Marshall Public Schools Local Literacy Plan · Local Literacy Plan Pending Approval: June 2016 by...

ISD 413: Marshall Public Schools

Local Literacy Plan

2016-2017

Elementary Principal (K-2) Darci Love

Elementary Principal (3-4) Jeremy Williams

Director of Curriculum and Learning Amanda Grinager

Marshall Public Schools Local Literacy Plan

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District 413, Marshall Public Schools

Local Literacy Plan

Pending Approval: June 2016 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 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. Our district has adopted Reading Horizons which is an explicit

phonics instruction (K-2), Words Their Way (3-4), and also uses the Daily Five and Literacy by

Design from Rigby. A Library with a variety of fiction and nonfiction reading materials

covering a wide range of reading levels also supports the literacy program. Each classroom also

has their own reading center where students can enjoy books and other resources selected by

their classroom teacher.

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 is implementing a 1:1 technology plan, which will

provide all students in the district a personal learning device.

All K-3 students receive classroom reading instruction for a minimum of 90 minutes each day.

All students also receive an additional 30 minutes of reading intervention/enrichment based on

individual need, called “What I Need” or WIN. These groups are comprised of students based

on common literacy needs.

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), 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, which may

include the Developmental Reading Assessment (DRA), Phonics Decoding Screener, or others.

The interventions are implemented through the collaborative efforts of the classroom teacher and

other specialists during WIN and/or an additional intervention time based on student need. WIN

teaching teams will work with the site level Reading Coach as well as the Title Team to

determine appropriate intervention strategies and assessments. Students who are receiving

intensive interventions will be progress monitored weekly to gauge progress and adjust group

placement as necessary.

If a student is not making adequate progress with the selected research-based intervention, a

different research-based intervention is chosen and implemented and/or additional intervention

time is added. Students who are not responding to these interventions are referred to the


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Problem Solving Team to determine what additional support is needed or 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. Grade level Professional Learning

Communities (PLC) assure standards are being taught and learned through identification of

essential elements and the development of Unit Maps, Pacing Guides, and Common Formative

Assessments. In addition, our district is moving toward Standards Based Learning and Grading.

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, Principal grade 3-4, at (507) 537-6962 or

[email protected] , Amanda Grinager, Director of Curriculum and Learning,

at (507) 537-6924 or [email protected] , Darci Love, Principal grades K-2,

at (507) 537-6948 or [email protected], Beth Ritter, WS Reading Coach, at (507)

537-6962 or [email protected], or Carolyn Fuller, PS Reading Coach, at (507)

537-6948 or [email protected].

mailto:[email protected]





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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.

PLCs 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.


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K-4 Literacy Data

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 following graphs display trend data

for Kindergarten through Third grade students regarding attainment of Literacy skills.

52%

61%

69% 70%

57%

72%

48%

39%

31% 30%

43%

28%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2011 2012 2013 2014 2015 2016

% F

lue

nt

Kindergarten - Letter Sound Fluency

At or Above Grade Level

Below Grade Level

0%

10%

20%

30%

40%

50%

60%

70%

2015 2016

% F

lue

nt

Axis Title

Kindergarten - Letter Name Fluency

At or Above Grade Level Below Grade Level


Page 5

43%

59%64%

61%55%

47%

57%

41%36%

39%45%

53%

0%

10%

20%

30%

40%

50%

60%

70%

2011 2012 2013 2014 2015 2016

First Grade Nonsense Word Fluency


Below Grade Level

66%71% 71%

76%

65%

56%

34%29% 29%

24%

35%

44%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2011 2012 2013 2014 2015 2016

First GradeOral Reading Fluency (R-CBM)


Below Grade Level


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62%

69% 70% 70%74% 75%

38%

31% 30% 30%26% 25%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2011 2012 2013 2014 2015 2016

Second GradeOral Reading Fluency (R-CBM)


Below Grade Level

70%

60%63%

55%60%

71%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2011 2012 2013 2014 2015 2016

% P

rofi

cie

nt

Second Grade NWEA Reading


Below Grade Level


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64%67%

76%69%

74% 76%

36%33%

24%31%

36%

24%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2011 2012 2013 2014 2015 2016

Third GradeOral Reading Fluency (R-CBM)


Below Grade Level

64% 64% 64%68% 67% 65%

36% 36% 36%32% 33% 35%

0%

10%

20%

30%

40%

50%

60%

70%

80%

2011 2012 2013 2014 2015 2016

% P

rofi

cie

nt

Third Grade NWEA Reading


Below Grade Level


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Defining Proficiency The Marshall Public Schools bases the definition of proficiency on Minnesota Language Arts

Standards benchmarks at each grade level. We use multiple data points, including MAP, MCA,

AIMSweb, etc. to define proficiency. The table below defines how we define “proficient” in

reading for grades K through three.

