Jo Hmielewski , and Arlene Markell
Early Success/Soar to Success
K – 5 PA
F
P
V
C
Two primary goals of this intervention are: to accelerate student; reading ability, and to help students to quickly and easily apply the comprehension and decoding strategies they have learned to other content area texts. The ultimate goal of Soar however, is to increase students; understanding of what they read through an approach called reciprocal teaching. Essentially, reciprocal teaching is a lively dialogue between the teacher and the students where students are taught to use the cognitive strategies of summarizing, clarifying,
Individual or Small Group
30 minutes Title 1 Rooms at Park Side and West Side
Middle School FACS Room
questioning, and predicting.
Elkonin (Sound) Boxes K – 2 PA
P
Segmentation and blending of phonemes
Individual or Small Group
5 – 10 minutes
www.readingrocket.com
Fast ForWord K – 8 PA
F
P
Fast ForWord® Language builds fundamental cognitive skills of memory, attention, processing, and sequencing in the context of key language and reading skills, including listening accuracy, phonological awareness, and language structures. Programs in the Fast ForWord® to Reading series provide the next sequence of cognitive skills designed to help students acquire reading skills.
Individual 40 – 45 minutes
Web-based Program:
Park Side, West Side, and Middle School
Incremental Rehearsal K – 6 PA
F
P
Practice letter names, letter sounds, sight words
Individual or Small Group
10 minutes Title I Rooms at Park Side and West Side;
www.rti4teachers.com
Lindamood-Bell LiPS K – 6 PA
P
Stimulates phonemic awareness. Individuals become aware of the mouth actions which produce speech sounds. This awareness becomes the means of verifying sounds within words and enables individuals to become self-correcting in reading and spelling, and speech
Individual, Small Group, or Whole Group
Varies Title I Rooms at Park Side and West Side
Lindamood-Bell K – 6 PA Supplemental/intervention program designed to instruct and improve students’ phonemic awareness, sight
Individual, Small Group, or Whole
Varies Title I Rooms at Park Side and West Side
Seeing Stars P
F
word knowledge and spelling through the development of symbol imagery and integrate that imagery with language as a basis for language comprehension and thinking.
Group
Reading Mastery
(Direct Instruction)
K – 6 PA
F
P
C
V
Reading Mastery is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading language program for grades K–6. The program begins by teaching phonemic awareness and sound-letter correspondence and progresses to word and passage reading, vocabulary development, comprehension, and building oral reading fluency. Later lessons emphasize accurate and fluent decoding while teaching students the skills necessary to comprehend and learn from expository text.
Individual or Small Group
30 minutes Park Side (SPED - Reading Curriculum)
Title I Room at West Side, Middle School FACS Room
Say It, Move It K – 4 PA
P
Phonemic Awareness Individual or Small Group
5 min Title I Rooms at Park Side and West Side
Resources to use with Explicit Instruction:
Florida Center for Reading Research
Student Center Activities
K – 5 PA
F
P
C
V
Empower Teacher explicit instruction lessons for K-3, Activities in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension
Individual, Small Group, or Whole Group
Varies www.fcrr.org
Reading A-Z Reading-Tutor
PreK – 5 PA
F
P
V
C
Tutor lessons designed for student needing Tier 3 intervention in any of the key 5 areas of reading.
Individual or Small Group
Varies www.readinga-z.com
starfall.com PreK – 4 PA
F
P
V
C
A systematic phonics approach, in conjunction with phonemic awareness practice is perfect for preschool, kindergarten, first grade, second grade, special education, home school, and English language development (ELD, ELL, ESL).
