Statement of goals or objectives defining how reading proficiency will be ensured for ALL students at each grade level K-3:
FAST Bridge data will be utilized to place students in intensive, strategic, benchmark levels. The goal is to have each student at benchmark level by the end of each grade level.
We will provide additional instructional time for students in intensive and strategic levels using interventions such Reading Interventionist, Reading Corps tutors and Title I services.
Current practices and supports are reviewed and adjusted continually to ensure maximum growth for each child.
Statements of process to assess students’ level of reading proficiency including assessments used, when administered, how proficiency is determined, and when and how results are communicated with parents of students in K-3.
FAST Bridge assessments will be administered universally in fall, winter and spring. These tests assist in identifying students needing targeted assistance in achieving grade-level proficiency. They also support staff in matching student needs and instructional practices.
Students in the intensive level will be progress monitored bi-monthly and strategic students will be progress monitored monthly. Teachers will review data to differentiate instruction to meet student needs.
Progress of students in the intervention program will be reported to parents weekly. Reports will include the child’s goals, achievement level, and interventions. Progress reports will be based on FAST Bridge results.
List specific information on how elementary schools within the district will notify and involve parents accelerating literacy development for their children in each grade K-3.
IXL and Reading Eggs programs are aligned to MN grade-level content standards. IXL and Reading Eggs is used to support grade-level standards instruction. These programs plus Fast ForWord allow for adjustments in level of difficulty based on student ability and mastery of the standard.
FAST Bridge and Reading Eggs data will be reported to parents during fall and spring conferences. Accelerated Reader Star Reading diagnostic test results are also shared with parents during conferences.
Classroom teachers will focus on common core when applicable, allowing students and families to access additional resources. Parents and children can check out books from the school library during extended library hours. AR books go home with students for reading practice.
Explain for a public audience what interventions and instructional supports will be available to students not reading at or above grade level in grades K-3 and how these interventions will be based on learner data, including how services will be provided, and how parents will be informed.
Data drives grade level and classroom instruction based on student achievement. Teachers form an action plan for each student needing literacy support. FAST Bridge results will be reviewed to determine proficiency. Teachers, administrators, and school staff are involved in regular data review individually and during professional learning communities (PLC). Data retreats occur three times annually.
Instruction is based on balanced literacy which includes guided reading, buddy/shared reading, independent reading, and whole group instruction utilizing a variety of texts that are consistent across grade levels. Students are assessed both formally and informally. As children are identified who are not meeting standard benchmarks, tier 1, tier 2, tier3 interventions are put in place.
Tier I – Core Curriculum/Differentiated Instruction
Tier II – Reading Intervention/Reading Corps 20 minutes daily
Tier III – Reading Interventionist 40 minutes daily
A parent feedback survey will be provided at fall conferences requesting information on accessibility of information to parents, document usefulness, and support needed for strategies that are required plan elements.
Describe how the elementary teachers will participate in, and benefit from professional development on scientifically-based reading instruction.
Curriculum mapping, data retreats, and PLCs allow teachers across grade levels to collaborate and discuss instructional strategies, skills, and interventions needed for student mastery of MN reading standards.
Specifically describe how comprehensive, scientifically-based reading instruction consistent with section 122A.06, subdivision 4 is consistently implemented throughout elementary grades.
All K-6 instructors receive the same scientifically, researched based instruction that deals with instructional strategies (and more). This information is implemented into classroom instruction and is based on the RtI model.
Our K-6 staff is involved in monthly PLC’s that focus on research based best practices. Peer review/support on instruction practices and data review are utilized as part of our professional growth model. A Literacy Coach is involved in PLC’s and is available for consulting individuals, grade level teams and/or small group.
Description of district’s efforts to screen and identify students with dyslexia:
A key component of balanced literacy is the use of systematic assessment to inform instruction. This includes assessments for screening, diagnostic assessments, progress monitoring assessments and summative assessments. It is critical that teachers know the current strengths and needs of each student, specifically: phonemic awareness; phonics & word analysis; fluency; vocabulary development; and comprehension. Multiple measures are used to determine students’ level of proficiency:
- FAST Literacy Assessments are used by classroom teachers in Grades K-5 to identify strengths and areas for growth in letter identification, letter sounds, word decoding, and reading fluency. FAST assessments are administered to elementary students in the fall, winter, and spring.
- Oral Reading Record is used by classroom teachers in Grades K-5 to determine their instructional reading level. Reading accuracy and comprehension are measured to determine an appropriate reading level.
- Grade Level Assessments are used by classroom teachers in Grades K-2 assess reading proficiency in the areas of phonemic awareness, phonics, word analysis, fluency, vocabulary development and comprehension.
WIDA-ACCESS Placement Test (W-APT) Test is administered to English learners in order to measure progress toward meeting Minnesota’s standards for English language development. When students are not making suitable progress towards grade level proficiency, there are a variety of interventions that are provided in a targeted manner to address the specific needs of the student through a multi-tiered system of support. Teachers have received professional learning related to intervention strategies related to dyslexia, the potential indicators of dyslexia, the misconceptions regarding dyslexia and the signs and symptoms of dyslexia. They have also received training on instructional best practices and academic accommodations and modifications to help students with dyslexia succeed.
Description of district’s efforts to screen and identify students with convergence insufficiency disorder:
At each elementary building vision and hearing screening is done each year by the school nurse and trained volunteers. Parents are notified if further testing is suggested. Information about convergence insufficiency disorder is shared with staff members so they are aware of the symptoms and what to look for. Signs and symptoms occur when students are reading or doing other close work and may include:
- Difficulty reading - words blur or seem to move on the page
- Double vision Difficulty concentrating
- Squinting or closing one eye
Explain how training and support will be provided so that all district elementary teachers can effectively recognize students’ diverse needs in cross-cultural settings and serve the oral language and linguistic needs of EL students.
The Henning School provides EL to a limited number of students. We provide one-on-one and push-in practices to support our student(s). Our EL teacher is provided an EL mentor to support her in her instruction and teacher support. As part of our professional development, we will have EL service specialist(s) present best practice information and strategies to our staff.
Students whose first language is not English may require alternative learning approaches and assessment procedures to support instruction and learning. Henning Elementary teachers are trained in Reciprocal Teaching, Early Interventions in Reading (EIR) and RtI (Response to Intervention), which are all best practice approaches that utilize interventions and modifications that can support EL students.
Post assessment methods and data that are submitted to Commissioner annually including objectives of assessment program, names of tests and grade levels of administration as part of local literacy plan on district webpage for all students in Kindergarten through Grade 3.
The Public report is Titled Henning School District #545 Local Literacy Plan 18-19. It will be displayed on the districts official website and contain all required elements consistent with MN statute 120B.12.