Learning for Leadership Charter School Reading Well By Third Grade Plan

receipttrogleΛογισμικό & κατασκευή λογ/κού

29 Οκτ 2013 (πριν από 4 χρόνια και 11 μέρες)

91 εμφανίσεις

1


1

District
4163
-
07



Learning for Leadership Charter School

R
e
ad
i
ng We
l
l



B
y T
h
i
rd
G
r
ade Pl
a
n






D
rafted

May

201
2








Revi
e
wed

b
y:

Patricia Hampton




Irene Mineoi




Jason Stockwell




Stephanie Dess



App
roved

b
y
S
cho
o
l

Bo
a
rd
:

2


2



Reading W
e
ll by

T
h
i
rd
G
rade

Lit
e
r
ac
y

P
lan





“L
i
t
e
racy

is
t
he

abi
l
i
t
y

to

rea
d
, w
r
i
t
e
, spe
ak
, l
i
sten,
v
iew,
v
isua
l
ly r
e
pres
e
nt,

and th
i
nk

in

order to
c
om
m
unicate

and

c
ontr
i
bute to so
c
iet
y
.




Int
e
rn
a
t
i
onal R
e
ading Associat
i
on





WHAT IS

T
H
E
P
U
R
PO
S
E OF

THIS

P
LA
N
?


The

l
i
te
ra
c
y

plan

p
r
ovid
e
s an
o
v
e
rvi
e
w
o
f how

LLCS

sta
f
f
w
i
l
l continual
l
y

wo
r
k to
i
mprove

the
aca
d
e
m
i
c

ac
hie
v
e
ment of

a
ll

students
b
y

i
d
e
nt
i
f
y
i
n
g

n
e
e
ds,

i
m
plem
e
nt
i
ng

res
ea
r
c
h
-
b
a
s
e
d in
te
rv
e
nt
i
o
ns,
e
ng
a
g
i
n
g

in on
-
g
oing

st
u
d
y

a
nd
s
e
l
f
-
r
e
fl
e
c
t
i
on to
i
mprove

the sh
a
r
e
d pra
c
t
i
c
e

of t
e
ac
hi
n
g
,
a
nd

invo
l
ving

p
a
r
e
nts
i
n a

jo
i
nt
pa
r
tne
r
ship
t
o
ac
t
i
v
e
l
y

r
e
spond to the n
ee
ds
o
f
o
ur

c
hi
l
d
re
n.


WHAT A
R
E

OUR LI
T
ER
A
CY

P
LAN

G
OAL
S
?



A
L
L

stu
d
e
nts who
a
r
e

n
o
t

r
e
a
di
n
g

a
t

g
r
a
de

lev
e
l

w
i
l
l be suppo
r
t
e
d in ord
e
r

t
o
c
lose the
ac
hiev
e
m
e
nt

g
a
p
a
nd
a
t
ta
in
g
r
a
d
e

lev
e
l

r
e
a
di
n
g

b
e
n
c
hma
r
ks.



A
L
L

stu
d
e
nts who
a
r
e

e
x
cee
di
n
g
g
r
a
de

le
v
e
l

r
e
a
d
i
ng

b
e
n
c
hma
r
ks

will

be

s
u
pport
e
d
a
nd
c
h
a
l
l
e
n
g
e
d in or
d
e
r to m
a
ke

proj
ec
ted

g
r
owth.



A
L
L

sta
k
e
holde
r
s in
t
he

dis
t
ri
c
t wi
l
l be in
f
o
r
med of

the

ins
t
ru
c
t
i
on
a
l

e
f
f
o
r
t
s to ensu
r
e

A
LL

our students
wi
l
l be
r
e
ading
w
e
ll

b
y

th
i
rd

g
r
a
d
e
.


H
O
W WI
L
L WE
K
N
O
W IF

OUR S
T
U
D
EN
T
S

A
R
E REA
D
ING

W
E
LL BY THIRD

G
R
A
D
E?