Individual Varies www.starfall.com
Study Island 2 – 12 PA
F
P
V
C
Computer program working to prepare students for MCA
Individual Varies www.studyisland.com
Phonics Interventions
Intervention Name: Grade: Reading Strand:
PA = Phonemic Awareness
P = Phonics
F = Fluency
C = Comprehension
V = Vocabulary
Objective/Targeted Skills: Group Size: Time: School Location and/or Trained Staff:
Corrective Reading by SRA
3rd grade and up; determined by placement
P
F
PA
V
C
Corrective Reading provides intensive, sustained direct instruction to address deficiencies in decoding and comprehension. Frequent interactions between teacher and students to maximize time spent learning. Guided and independent practice and application to gradually transfer responsibility for learning.
Individual or Small Group
30 minutes SPED at West Side
Middle School FACS Room – All Middle School Language Arts teachers are trained, along with Jess Leibfried, Mary Jo Hmielewski , and Arlene Markell
Early Success/Soar to Success
K – 5 P
F
PA
V
C
Two primary goals of this intervention are: to accelerate student; reading ability, and to help students to quickly and easily apply the comprehension and decoding strategies they have learned to other content area texts. The ultimate goal of Soar however, is to increase students; understanding of what they read through an approach called reciprocal teaching. Essentially, reciprocal teaching is a lively dialogue between the teacher and the students where students are taught to use the cognitive strategies of summarizing, clarifying, questioning, and predicting.
Individual or Small Group
30 minutes Title 1 Rooms at Park Side and West Side
Middle School FACS Room
Elkonin (Sound) Boxes K – 2 P Segmentation and blending of Individual or 5-10 www.readingrocket.com
PA phonemes Small Groups minutes
Fast ForWord K – 8 P
F
PA
Fast ForWord® Language builds fundamental cognitive skills of memory, attention, processing, and sequencing in the context of key language and reading skills, including listening accuracy, phonological awareness, and language structures. Programs in the Fast ForWord® to Reading series provide the next sequence of cognitive skills designed to help students acquire reading skills.
Individual 40 – 45 minutes
Web-based Program:
Park Side, West Side, and Middle School
Incremental Rehearsal K – 6 P
F
PA
Practice letter names, letter sounds, sight words
Individual or Small Group
10 minutes Title I Rooms at Park Side and West Side;
www.rti4teachers.com
Lindamood-Bell LiPS K – 6 P
PA
Stimulates phonemic awareness. Individuals become aware of the mouth actions which produce speech sounds. This awareness becomes the means of verifying sounds within words and enables individuals to become self-correcting in reading and spelling, and speech
Individual, Small Group, or Whole Group
Varies Title I Rooms at Park Side and West Side
Lindamood-Bell
Seeing Stars
K – 6 P
PA
F
Supplemental/intervention program designed to instruct and improve students’ phonemic awareness, sight word knowledge and spelling through the development of symbol imagery and integrate that imagery with
Individual, Small Group, or Whole Group
Varies Title I Rooms at Park Side and West Side
language as a basis for language comprehension and thinking.
Reading Mastery
(Direct Instruction)
K – 6 P
F
PA
C
V
Reading Mastery is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading language program for grades K–6. The program begins by teaching phonemic awareness and sound-letter correspondence and progresses to word and passage reading, vocabulary development, comprehension, and building oral reading fluency. Later lessons emphasize accurate and fluent decoding while teaching students the skills necessary to comprehend and learn from expository text.
Individual or Small Group
30 minutes Park Side (SPED - Reading Curriculum)
Title I Room at West Side, Middle School FACS Room
Say It, Move It K – 4 P
PA
Phonemic Awareness Individual or Small Group
5 min Title I Rooms at Park Side and West Side
SRA Kits 1st grade
3 – 12
P
C
V
SRA’s Reading Laboratories provide individualized reading instruction to a whole classroom of readers at different levels. The Labs offer lessons in phonics, decodable text, timed reading and fluency, comprehension, vocabulary, test preparation, and literature.