Grade Assessment Proficiency

K AIMSweb Letter Names

AIMSweb Letter Sounds

Spring LNF >= 48

Spring LSF >= 36

1 MAP for Primary Grades Reading Spring RIT >= 177.5

2 MAP Reading Spring RIT >= 188.7

3 MAP Reading

MCA Reading

Spring RIT >= 198.6

Scale Score >= 350

Process of Assessment:

Title I teachers, the Reading Coaches, and the classroom teachers will administer screening and

diagnostic assessments. Entrance criteria for interventions are based on a triangulation of

assessment data, along with classroom teacher input.

AIMSweb is used as a screening/benchmark assessment. The target scores for each grade level

are listed in the following charts. It should be noted that the target scores serve as a guideline

and are not solely used to determine placement.

58.9%71.5%

53% 58%58% 59%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

MPS State

3rd Grade Proficiency MCA Reading

2013

2014

2015


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Kindergarten AIMSweb Assessments

Fall 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]

Letter Sound Fluency (4) Letter Sound Fluency [23] Letter Sound Fluency [36]

Not Assessed Phoneme Segmentation Fluency (27) Phoneme Segmenting Fluency [45]

Not Assessed Not Assessed Nonsense Word Fluency [34]

First Grade AIMSweb Assessments




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 Assessments




Reading – CBM [51] (Oral Reading Fluency)



Third Grade AIMSweb Assessments







NWEA Measures of Academic Progress (MAP) are used as benchmark assessments. They are

adaptive and sequential tests used to measure student growth. The 2015 NWEA RIT Scale

Norms provide growth and status norms for Reading. The RIT scores for each grade level are

listed in the chart below:


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2015 Reading Status Norms (RIT Values)

Grade Beginning-of-Year Mean Middle-of-Year Mean End-of-Year Mean

K 137.5 149.9 157.6

1 160.7 171.5 177.5

2 174.7 184.2 188.7

3 188.3 195.6 198.6

The following table denotes the grade-level correlation between the Rigby Benchmark

Assessment, the Developmental Reading Assessment, and Lexile Levels:

Based on the diagnostic assessment 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

Grade Level Fountas and Pinell DRA Rigby

Benchmark Lexile

K A A-1 A

B 2 B

Grade 1 H 14 H

200-299 I 16 I

Grade 2

J 18 I

J 20 J 300-399

K 24 J&K

L-M 28 L&M 400-499

Grade 3

N 30 N 500-599

N 34 N

O 38 O 600-699

P 38 P

Grade 4 Q 40 Q

700-799 R 40 R/S

Grade 5 S, T 44 T/U/V 800-899

Grade 6

W/X/Y 900-999

Grade 7&8 Z 1000-1100


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Reading goals for their grade level. Parents will be invited into the school to visit about their

child’s educational needs with an opportunity to ask 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.

AIMSweb progress monitoring and formative assessments will be analyzed monthly by PLC

teams. The following process will be used:

A. Examine student data to determine and adjust placement in WIN groups.

For students receiving intensive intervention:

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

has been generated.

C. If a student has 4 data points clearly and consistently below the aim line,

adjustments will be made to the intervention.

D. 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.

E. 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.

F. When the student has met the grade level benchmark target for fall, winter or

spring and has 4 consecutive data points above the aim line, consider reducing or

discontinuing the intervention.

G. Continue to progress monitor the student at least three times following the

discontinuation of the intervention to assure that progress has been maintained.


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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 through 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. Parents will receive communication throughout the school year with suggestions on how

to help strengthen their child’s literacy skills.


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Multi-Tiered Systems of Support:

A Model of School Supports and the Problem Solving Process

The first level of support, Tier 1, occurs with at least 90 minutes of core instruction delivered by the

classroom teacher using the district’s Balanced Literacy Program 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 to the needs of their diverse learners.

Based on screening and diagnostic assessments, the second level of support, Tier 2, identifies students not

meeting grade-level targets. These students are provided supplemental reading interventions according to

their skill deficit(s); interventions are determined through a collaborative effort. This level of support will

be provided by the Interventionists which may include the classroom teacher, the Reading Coach, Title I

teachers, Reading Corps members, etc. The supplemental instruction will be provided to the students up

to five days a week. Depending on the intervention, the supplemental instruction will last for up to 30

minutes per session.