R
ea
ding

p
ro
f
ici
e
n
c
y

will

be

d
e
fin
e
d

a
s s
t
ud
e
nts
w
ho

s
c
o
r
e

at or abo
v
e

b
e
n
c
hmark

a
cc
o
r
di
n
g

to
t
he
D
y
n
a
m
i
c

I
ndic
a
t
o
rs of

B
a
sic E
a
r
l
y

L
i
t
e
r
a
r
y

S
ki
l
ls

(
D
I
B
E
L
S
)

a
nd who
p
e
r
f
o
rm
a
t gr
a
de

l
e
v
e
l
i
n the
c
lassr
o
o
m
. R
ea
di
n
g

pro
f
i
c
ien
c
y

will

be

e
ns
u
r
e
d f
o
r
A
LL

studen
t
s in kinde
r
g
a
rt
e
n thro
u
g
h

g
r
a
de

3
b
y

mu
l
t
i
ple m
ea
sur
e
s of
a
s
s
e
ss
m
e
nt, data

driv
e
n
d
ec
i
sion
m
a
king
, and using a research based strategies
a
ppro
a
ch to supp
o
rt
a
nd
i
m
p
r
ove l
i
te
ra
c
y

skil
l
s.
S
tudents who

a
re

not

r
e
a
d
i
ng

a
t

g
r
a
de

le
v
e
l

will r
e
ce
i
v
e

re
s
ea
r
c
h
-
b
a
s
e
d i
n
te
r
v
e
nt
i
ons
a
nd be

pr
o
g
r
e
ss
m
oni
t
o
re
d unt
i
l

p
r
o
f
ici
e
n
c
y

is att
a
ined.
I
nt
e
rv
e
nt
i
o
n
s will

suppl
e
ment not supplant
c
o
r
e

r
e
a
ding

ins
t
ru
c
t
i
on.


Sixty

p
e
r
ce
nt of studen
t
s shou
l
d
ac
hieve

g
r
a
de

l
e
v
e
l ben
c
hma
r
k v
i
a

c
o
r
e

i
nstru
c
t
i
on.

Co
r
e

c
u
r
r
i
c
ulum is ali
g
n
e
d
to
t
he

2010 E
n
g
l
i
sh

L
a
n
g
u
a
ge

A
r
ts
S
ta
n
d
a
rds
a
nd Cur
r
i
c
ulum

Ma
p
s
and will be

up
d
a
ted
a
nn
u
a
l
l
y
.


The curriculum will be aligned vertically and horizontally by K
-
12 staff.
3


3

WHAT
K
IND

O
F

AS
S
E
SS
M
ENTS

W
I
LL
B
E

US
E
D
A
ND

WH
E
N?



S
c
r
e
e
ni
n
g

me
a
s
u
r
e
s such

a
s
D
y
n
a
m
i
c

I
ndi
c
a
tors
o
f
B
a
sic

E
a
r
l
y

L
i
t
e
r
a
c
y

S
k
i
l
ls (
D
I
B
E
L
S
)
a
nd No
r
thw
e
st
Evalu
a
t
i
on A
s
soci
a
t
i
on (
N
W
EA)

will

be

used

to
i
d
e
nt
i
f
y

students who
a
re
a
t risk
i
n the
a
re
a
s of phon
e
m
i
c

a
w
a
r
e
n
e
ss, phon
i
c
s, flu
e
n
c
y
, vo
ca
bula
r
y
,

a
nd
c
omp
r
e
h
e
nsion.
S
tudents
at or

abo
v
e

b
e
n
c
h
mark

a
re

c
onsid
e
r
e
d
a
t

g
r
a
de

l
e
v
e
l and

g
e
n
e
r
a
l
l
y

n
ee
d
o
n
l
y

c
o
r
e

ins
t
ru
c
t
i
on to
ac
hieve

r
e
a
di
n
g

b
e
n
c
hm
a
rks.