Individual 20 – 30 minutes
1st grade
5th grade LA Rooms
6th grade LA Rooms
Middle School FACS Room
VoWac K – 4 P A systematic, sequential Phonics program to build the essential literacy skills needed for reading success: phonological awareness, decoding, spelling
Individual, Small Group, or Whole Group
20 – 30 minutes
Title/SPED
Words Their Way K – 4 P Students will learn the regularities, Individual, 10 – 15 K – 4 Pilot Program
V patterns, and conventions of English Orthography needed to read and spell successfully
Small Group, or Whole Group
minutes
Resources to use with Explicit Instruction:
Florida Center for Reading Research
Student Center Activities
K – 5 P
PA
F
C
V
Empower Teacher explicit instruction lessons for K-3, Activities in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension
Individual, Small Group, or Whole Group
Varies www.fcrr.org
Reading A-Z Reading-Tutor
PreK – 5 P
PA
F
V
C
Tutor lessons designed for student needing Tier 3 intervention in any of the key 5 areas of reading.
Individual or Small Group
Varies www.readinga-z.com
starfall.com PreK – 4 P
PA
F
V
C
A systematic phonics approach, in conjunction with phonemic awareness practice is perfect for preschool, kindergarten, first grade, second grade, special education, home school, and English language development (ELD, ELL, ESL).
Individual Varies www.starfall.com
Study Island 2 – 12 P
PA
F
Computer program working to prepare students for MCA
Individual Varies www.studyisland.com
V
C
Fluency Interventions:
Intervention Name: Grade: Reading Strand:
PA = Phonemic Awareness
Objective/Targeted Skills: Group Size: Time: School Location and/or Trained Staff:
P = Phonics
F = Fluency
C = Comprehension
V = Vocabulary
Corrective Reading by SRA
3rd grade and up; determined by placement
F
PA
P
V
C
Corrective Reading provides intensive, sustained direct instruction to address deficiencies in decoding and comprehension. Frequent interactions between teacher and students to maximize time spent learning. Guided and independent practice and application to gradually transfer responsibility for learning.
Individual or Small Group
30 minutes SPED at West Side
Middle School FACS Room – All Middle School Language Arts teachers are trained, along with Jess Leibfried, Mary Jo Hmielewski , and Arlene Markell
Early Success/Soar to Success
K – 5 F
PA
P
V
C
Two primary goals of this intervention are: to accelerate student; reading ability, and to help students to quickly and easily apply the comprehension and decoding strategies they have learned to other content area texts. The ultimate goal of Soar however, is to increase students; understanding of what they read through an approach called reciprocal teaching. Essentially, reciprocal teaching is a lively dialogue between the teacher and the students where students are taught to use the cognitive strategies of summarizing, clarifying, questioning, and predicting.
Individual or Small Group
30 minutes Title 1 Rooms at Park Side and West Side
Middle School FACS Room
Fast ForWord K – 8 F
PA
P
Fast ForWord® Language builds fundamental cognitive skills of memory, attention, processing, and sequencing in the context of key
Individual 40 – 45 minutes
Web-based Program:
Park Side, West Side,
language and reading skills, including listening accuracy, phonological awareness, and language structures. Programs in the Fast ForWord® to Reading series provide the next sequence of cognitive skills designed to help students acquire reading skills.
and Middle School
Flash Fluency 1 – 5 F Flash Fluency 10-10-10 has been developed by The Positive Engagement Project to help students receive plenty of opportunity to practice the most frequently used "no excuse" words and grade appropriate academic vocabulary in a format that is fun and motivating. It is comprised of four levels, (Tide Pool, Low Tide, High Tide, and Tidal Wave), while maintaining consistency with how students progress through the Tests in each of the levels. In addition, each level has the previous level(s) automatically embedded into it to provide additional practice for students who need it while allowing quick review and movement to higher students, allowing all levels of readers to have a sense of accomplishment and success based upon their own individual abilities.