ACADEMIC SYSTEMS

Tier 3: Intensive Individual Interventions

Students who need individualized and intensive

interventions.

Students in this group may be identified as Title

students. At PS they are in the RED WIN groups.

Some of these students also receive support through

SPED and/or EL.

Tier 2: Targeted Group Interventions

Students who need more support in addition to the

core curriculum.

Students in this group may be identified as Title

students. At PS they are in YELLOW WIN groups.

Tier 1: Meet Benchmark with Core Curriculum

All students receive a minimum of 90 minutes of core

instruction.

Students who are not in YELLOW or RED WIN groups

will receive curricular enhancements for acceleration

in GREEN WIN groups.


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Students who do not respond well to the interventions provided in Tier 2 receive the most intensive and

individualized level of support, Tier 3. 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: Placement Criteria for Multi-Tiered Systems of Support (K-2) and Entrance and Exit

Criteria for Title and RtI (3-4) is attached at the end of this document.


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Scientifically RESEARCH-Based Reading Instruction:

Marshall Public Schools use a variety of resources to assist students in attaining the Literacy skills

necessary to be effective readers.

*Appendix B: Marshall Public Schools entire Intervention Inventory for the five strands of reading is

attached at the end of this document.

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

Seeing Stars/6 Minute Solution/Read Naturally/Phonics for Reading/ Road to

the Code

TIER 3 (Intervention)

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

LiPS/Seeing Stars/Incremental Rehearsal/MN Reading Corps

TIER 2 (Intervention)

Standards Based Instruction using a variety of resources: Explicit Phonics

Instruction (Reading Horizons)/Literacy by Design from Rigby/Guided Reading

Groups/Daily 5

TIER 1 (CORE)

Research-Based Interventions


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Professional Development:

The Marshall Public Schools includes eight days designated for Professional Development in the school

calendar. Additional professional development is embedded into the weekly PLC process. Student

performance data is examined and determines potential areas of focus for professional growth and

development.

Other Opportunities for Professional Development are provided through:

Grade-Level Common Planning Time

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.


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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.


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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 approximately 26% who receive EL services and 46%

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.

Annually, staff receive professional development opportunities related to working with EL students. We

are currently in the process of training all staff in utilizing sheltered instruction strategies.

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.


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Appendix A: Entrance and Exit Criteria for K – 4

Multi-tiered System of Support

Title Services


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Placement Criteria for Multi-tiered Systems of Support

Kindergarten – 2nd Grade

Fall Benchmark

(August/September) Winter Benchmark

(January) Spring Benchmark

(May)

Comparison of Results

(triangulation):

AIMSweb (screener)

NWEA

Teacher Input


(triangulation):

AIMSweb (screener)

NWEA

Teacher Input


(triangulation):

AIMSweb (screener)

NWEA

Teacher Input

Additional assessments will be given and analyzed to pinpoint and prioritize student needs.

Comparison of results and additional assessments will

determine placement of students.

Lowest performing students receive Title services.

Title groups are limited by size and staffing for appropriate and

effective intervention.

Other students receive supplemental instruction in WIN groups

for either enrichment or intervention.

Students not meeting benchmarks in the spring,

will be flagged for Title services in the Fall of the

following school year.

Student services 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.

*see tables in Literacy plan for a guide to benchmarks


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Exit Criteria

K-2 Title Students

In order for student to be considered for

exiting Title services:

AT LEAST 4 consecutive data

points above the aim line

At least one data point MUST be

at the next benchmark level (fall,

winter, spring)

Grade 2 students show

proficiency on a grade level DRA

IF the identified requirements have been

met, the student will be discussed with

the classroom teacher, interventionist,

and reading coach to determine the next

step for each individual student

receiving Title services.

1. Continue with the current

intervention.

2. Change the intervention

Consider providing

Title/Supplemental instruction for

other skill deficit.

3. Exit Title Services

Exiting Title Services

The decisions being made by the team

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 and the classroom

teacher will be given an opportunity to

present the information regarding the

child with the data to support their

perspectives.

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.

IF there is consensus among the team

that the student should exit from Title

services, an exit letter will be sent home

to the student’s parents by the Title

staff.


