district/charter and school site identification … · 2012-2013 southeast service...

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Rush City Public Schools #139

Rush City, MN

MINNESOTA DISTRICT

LOCAL LITERACY PLAN

2012-2013

Southeast Service Cooperative/Engaging Design 2012

I. General Information and Instructions: Minnesota Local Literacy Plans are due June 1, 2012.

DISTRICT/CHARTER and SCHOOL SITE IDENTIFICATION INFORMATION

District Name and Number: Rush City Public Schools #139

Phone: 320-358-4855

Superintendent/Director: Vern Koepp

Fax: 320-358-1351

Site Address: 51001 Fairfield Avenue, Rush City, MN 55069

Email: [email protected]

School Name and Number: C.E. Jacobson Elementary #0961

Phone: 320-358-4724

Principal/Director: Melody Tenhoff

Fax: 320-358-1361

Site Address: 95 South Harte, Rush City, MN 55069

Email: [email protected]

Local Literacy Team Members Local Literacy Team Roles Melody Tenhoff Elementary Principal Kelly Gunderson Kindergarten Teacher / Reading Coach

Kim Halbert First Grade Teacher

Cherie Lundeen Second Grade Teacher

Lee Rood Third Grade Teacher

Mary Haney Literacy Specialist

Kerry Bollman Instructional Services Collaborative Planner

Melissa Chinn Instructional Coach

LOCAL BOARD OF EDUCATION ACTION

The local Board of Education of __Rush City Public Schools__ (District Name) has authorized _Melody Tenhoff__ (Name) at a monthly meeting on _April 19, 2012__ (date) to act as the Local Education Agency (LEA) representative in reviewing and filing the attached plan as provided under P.L. 107-110 for school year 2011-12. The LEA Representative ensures the school district maintains compliance with the appropriate federal statutes, regulations, and procedures and acts as the responsible authority in all matters relating to the review and administration of this literacy plan. __________________________________________ _________________________ (Signature of Superintendent/Director) ( Date)

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Rush City, MN

MINNESOTA DISTRICT

LOCAL LITERACY PLAN 2012-2013


All Minnesota School Districts are required to develop (or revise) and implement a local literacy plan based on the five elements prescribed under MS section 120B.12: Five requirements to be included in the local literacy plan include:

1. How you will ensure reading proficiency for all students by the end of Grade 3. 2. The process to assess students’ level of reading proficiency. 3. How you will notify and involve parents. 4. How and when you will intervene with students who are not reading at or above grade level. 5. How you will identify and meet staff development needs.

All Minnesota School Districts are required to develop (or revise) and implement this local literacy plan so that teachers provide comprehensive scientifically based reading instruction consistent with PL 122A.06 subd. 4: Comprehensive scientifically based reading instruction includes:

• Comprehension • Vocabulary • Fluency • Phonics • Phonemic Awareness

This can be accomplished as follows:

• Districts/School Sites K-3 must develop or revise a local literacy plan ~AND~ • We have used the state’s provided rubrics to guide our school local literacy planning