Individual Small Groups
5 – 10 minutes
Title I Rooms at Park Side and West Side
Incremental Rehearsal K – 6 F
P
PA
Practice letter names, letter sounds, sight words
Individual or Small Group
10 minutes Title I Rooms at Park Side and West Side;
www.rti4teachers.com
Jamestown Readers 5 – 8 F High-interest, nonfiction selections Individual or 20 – 30 Middle School FACS
C followed by exercises in reading comprehension and critical thinking skills and fluency probes
Small Group minutes Room
Lindamood-Bell Seeing Stars
K – 6 F
PA
P
Supplemental/intervention program designed to instruct and improve students’ phonemic awareness, sight word knowledge and spelling through the development of symbol imagery.
Individual or Small Group
30 minutes Title I Rooms at Park Side and West Side
Read Naturally 3 – 8 F To increase fluent reading and comprehension on passages for students who read with high accuracy, show benefit from repeated practice on the same passage, & demonstrate poor comprehension of passages read
Individual or Small Group
20 – 30 minutes
Title I Rooms at West Side and
SPED Rooms at Middle School
Reading Mastery
(Direct Instruction)
K – 6 F
PA
P
C
V
Reading Mastery is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading language program for grades K–6. The program begins by teaching phonemic awareness and sound-letter correspondence and progresses to word and passage reading, vocabulary development, comprehension, and building oral reading fluency. Later lessons emphasize accurate and fluent decoding while teaching students the skills necessary to comprehend and learn from expository text.
Individual or Small Group
30 minutes Park Side (SPED - Reading Curriculum)
Title I Room at West Side, Middle School FACS Room
Six Minute Solution 5 – 8 F Involves partner reading, where Partner 1 reads for one minute and then Partner 2 reads the same passage. The goal of the program is
Individual, Small Group, or Whole Group,
10 minutes Language Arts Classrooms at Middle School and Middle School FACS Room
to help teachers provide students with concentrated practice on phonetic elements, sight word vocabulary, and expository passage reading in order to build overall fluency.
Resources to use with Explicit Instruction:
Florida Center for Reading Research
K – 5 F Empower Teacher explicit instruction lessons for K-3, Activities in Phonemic
Individual, Small Group,
Varies www.fcrr.org
Student Center Activities
PA
P
C
V
Awareness, Phonics, Fluency, Vocabulary, and Comprehension
or Whole Group
Reading A-Z Reading-Tutor
PreK – 5 F
PA
P
V
C
Tutor lessons designed for student needing Tier 3 intervention in any of the key 5 areas of reading.
Individual or Small Group
Varies www.readinga-z.com
starfall.com PreK – 4 F
PA
P
V
C
A systematic phonics approach, in conjunction with phonemic awareness practice is perfect for preschool, kindergarten, first grade, second grade, special education, home school, and English language development (ELD, ELL, ESL).
Individual Varies www.starfall.com
Study Island 2 – 12 F
PA
P
V
C
Computer program working to prepare students for MCA
Individual Varies www.studyisland.com
Minnesota Reading Corps Interventions:
Duet Reading 1 – 8 F To increase fluent reading particularly for students who often lose their spot when reading who just don’t get to the next word quickly enough & who benefit from a delayed model for correct word reading
Individual 10 - 20 min K-4 teachers are trained
Title I Rooms at Park Side and West Side
Newscaster 1 – 8 F (Prosody) To increase fluency and prosody for students who have difficulty with phrasing and expression who benefit from repeated modeling to increase accuracy
Individual 10 - 20 min K-4 teachers are trained
Title I Rooms at Park Side and West Side
Pencil Tap 1 – 5 F To increase reading fluency for students who make many reading errors which they do not independently self correct & who demonstrate the skills to correct words reading error when cued to do so
Individual 10 - 20 min K-4 teachers are trained
Title I Rooms at Park Side and West Side
Repeated Reading w/ Comprehension
1 – 5 F
C
To increase fluent reading and comprehension on passages for students who read with high accuracy, show benefit from repeated practice on the same passage, & demonstrate poor comprehension of passages read
Individual 20 min K-4 teachers are trained
Title I Rooms at Park Side and West Side
Stop/Go 1 – 5 F To increase reading fluency for students who appear to ignore sentence end marks or other punctuation & who demonstrate poor phrasing or many word or phrase repetitions in oral reading
Individual 20 min K-4 teachers are trained
Title I Rooms at Park Side and West Side
Comprehension Interventions:
Intervention Name: Grade: Reading Strand:
PA = Phonemic Awareness
P = Phonics
F = Fluency
C = Comprehension
V = Vocabulary
Objective/Targeted Skills: Group Size: Time: School Location and/or Trained Staff:
Corrective Reading by SRA
3rd grade and up; determined by placement
C
F
PA
P
V
Corrective Reading provides intensive, sustained direct instruction to address deficiencies in decoding and comprehension. Frequent interactions between teacher and students to maximize time spent learning. Guided and independent practice and application to gradually transfer responsibility for learning.