D
I
B
E
L
S

is adminis
t
e
r
e
d

in
t
he

fa
l
l
, winte
r
,
a
nd s
p
ring

to s
t
ud
e
nts
i
n kinde
r
g
a
rt
e
n thro
u
g
h

g
r
a
de

4. N
W
EA is
c
ompu
t
e
r b
a
s
e
d
a
nd

g
iven in the

f
a
ll

a
nd spring

to s
t
ud
e
nts
i
n

g
r
a
d
e
s
K
-
8.

B
oth
s
c
r
e
e
ni
n
g

m
e
a
sur
e
s

a
re

d
e
si
g
n
e
d to qu
i
c
k
l
y

a
nd
e
f
fi
c
ient
l
y

a
ssess p
r
e
-
re
a
d
i
ng

a
nd

r
e
a
di
n
g ski
l
ls.
These

me
a
sur
e
s
a
re

c
omb
i
n
e
d with
t
e
a
c
h
e
r

obs
e
rv
a
t
i
ons
a
nd d
a
ta to

d
e
te
r
m
i
ne ins
t
ru
c
t
i
on
a
l ne
e
ds.



Out
c
ome
b
a
s
e
d/su
m
mat
i
ve

c
u
r
r
i
c
ulum

a
ssessme
n
t s

a
r
e

a
dm
i
nis
t
e
r
e
d

to

a
ssess

stud
e
nts‟

g
r
owth.

T
e
st r
e
sul
t
s a
r
e

u
s
e
d to det
e
rmine

wh
e
t
h
e
r stud
e
n
t
s ha
v
e

ac
qu
i
r
e
d the skills and str
a
t
e
g
ies to be

on
-
tr
ac
k f
o
r

g
r
a
d
e

lev
e
l
s
u
cce
ss.

I
n

a
ddi
t
ion
t
o the
c
u
r
ri
c
ulum

a
ssessments,

g
r
a
d
e

3 stud
e
nts will

take

the Minn
e
sota

Compr
e
h
e
nsive
A
ssess
m
e
nt (MCAs)

in
t
he

spri
n
g.
S
tudents who

m
ee
t or
exc
e
e
d
M
C
A
p
r
o
f
i
c
i
e
n
c
y

m
ea
su
r
e
s a
r
e

c
onsid
e
r
e
d
a
t

g
r
a
de

le
v
e
l and
a
r
e

l
i
k
e
l
y

to ne
e
d on
l
y
c
o
r
e

ins
t
ru
c
t
i
on.



Di
a
g
nostic

a
ssessments

r
e
sul
t
s

info
r
m

i
nstru
c
t
i
on
a
l

p
l
a
nning

in

ord
e
r

to

m
e
e
t

s
t
ud
e
nts‟
ind
i
vidual n
ee
ds.
Ass
e
s
s
ments m
a
y

v
a
r
y

a
nd

a
re
a
dm
i
nis
t
e
r
e
d on
a
n
a
s
n
e
e
d
e
d b
a
si
s
. Ass
e
ss
m
e
nt data

a
nd

c
la
s
sroom obs
e
rv
a
t
i
ons
a
r
e

a
n
a
l
y
z
e
d to det
e
rmine

if students n
e
e
d

a
ddi
t
ional support or

in
t
e
rv
e
nt
i
ons. On
c
e

in
t
e
r
v
e
n
t
i
ons
a
re

i
m
plem
e
nted, p
r
o
g
r
e
ss
m
oni
t
o
r
ing o
cc
u
r
s on a

w
ee
k
l
y

o
r
b
i
-
w
ee
k
l
y

b
a
si
s
.
P
r
o
g
r
e
ss

moni
t
o
r
ing

is used

to det
e
rmine

wh
e
th
e
r students a
r
e

maki
n
g

suf
f
i
c
ient

p
r
o
g
r
e
ss
i
n l
i
te
r
a
c
y

d
e
v
e
lop
m
e
n
t. A

p
r
otocol
will
sp
ec
ify

steps to det
e
rmine

the
e
f
f
ec
t
i
v
e
n
e
ss of ins
t
ru
c
t
i
on

a
nd p
r
o
g
r
e
ss
m
oni
t
o
r
i
n
g n
ee
ds.