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Rush City, MN

MINNESOTA DISTRICT

LOCAL LITERACY PLAN

2012-2013


Rush City Celebrates Literacy

Learning to read well is the primary focus at C.E. Jacobson Elementary. We strive for each student to be reading at his/her best ability by the time they graduate from elementary school, and for all students to meet state standards of proficiency based on the Minnesota Academic Standards in English Language arts. The best academic focus we can provide for students is providing that foundation as well as learning to love the world of books. School-wide events such as I ♥ to Read Month, Read Across America Day, the newly formed Accelerated Reader (AR) store (sponsored by PTO), a large and varied library book collection, and mixed-grade reading buddies all combine to celebrate our literacy focus. In order for us to meet this objective for our students, we use the research-based curriculum, Direct Instruction, which secures this foundation. The newly purchased Signatures edition of Direct Instruction (which was obtained the summer of 2011) is aligned to the 2010 English Language Arts Academic Standards. Direct Instruction focuses each child through a very guided learning-to-read program where students are grouped according to their reading level so that the pace and level of instruction meets his/her needs. Direct Instruction is our “core curriculum” and when using the 2010-2011 Minnesota Comprehensive Assessment (MCA) tests in reading, it has met the needs of 77% of the third grade students. Our part-time Reading Coach, Kelly Gunderson, and staff from our local educational cooperative, SCRED, provide support for our teachers to provide high quality literacy instruction to all students. Ms. Gunderson is able to coach new and veteran teachers as well as track students’ progress. For the past two years, SCRED has trained Grade Level Team Facilitators who are instructed to become grade level leaders. These grade level leaders meet with their grade-level teams monthly to collaborate on state-of-the-art core literacy instruction, and to examine student data for instructional decision-making. To define reading proficiency, we use General Outcome Measures of early literacy and reading skills, as well as the Northwest Evaluation Association (NWEA), Measures of Academic Progress (MAP0, which help us to identify students who may be at risk of not meeting grade level standards in reading. SCRED provides us with target scores for each of these measures. These target scores are set to predict a high likelihood of success on the upcoming Minnesota Comprehensive Assessment (MCA) tests. Parents are informed on a regular basis of the results of these ongoing screening measures. For those students, identified as at risk of not meeting grade level standards in reading, we have many options to provide extra help and support. When a student is first identified as needing extra support, the teacher has several options. Having the student attend Power Half-Hour, read with a volunteer, attend Targeted Services, or become a student for the AmeriCorps program, are some of the options that are available. For all students receiving supplemental intervention support, progress in reading is monitored frequently so that timely instructional decisions may be made to accelerate progress. If these supports do not elicit the growth that is desired for a particular student, the teacher has the option of referring that child to our building-based Problem Solving Team. This school-wide team works together to determine the individualized resources needed to support the child. Frequent monitoring continues at this intensive level of intervention for instructional decision-making.

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Rush City, MN

MINNESOTA DISTRICT



If after at least two interventions, a child’s level of achievement and rate of progress continue to fall well below expectation, or at any time the team suspects the possible presence of a disability, a referral for evaluation for special education entitlement may be suggested. Through the entire process, parents are key partners in this team planning. This process is called Response to Intervention, which we have implemented for the past seven years. This early, systematic assistance to children who are having difficulty has helped us identify students that may qualify for special education as well as help bridge the learning gap so that they perform at grade level expectations.

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Rush City, MN

MINNESOTA DISTRICT

LOCAL LITERACY PLAN

2012-2013


Rush City Schools Promotes Success C.E. Jacobson implements a literacy screening system for all students three to four times each school year in order to ensure that any students who may be at risk for difficulty meeting grade level expectations in literacy are identified early and that supports are then provided. Assessments measure phonemic awareness, phonics, fluency, vocabulary, and comprehension. These assessments are given by paraprofessionals and trained volunteers. Criterion referenced target scores have been established for each measure at each administration time that reflect expected grade level performance for that measure. These target scores are set to predict a high likelihood of success on upcoming Minnesota Comprehensive Assessment (MCA) tests. The following screening assessments are used:

Kindergarten September: Letter Naming Fluency November: Phoneme Segmentation Phoneme Blending Letter Sound Fluency January: Phoneme Segmentation Phoneme Blending Letter Sound Fluency May: Phoneme Segmentation Phoneme Blending Nonsense Word Fluency Letter Sound Fluency

Grade 1 September: Phoneme Segmentation Phoneme Blending Nonsense Word Fluency November: Phoneme Segmentation Phoneme Blending Nonsense Word Fluency January: Phoneme Segmentation Phoneme Blending Nonsense Word Fluency Curriculum Based Measurement of Reading May: Phoneme Segmentation Phoneme Blending Curriculum Based Measurement of Reading

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Rush City, MN

MINNESOTA DISTRICT



Grade 2 September: Curriculum Based Measurement of Reading NWEA Measures of Academic Progress January: Curriculum Based Measurement of Reading May: Curriculum Based Measurement of Reading NWEA Measures of Academic Progress Grade 3 September: Curriculum Based Measurement of Reading NWEA Measures of Academic Progress January: Curriculum Based Measurement of Reading May: Curriculum Based Measurement of Reading NWEA Measures of Academic Progress