Individual or Small Group
30 minutes SPED at West Side
Middle School FACS Room – All Middle School Language Arts teachers are trained, along with Jess Leibfried, Mary Jo Hmielewski , and Arlene Markell
Early Success/Soar to Success
K – 5 C
F
PA
P
Two primary goals of this intervention are: to accelerate student; reading ability, and to help students to quickly and easily apply the comprehension and decoding strategies they have learned to other content area texts. The ultimate goal of Soar however, is to increase students; understanding
Individual or Small Group
30 minutes Title 1 Rooms at Park Side and West Side
Middle School FACS Room
V of what they read through an approach called reciprocal teaching. Essentially, reciprocal teaching is a lively dialogue between the teacher and the students where students are taught to use the cognitive strategies of summarizing, clarifying, questioning, and predicting.
Jamestown Readers 5 – 8 C
F
High-interest, nonfiction selections followed by exercises in reading comprehension and critical thinking skills and fluency probes
Individual or Small Group
20 – 30 minutes
Middle School FACS Room
Lindamood-Bell
Visualizing and
Verbalizing
(to be trained in the fall)
K – 6 C The Visualizing and Verbalizing® program develops concept imagery for both oral and written language. Through a series of steps, students learn to create an imaged gestalt and integrate that imagery with language as a basis for language comprehension and thinking.
Whole Group,
Small Group, Individual, Small Group, or Whole Group
varies Title I Rooms at Park Side and West Side
Reading Mastery
(Direct Instruction)
K – 6 C
F
PA
P
V
Reading Mastery is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading language program for grades K–6. The program begins by teaching phonemic awareness and sound-letter correspondence and progresses to word and passage reading, vocabulary development, comprehension, and building oral reading fluency. Later lessons emphasize accurate and fluent decoding while teaching students the
Individual or Small Group
30 minutes Park Side (SPED - Reading Curriculum)
Title I Room at West Side, Middle School FACS Room
skills necessary to comprehend and learn from expository text.
SRA Kits 1st grade
3 – 12
C
P
V
SRA’s Reading Laboratories provide individualized reading instruction to a whole classroom of readers at different levels. The Labs offer lessons in phonics, decodable text, timed reading and fluency, comprehension, vocabulary, test preparation, and literature.
Individual 20 – 30 minutes
1st grade
5th grade LA Rooms
6th grade LA Rooms
Middle School FACS Room
Resources to use with Explicit Instruction:
Florida Center for Reading Research
Student Center Activities
K – 5 C
F
PA
P
V
Empower Teacher explicit instruction lessons for K-3, Activities in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension
Individual, Small Group, or Whole Group
Varies www.fcrr.org
Reading A-Z Reading-Tutor
PreK – 5 C
F
PA
P
V
Tutor lessons designed for student needing Tier 3 intervention in any of the key 5 areas of reading.
Individual or Small Group
Varies www.readinga-z.com
starfall.com PreK – 4 C
F
PA
P
A systematic phonics approach, in conjunction with phonemic awareness practice is perfect for preschool, kindergarten, first grade, second grade, special education, home school, and English language
Individual Varies www.starfall.com
V development (ELD, ELL, ESL).