T
eac
h
e
rs

a
ssess

stud
e
nts


rea
di
n
g

lev
e
ls

a
t
l
ea
st

t
w
o t
i
mes p
e
r

y
e
a
r

to
d
e
te
r
m
i
ne

the
a
ppro
p
ri
a
t
e ins
t
ru
c
t
i
on
a
l
l
e
v
e
l.

I
n
f
o
r
mation
i
s used
f
or

gui
d
e
d

rea
di
n
g

ins
t
ru
c
t
i
on in o
r
d
e
r to

mat
c
h

students
t
o d
e
v
e
lop
m
e
nt
a
l
l
y

a
ppro
p
ri
a
te
r
ea
di
n
g

m
a
te
r
ia
l
. Guid
e
d

r
e
a
di
n
g
/running records/ and teacher observation to inform

i
nstru
c
t
i
on
are

p
re
s
c
riptive

r
e
spons e
s

to

s
tudents


n
e
e
ds.





LLCS

G
r
a
de

L
e
v
e
l
R
e
a
ding

Guide


D
e
v
e
lo
p
m
e
n
tal Stage

G
r
a
d
e

G
oal

Eme
r
g
e
nt

Kind
e
r
g
a
r
t
e
n

L
e
v
e
l
A

Eme
r
g
e
nt /

E
a
r
l
y

F
irst G
ra
d
e

L
e
v
e
l

I

E
a
r
l
y

/
F
luent

S
ec
ond G
ra
d
e

L
e
v
e
l

L

F
luent

Third
G
r
a
de

L
e
v
e
l P

4


4

H
O
W WI
L
L
P
A
R
ENTS

BE IN
F
OR
M
ED
I
F

TH
E
IR
C
HI
L
D IS NOT

REA
D
ING

P
R
O
F
ICIENT
L
Y?



T
eac
h
e
rs
w
i
l
l commun
ic
a
te s
c
r
ee
ni
n
g
,
di
a
g
nostic,

a
nd p
r
o
g
r
e
ss
m
oni
t
o
r
i
n
g r
e
sul
t
s
for

a
ll

students during

f
a
ll
,

winter
, and spring

c
on
f
e
r
e
n
ce
s
.


Du
r
ing
c
onfer
e
n
c
e
s,
te
ac
h
e
rs
w
i
l
l
i
nvi
t
e

p
a
r
e
nts
t
o

a

l
i
te
ra
c
y

s
e
ss
i
on. The

l
i
te
ra
c
y

s
e
ss
i
on will
p
r
ovide

p
a
r
e
nts

with

s
t
r
a
te
g
i
e
s

to

a
c
c
e
le
r
a
t e

th
e
ir

c
hi
l
d

s

l
i
te
ra
c
y

d
e
v
e
lop
me
nt

i
n

a
r
e
a
s

w
h
e
re

a

ski
l
l de
f
icit
has b
ee
n ide
n
t
i
fi
e
d.



MCA, NWEA, and DIEBELS results are discussed with parents and strategies for
improvement are given.



Teacher and administrative newsletters that offer a variety of
literature on reading
strategies will be sent out to families regularly




G
ra
d
e
s

a
re r
e
port
e
d
four

t
i
mes p
e
r

y
e
a
r

a
nd will

ind
i
ca
te the

a
r
e
a
s
o
f n
e
e
d

a
nd wh
e
ther
students a
r
e

r
ea
di
n
g

a
t

g
r
a
de

lev
e
l.




P
a
r
e
nts a
r
e

not
i
f
i
e
d wh
e
n

students pa
r
t
i
c
ipate

in
supplemental

l
i
t
e
r
a
c
y

pr
o
g
r
a
ms. The notific
a
t
i
on

includ
e
s

the

p
r
o
g
r
a
m
’ s

pu
r
pose

a
nd

e
n
t
r
a
n
c
e

a
nd

e
x
it

c
rite
r
ia.