For students whose screening assessment results suggest elevated risk for difficulty developing grade level literacy skills, teacher teams will review local formative assessment and observational data from each student’s participation in classroom instructional activities to understand the specific areas of instructional need in literacy. For instances in which these data do not provide a clear picture of student’s instructional needs, additional diagnostic assessment may be completed to clarify these needs. Diagnostic assessments used may include the following: Diagnostic Assessments: Quick Phonics Screener (QPS) Core Assessing Reading: Multiple Measures for Kindergarten through Eighth Grade Informal Reading Inventory (IRI) Diagnostic Reading Assessment (DRA) Qualitative Reading Inventory (QRI) Progress monitoring is done weekly or every-other week with students who are not at grade level. Oral Reading Fluency is used to monitor these students’ growth toward their goals. AimsWeb helps us to track this individualized growth. These students have an individualized learning plan in place. If they are not progressing, even with their individualized plan, then teachers meet to adjust their intervention that will better meet their need.

At least one time per year, parents are provided during a face-to-face meeting with the results of their children’s screening assessments. For students whose pattern of performance on the screening assessments indicates elevated risk for difficulty developing literacy skills consistent with grade level expectations, parents are provided with a description of the identified discrepancy, a description of the supports offered by the school to support the student’s accelerated growth in literacy, and suggestions for parents about things they can do to support their children’s growth.

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Rush City, MN

MINNESOTA DISTRICT

LOCAL LITERACY PLAN

2012-2013


Rush City Values Parent Supports The first formal communication with parents is with November’s Parent/Teacher Conferences. At this time, parents are given their child’s Measures of Academic Progress (MAP) report along with the performance report of their daily schoolwork. At this meeting, if there are questions on the previous year’s MCA tests, they are addressed as well. This is the opportunity for every parent to conference regarding their child’s progress. Communication continues throughout the school year (and in fact, begins with the first week of school) with school-wide newsletters as well as teacher/classroom newsletters. Not only do these newsletters share the day-to-day happenings of the school year, but also, contain parenting tips on occasion. The “tips” may direct parents to school-related web sites, ideas of ways to read with their child, or homework help ideas. As various assessments become available, they are sent home with explanation letters that helps the parent be able to decipher the results. As always, if they have questions, they are invited to call or come in to meet in person. For the past several years, parents have had the opportunity to pull their child’s school results off of a Parent Portal. Technology has greatly increased the level of communication in regards to the amount of information available as well as how the information can be expedited. For those students who are monitored on a weekly or every-other week basis, their progress charts are sent home upon request. All progress-monitoring charts for special education students are sent home quarterly. Kindergarten started a new parent packet system this year. The students who did not make the November/Fall literacy goal received a folder with literacy activities to complete at home. The folder contained sounds the child has learned in reading, words, and phrases that can be practiced at home. A School to Home Literacy letter was included that contains phonics activities that are to be done by the student and led by the parent. We continue to send sounds and activities to add to the activities packet throughout the year. Every 20 reading lessons, a new file folder is sent home with the child with recently learned activities that they can add to their home practice. Every year, the school conducts a literacy night. The night focuses upon fun reading activities for the students, but interwoven into the night are parent meetings. The format which started this past year (and worked well, so will probably continue) is to not only hold the annual Title I Parent Meeting with those parents in attendance, but also, with breakout sessions for all parents. These sessions focus on how specifically they, as parents, can help their child with both fluency and comprehension. Two groups (primary and intermediate) were held so that parents could better address the level of need for their child. Parents are welcomed to become involved with their child’s day and several take advantage of this by coming to school on a regular basis to read with children. AmeriCorps has formalized some of these parent opportunities by offering reading interventions, special literacy events, guest reading, and classroom volunteering for parents and community members. AmeriCorps also sponsored a Read at Home program this year. We have also been very fortunate for the AmeriCorps leadership who has organized our local Cargill Mill (Horizon Milling) where eight different employees from this company comes to school daily to conduct reading interventions with third graders. These volunteers have also been helpful by assisting with collecting testing data.