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Entrance Criteria for 3rd 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)

MAP RIT 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)



Below 92 (yellow)

Below 62 (red)

DRA Requirements for Title

Students must be

below a DRA Level 28





concern, i.e.:

Letter Naming

Letter Sounds

Phonemic Awareness

Phonics

Vocabulary



DRA



Spring (May)



Below 107 (yellow)

Below 78 (red)

AIMSweb MAZE


Below 190

MCA Reading Score

Below 350

Students Flagged for Title

Services in Fall of 4th Grade

Students must be


Students are Subject to

Change with Fall

Benchmark Data

Students Flagged for

Supplemental Instruction in Fall

of 4th Grade


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.


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Entrance Criteria for 4th 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



Below 94 (yellow)

Below 68 (red)


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



DRA



Winter (January)



Below 112 (yellow)

Below 87 (red)

DRA Requirements for Title

Students must be


MCA Reading Score

Below 350





concern, i.e.:

Letter Naming

Letter Sounds

Phonemic Awareness

Phonics

Vocabulary



DRA



Spring (May)



Below 123 (yellow)

Below 98 (red)


Below 206

MCA Reading Score

Below 450

Students Flagged for Reading

Enrichment Classes in Fall of

5th Grade


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.


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Exit Criteria for 3rd 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 38

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

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


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.


Page 25

Exit Criteria for 4th Grade Title and RtI Services

Title Students Must Meet Criteria with the DRA and with AIMSweb

DRA Levels MUST be at or above grade level

Fall – At or above a Level 40

Winter – At or above a Level 44

Spring – At or above a Level 44

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

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


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.


Page 26

Appendix B: Marshall Public School District’s Intervention Inventory


Page 27

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:

Early Success and

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 the program 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

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

Individual

Small Groups

5 – 10

minutes

Title I Rooms at Park

Side and West Side


Page 28

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.

Elkonin (Sound) Boxes K – 2 PA

P

Segmentation and blending of

phonemes

Individual or

Small Group

5 – 10

minutes

www.readingrocket.com

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 or

Small Group

Varies Title I Rooms at Park

Side and West Side


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Lindamood-Bell

Seeing Stars

K – 6 PA

P

F

Supplemental/intervention program

designed to instruct and improve

students’ phonemic awareness, sight

word knowledge and spelling through

the development of symbol imagery

and integrate that imagery with

language as a basis for language

comprehension and thinking.

Individual or

Small Group

Varies Title I Rooms at Park

Side and West Side

Phonics for Reading 1-2 PA

P

F

C

This intervention supports students

who struggle with reading

comprehension from weak phonemic

awareness and decoding skills.

Small Group Varies Title I Rooms at Park

Side

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

Read Naturally 3 – 4 F

To increase fluent reading and

comprehension on passages for

students who read with high

Individual or

Small Group

20 – 30

minutes

Title I Rooms at West

Side


Page 30

accuracy, show benefit from repeated

practice on the same passage, &

demonstrate poor comprehension of

passages read

Road to the Code K – 1 PA

P

Road to the Code teaches phonemic

awareness and letter/sound

correspondence. Lessons feature

three activities: Say-It and Move-It,

Letter Name and Sound Instruction,

and Phonological Awareness Practice.

Small Group 15 – 20

minutes

Title I Room at Park Side

Road to Reading K – 2 P

F

Road to Reading teaches 12 Mastery

Phonics Objectives, including letter

names & sounds and builds to

prefixes and suffixes

Small Group Varies Title I Room at Park Side

Six Minute Solution 1 – 2 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 to help

teachers provide students with

concentrated practice on

phonetic elements, sight word

vocabulary, and expository

passage reading in order to

build overall fluency.

Individual,

Small Group,

or Whole

Group,

10 minutes Title I Room at Park Side

SRA Kits 1st grade

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,

Individual Varies Classrooms at Park Side


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vocabulary, test preparation, and

literature.

Visual Phonics PreK – 1 P System of 46 hand/dash shapes with

corresponding movements used to

teach letter sounds.

Individual,

Small Group,

or Whole

Group

Varies Title I Rooms and

Classrooms at Park Side.

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


Side.

Words Their Way 3 – 4 P

V

Students will learn the regularities,

patterns, and conventions of English

Orthography needed to read and spell

successfully

Whole Group 10 – 15

minutes

Classrooms at West

Side; Spelling Instruction

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


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

Individual

10 - 20 min K-4 teachers are

trained


Side and West Side


Page 32

from repeated modeling to increase

accuracy

Pencil Tap

1 – 5 F To increase reading fluency for

students who make many reading

errors which they do not

independently self-correct & who

demonstrate the skills to correct

words reading error when cued to do

so

Individual 10 - 20 min K-4 teachers are

trained


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


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


Side and West Side

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