WHAT INS
T
R
U
CTI
O
N
A
L
S
UP
P
ORTS

A
N
D

INT
E
R
V
ENTI
O
NS
W
I
L
L BE U
S
ED?


I
nt
e
rv
e
nt
i
on p
r
o
g
r
a
ms a
s
si
s
t s
t
ud
e
nts who
a
re

str
u
g
g
l
i
n
g

with
l
i
t
e
r
a
c
y
.

B
a
s
e
d on the
re
sul
t
s of s
c
r
e
e
ni
n
g
a
nd di
a
g
nostic

a
ssessments
a
nd te
a
c
h
e
r

r
e
c
om
m
e
nd
a
t
i
on, stud
e
n
t
s will

rece
ive

a

mu
l
t
i
-
t
i
e
r
e
d lev
e
l of
suppo
r
t
t
h
a
t
i
n
c
l
ud
e
s r
e
s
e
a
r
c
h
e
d b
a
s
e
d in
t
e
rv
e
n
t
ions. Th
e
se

in
te
r
v
e
nt
i
ons t
a
rg
e
t sk
i
ll

d
e
fi
c
i
t
s

in
t
he

a
r
e
a

o
f
ph
o
n
e
m
i
c

a
w
a
r
e
n
e
ss, phon
i
c
s, flu
e
n
c
y
, v
o
ca
bul
a
r
y
,
a
nd
c
o
m
p
re
h
e
nsion. Tie
r
s of Support in
c
lude:


Tier

1:
C
o
r
e

S
uppo
r
t


All s
t
ud
e
nts r
ece
ive

c
o
r
e

ins
t
ru
c
t
i
on

in Ti
e
r 1. Stud
e
nts who
a
re

at or

ab
o
v
e b
e
n
c
hma
r
k
a
nd

a
re

maki
n
g

su
f
fi
c
ient
a
c
a
d
e
m
i
c

gro
w
th wi
l
l have

t
h
e
ir n
ee
ds m
e
t
t
h
r
o
u
g
h i
n
stru
c
t
i
on in
t
he

c
o
r
e
c
u
r
ri
c
ulum

a
nd

g
uided

re
a
din
g
.
S
tudents p
e
r
fo
r
m
i
ng

b
e
low
o
r si
g
n
i
fi
ca
nt
l
y

a
bove

g
r
a
d
e

lev
e
l will

rece
ive

a
ddi
t
ional s
e
rvi
ce
s in T
i
e
r 2

a
nd
/
or

T
i
e
r 3.




Learning for Leadership Charter School

also has a longer academic school day and full day
every day kindergarten.



Computers are available in every classroom, teachers utilize recommended websites and
programs



Continual progress monitoring of students with phone calls, conferences, and e
-
mail
c
ommunication


The

c
o
r
e

c
u
r
ri
c
ulum

includ
e
s:



Readi ng

St r eet s ”, Sc ot t s For es man, bas i l c ur r i c ul um
:

g
r
a
d
e
s
K
-
5


Di f f er ent i at ed

I
nstr
u
c
t
i
on &

Guid
e
d R
e
a
din
g
:

g
ra
d
e
s
K
-
4


Bal anc ed

L
i
t
e
r
a
c
y
:

g
r
a
d
e
s
K
-
4





5


5


Tier

2: E
x
tra

S
uppo
r
t


S
tudents who
a
re

b
e
low

g
r
a
de

le
v
e
l a
r
e

support
e
d

t
h
rou
g
h

c
lassr
o
om

g
uid
e
d r
e
a
di
n
g
, small
g
roup,

a
nd ind
i
vidual instru
c
t
i
on. Addit
i
on
a
l suppo
r
t
i
s provid
e
d du
r
ing a

s
c
h
e
duled blo
c
k, or
r
e
sponse
t
i
me.
T
o g
a
u
g
e

the
e
f
f
ec
t
i
v
e
n
e
ss of s
p
ec
i
fic

in
t
e
rv
e
nt
i
ons, s
t
a
ff

will

pro
g
r
e
ss
m
oni
t
or students us
i
ng

D
I
B
E
L
S

o
r oth
e
r m
ea
s
u
r
e
s


I
f

students

s
c
o
r
e

a
bove

t
h
e
ir

“target”

thr
e
e

to fi
v
e

c
onse
c
ut
i
ve

t
i
mes
w
i
t
h

a
t
l
ea
st one d
a
ta point

a
bove

the
n
e
x
t ben
c
hmark

g
o
a
l
, in
t
e
r
v
e
nt
i
ons m
a
y

b
e

discontinu
e
d.