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Rush City, MN

MINNESOTA DISTRICT



Rush City Accelerates Learning for All Students Built into the core curriculum (which is scientifically researched and based on the 2010 Minnesota English Language Arts Standards) are interventions that help to meet the needs of the learners. Interventions focus on phonemic awareness, phonics, fluency, vocabulary, and comprehension. Students are grouped into flexible achievement levels so that students who need more support can be in a smaller class size. That way, these students get an opportunity to read aloud more frequently, receive more teacher instruction, and have a pace adjusted to fit their need. Any kindergarten through third grade student who has been identified through the district screening system, which includes screening assessments and review of classroom performance through observation and local formative assessment, as performing below grade level expectation, will be provided an intervention in the area of identified need for the purpose of accelerating student growth in order to reach the goal of reading at or above grade level by the end of the current grade and school year. When needed, additional diagnostic assessments will be completed to identify appropriate instructional match for student interventions. As described previously, strategies for parents to use with their children to support growth in reading are communicated at least annually during a face-to-face meeting. Other opportunities are available as well again, as detailed in the previous section.

In addition, the district collaborates with programs in our community to support intervention methods for students. One example of this collaboration is with the Minnesota Reading Corps program that furnishes trained AmeriCorps members to provide supplemental practice reading interventions for students. Supplemental reading interventions may be offered during the school day, through extended day programming (Targeted Services) or during the summer (Extended School Year). Supplemental reading interventions are provided in addition to the core of reading instruction. Supplemental reading intervention programs offered for grades K-2 through the district include: Early Literacy Fluency Practice Protocols PALS Road to the Code Read Naturally Reading Fluency Practice Protocols Minnesota Reading Corps Interventions Great Leaps Making Connections Spiral Up Phonics Repeated Read Aloud For a small number of students, the district may elect to provide an alternative core reading program in replacement of the standard district program for reading instruction. This choice is made based on careful review of student data for students whose literacy needs are particularly complex and intensive, such that the standard program along with supplemental interventions are not predicted to be sufficiently explicit or intense to accelerate growth. Close communication with parents is an integral component of this instructional planning.

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Rush City, MN

MINNESOTA DISTRICT

LOCAL LITERACY PLAN

2012-2013


Rush City Educator Excellence Ongoing professional development for our kindergarten through grade three teachers will continue to be a focus. We have done alignment work with our core instruction to the 2010 Minnesota English Language Arts Standards. We have identified areas in the standards, which our curriculum does not cover as well as other standard areas and have begun to pull resources that will address these needs. Further work will be done during the upcoming years as we look at the MCA test strand data in which we will address the areas that the students did not perform as well as in other areas. In addition, discussion has been held to take the work we have done with the standards and put this information into a computer tracking system, Eclipse. This will help us streamline all the work we have done in the past and what work we will continue to do to support the English Language Arts standards. Our Reading Coach works directly with all of the teachers to deliver the core curriculum with integrity. She is also an integral part of working with all interventions, assuring that they are implemented well for all students. Every adult who is assigned to implement an intervention are trained by a qualified staff member, with integrity checks done at least once during the implementation process to ensure that the intervention is done as per protocol. SCRED provides service to students who are English Language Learners. In addition, the English Language Teacher from SCRED works with the students’ classroom teachers so that they have the necessary language support with their emerging skills. As mentioned in previous sections, we have implemented Grade Level Team Facilitators. These teachers have been trained by SCRED and lead grade level teams to review independent student work as well as the ELA standards and strand data of the MCA’s. These teachers help to lead discussions that are very focused at the specific needs of their grade levels. Should the Grade Level Team Facilitators have any questions, once they delve into their grade level needs, they are supported by SCRED personnel. Technology is playing an evermore-important role in education. This spring should see the completion of every classroom to be a “SmartClassroom” where each class is equipped with a SmartBoard and document camera. Also this spring, classroom response systems should be available to share per every grade level. An area that we are seriously looking to implement is that of student devices (such as iPads). These tools will help teachers individualize the learning for their students. In order to be successful with these advances, however, we realize that teachers will need significant staff development that is very focused upon this endeavor. During the middle of this school year, a technology specialist was hired to meet this staff development need and will be maintained for at least the next school year. The growth in using technology to support reading is starting in our Preschool Program where they have met with the leadership of the Minnesota Reading Council to get certain applications approved as reading interventions. We hope to continue this exciting work since technology truly helps to make individualization of learning possible.

We welcome your continued support for Rush City Schools and invite any feedback that you may have regarding our Local Literacy Plan.

district/charter and school site identification … · 2012-2013 southeast service...

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