Study Island 2 – 12 C
F
PA
P
V
Computer program working to prepare students for MCA
Individual Varies www.studyisland.com
Minnesota Reading Corps Interventions:
Repeated Reading w/ Comprehension
1 – 5 C
F
To increase fluent reading and comprehension on passages for students who read with high accuracy, show benefit from repeated practice on the same passage, & demonstrate poor comprehension of passages read
Individual 20 min K-4 teachers are trained
Title I Rooms at Park Side and West Side
Vocabulary Interventions:
Intervention Name: Grade: Reading Strand:
PA = Phonemic Awareness
P = Phonics
F = Fluency
C = Comprehension
V = Vocabulary
Objective/Targeted Skills: Group Size: Time: School Location and/or Trained Staff:
Corrective Reading - by SRA
3rd grade and up; determined by placement
V
PA
F
P
C
Corrective Reading provides intensive, sustained direct instruction to address deficiencies in decoding and comprehension. Frequent interactions between teacher and students to maximize time spent learning. Guided and independent practice and application to gradually transfer responsibility for learning.
Individual or Small Group
30 minutes SPED at West Side
Middle School FACS Room – All Middle School Language Arts teachers are trained, along with Jess Leibfried, Mary Jo Hmielewski , and Arlene Markell
Early Success/Soar to Success
K – 5 V
PA
F
P
C
Two primary goals of this intervention are: to accelerate student; reading ability, and to help students to quickly and easily apply the comprehension and decoding strategies they have learned to other content area texts. The ultimate goal of Soar however, is to increase students; understanding of what they read through an approach called reciprocal teaching. Essentially, reciprocal teaching is a lively dialogue between the teacher and the students where students are
Individual or Small Group
30 minutes Title 1 Rooms at Park Side and West Side
Middle School FACS Room
taught to use the cognitive strategies of summarizing, clarifying, questioning, and predicting.
Reading Mastery
(Direct Instruction)
K – 6 V
PA
F
P
C
Reading Mastery is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading language program for grades K–6. The program begins by teaching phonemic awareness and sound-letter correspondence and progresses to word and passage reading, vocabulary development, comprehension, and building oral reading fluency. Later lessons emphasize accurate and fluent decoding while teaching students the skills necessary to comprehend and learn from expository text.
Individual or Small Group
30 minutes Park Side (SPED - Reading Curriculum)
Title I Room at West Side, Middle School FACS Room
SRA Kits 1st grade
3 – 12
V
P
C
SRA’s Reading Laboratories provide individualized reading instruction to a whole classroom of readers at different levels. The Labs offer lessons in phonics, decodable text, timed reading and fluency, comprehension, vocabulary, test preparation, and literature.
Individual 20 – 30 minutes
1st grade
5th grade LA Rooms
6th grade LA Rooms
Middle School FACS Room
Words Their Way K – 4 V
P
Students will learn the regularities, patterns, and conventions of English Orthography needed to read and spell successfully
Individual, Small Group, or Whole Group
10 – 15 minutes
K – 4 Pilot Program
Resources to use with Explicit Instruction:
Florida Center for Reading Research
Student Center Activities
K – 5 V
C
F
PA
P
Empower Teacher explicit instruction lessons for K-3, Activities in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension
Individual, Small Group, or Whole Group
Varies www.fcrr.org
Reading A-Z Reading-Tutor
PreK – 5 V
C
F
PA
P
Tutor lessons designed for student needing Tier 3 intervention in any of the key 5 areas of reading.
Individual or Small Group
Varies www.readinga-z.com
starfall.com PreK – 4 V
C
F
PA
P
A systematic phonics approach, in conjunction with phonemic awareness practice is perfect for preschool, kindergarten, first grade, second grade, special education, home school, and English language development (ELD, ELL, ESL).
Individual Varies www.starfall.com
Study Island 2 – 12 V
C
F
PA
P
Computer program working to prepare students for MCA
Individual Varies www.studyisland.com