Ho
we
v
e
r, t
eac
h
e
rs will

c
ont
i
nue

to
pro
g
r
e
ss

mon
i
tor month
l
y

to ensu
r
e

that mast
e
r
y

is
m
a
in
t
a
i
n
e
d.


I
nstr
u
c
t
i
on
a
l suppo
r
ts c
a
n includ
e
:


Res ear c hed

b
a
s
e
d in
t
e
rvent
i
ons for

the t
a
r
g
e
ted sk
i
ll


Addi t i onal

t
i
m
e

to reinfo
rc
e

c
l
a
ssroom sk
i
l
l
s


Ti t l e

1 pr ovi ded as s uppl ement al and addi t i onal s uppor t whi c h i s pr ovi ded


dur i ng a s c hedul ed bl oc k of t i me dur i ng t he s c hool day




Tier

3:

I
ntense

S
uppo
r
t


S
tudents who
a
re

s
i
g
nifi
c
a
nt
l
y

b
e
low

g
ra
de

l
e
v
e
l
a
re

support
e
d
b
y

in
t
e
r
v
e
n
t
ions and sp
ec
ific
p
r
ogr
a
m
m
ing whi
c
h oft
e
n o
cc
u
r
s
to supplement regularly scheduled classroom instruction in ELA
outside of

the

c
l
a
s
sroom.

I
nstru
c
t
i
on
a
nd
/
or

in
t
e
rv
e
nt
i
ons
a
r
e
a
dm
i
nis
t
e
r
e
d
b
y

tr
a
ined
s
ta
f
f th
r
e
e

to five

t
i
mes p
e
r
wee
k. To

g
a
u
g
e

the

e
f
f
ec
t
i
v
e
n
e
ss of spe
c
ific inte
r
v
e
nt
i
ons, s
t
a
ff

will

pr
o
g
r
e
ss
m
oni
t
or

s
tudents
us
i
ng

D
I
B
E
L
S

or

other

me
a
su
r
e
s
.

I
f students sco
r
e

a
bo
v
e

the
i
r
t ar get

th
r
e
e

to

five

c
onse
c
ut
i
v e

t
i
mes

w
i
t
h

a
t

le
a
st

one

d
a
ta

point

a
bove

the n
e
x
t ben
c
hma
r
k
g
o
a
l,
i
nte
r
v
e
nt
i
ons m
a
y

be

discontinu
e
d.

Ho
we
v
e
r, t
e
a
c
h
e
rs
w
i
l
l

c
ont
i
nue

to prog
re
ss
m
o
n
i
t
or

mon
t
h
l
y

to ens
u
re

t
h
a
t
m
a
ste
r
y

is
m
a
in
t
a
ined.


I
nt
e
rv
e
nt
i
on pr
o
g
r
a
m
m
ing

m
a
y

inclu
d
e
:


Readi ng

intervention provided by licensed or certified staff

in gr
a
d
e
s
K
-
4: for

a
t
-
risk st
u
d
e
nts
t
h
a
t m
a
y

inclu
d
e

small gro
u
p

or

on
e
-
on
-
o
n
e

ins
t
ru
c
t
i
on
a
nd/or int
e
rv
e
nt
i
ons


Spec i al

Edu
ca
t
i
on in

g
rad
e
s
K
-
4:

i
nstru
c
t
i
on

a
nd

i
nte
r
v
e
nt
i
ons

t
a
r
g
e
ted

to

s
tudents


ind
i
vidual n
ee
ds
as indi
c
a
ted
b
y

a
n

I
ndiv
i
du
a
l E
d
u
ca
t
i
on
P
lan
(
I
EP), must
m
ee
t s
t
a
te qu
a
l
i
fi
ca
t
i
on
g
ui
d
e
l
i
n
e
s


Tar get ed

S
e
rvi
ce
s

in

g
ra
d
e
s
K
-
4:
title 1
s
c
hool
l
i
t
e
r
a
c
y

pr
o
g
ra
m
f
or

a
t
-
risk students


Summer

AP program

i
n
g
r
a
d
e
s

1
-
5
:
ten, six and a half
-
hour

s
e
ss
i
ons
in

Au
g
ust
t
h
a
t fo
c
us on
l
i
te
ra
c
y

skil
l
s throu
g
h th
e
matic l
e
ssons



WHAT SUPPORTS ARE IN PLACE FOR
ENGLISH LANGUAGE LEARNERS?


LLCS English Learners (EL) Department offers content
-
based EL instructional programs which promote students’
English language proficiency and build academic content knowledge by integrating subject areas with language
acquisitio
n strategies. English Learners (ELs) acquire English through participation in age
-
appropriate instruction
aligned to district content standards as well as WIDA English Language Development standards. The primary
objective of teaching language through conte
nt is to make the curriculum available to students at all levels of
English proficiency. At the K
-
5 level, trained general education teachers (EL cluster teachers), EL licensed teachers,
and EL support staff are trained in SIOP methods of lesson preparatio
n and instruction, collaborate to teach
language through content using district curriculum supported by second language acquisition strategies.


6


6

Linguistic, graphic, visual, kinesthetic, interactive, and emotional supports are provided to make content stan
dards
and curriculum accessible for ELs at all levels of proficiency. EL students who are reading below grade level may
receive reading interventions and response programming in addition to EL services.


Explanation of how training and support will be prov
ided 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.


Use of data on level of primary and
English language acquisition to

match
student needs with core and
intervention supports



Screener
-

W
-
APT or LAS (TBD)



ACCESS



teacher recommendations



informal observations

Describe processes for allocating
resources, training, coaching, and
selection of instructional materials to
address language acquisition needs of
EL and minority students



Title III Consortium



EL team will recommend to Leadership
Team which speakers could address
relevant topics related to English
language acquisition, specifically for EL
students (SIOP training, WIDA,
ACCESS administration) to train and
coach teachers in EL best practice



EL te
am will also recommend
resources needed to support students
at varying levels of English language
proficiency

Identify disaggregated data useful for
program improvement efforts applied to
strengthening core instruction and
intervention that accelerate ac
quisition
of oral language and literacy skills of EL
and minority students that continue to
need additional supports



Utilize ACCESS and other school
-
wide
assessment scores, focusing on
specific domains and literacy skills, to
target instruction and interve
ntion
placement.

Designate training, coaching, and
resources available for all school staff to
effectively recognize students’ diverse
needs



The EL staff Recommends an all staff
training concerning newcomer and
refugee family experiences and
challenges to provide our staff with
resources and strategies to best meet
the needs of this particular subgroup of
students.


Family and Community
Partnerships


Create and maintain a plan for improving parent and
community engagement by:


1.

clearly defining communication systems

2.

avenues for families and community members to
express their needs and concerns

3.

to identify clear pathways for families to s
tay
informed of ways they can support their child’s


Parent will be provided with contact information
for teachers and staff and encouraged to
contact them with any ideas, questions or
concerns..



Community members are welcomed to contact
the school at any times to express their
concerns or ask questions. Contact information
is available on the school webpage.



Parents will be frequently informed of their
7


7

literacy development

child’s literacy development as outlined ear
lier.
Strategies will be taught and provided to
parents through literacy sessions and
newsletters.



A Parent Focus Group will be created for the
2012
-
2013 school year to encourage parent
involvement in the school and in their child’s
education.

Partner w
ith community and faith based organizations to
provide literacy opportunities for parents and caregivers
of youth prior to school entry, after school day, and
beyond



Minnesota Literacy Council



Local libraries



Parent literacy sessions

Work to strengthen
coordination among schools, pre
-
kindergarten programs, early literacy programs, family
literacy programs, and public libraries and out
-
of
-
school
time programs that provide services to students and/or
families



Designate a contact person to correspond with
o
ther organizations and to share services and
resources available to families with parents

Connect and collaborate with public libraries and
community based organizations that support literacy and
are specific to the needs of pre k
-
grade 3 readers and
wri
ters

Some ideas for partnerships:




YMCA/YWCA



HeadStart



U of M volunteer tutors



recruit volunteers from community



Minnesota Literacy Council



Apply for Minnesota Reading Corps (Dec.
2012)

Educate and provide information to parents and
caregivers on
how to effectively interact with their child
when using technology to advance literacy outside of
school



Focus of a literacy session will be on using
technology to advance literacy

Develop a community wide message on the importance
of infant, toddler, an
d preschool language development
and its impact on later school success. Identify ways in
which community members can get involved


Provide opportunities for adults to read and write with
learners frequently.



Family Literacy sessions



Family Nights



Provide access to books that students can
borrow or keep to take home and read with
parents



Homework Logs with parent signature

8


8



At the K
-
5

lev
e
l,
tr
a
ined

g
e
n
e
r
a
l

e
du
ca
t
i
on t
e
ac
h
er
s (
E
L

c
lus
t
e
r t
e
ac
h
e
rs
)
,
E
L

l
ic
e
nsed

te
a
c
h
e
rs,

a
nd
E
L

support st
a
ff

are trained in SIOP methods of lesson preparation and instruction,
c
ol
l
a
b
o
r
a
te to te
ac
h la
n
g
u
a
g
e

th
r
ou
g
h
c
on
t
e
n
t us
i
ng

dis
t
r
i
c
t cu
r
ri
c
ulum

support
e
d

b
y s
ec
ond la
n
g
u
a
ge

ac
quis
i
t
ion s
t
r
a
te
g
i
e
s.

L
i
n
g
uis
t
i
c
,
g
r
a
phic, visu
a
l, k
i
n
e
sth
e
t
i
c
, in
t
e
r
a
c
t
i
v
e
,
a
nd
e
mo
t
ional supports
a
re

p
r
ovided to make

c
ontent
s
tand
a
rds
a
nd

c
u
r
ri
c
ulum

ac
c
e
ss
i
ble
f
or

E
L
s at

a
ll lev
e
ls of p
r
o
f
ic
i
e
n
c
y
.


E
L

students who

a
re r
e
a
d
ing

b
e
low

g
ra
de

le
v
e
l
ma
y

r
ece
i
v
e

r
e
a
di
n
g

in
t
e
rvent
i
ons
a
nd r
e
sponse
p
r
ogr
a
m
m
ing

in

a
ddi
t
ion
t
o
E
L
s
e
rvi
ce
s.



WHAT

OP
P
ORTU
N
I
T
I
E
S

DO TEA
C
H
E
R
S

H
A
V
E
F
OR

PRO
F
E
SS
IONAL DEVE
L
O
P
M
ENT?


P
ro
fe
ss
i
on
a
l dev
e
lop
m
e
n
t
i
s dat
a
-
d
r
iven, o
n
g
o
i
n
g
,

a
nd inclusive

of
a
ll

te
ac
h
e
rs.

I
t
i
s delive
re
d in

a v
a
ri
e
t
y

of
f
o
rm
a
ts and
a
l
i
g
n
e
d

with s
c
hool and/or

dis
t
ri
c
t
g
o
a
ls.



Th
e
re

are seven

p
ro
fe
ss
i
o
n
a
l dev
e
lop
m
e
nt d
a
y
s p
e
r s
c
hool

y
e
a
r

for

t
e
ac
h
e
r
s
.
P
ro
fe
ss
i
on
a
l
d
e
v
e
lop
m
e
nt
will
fo
c
u
s

on distric
t
-
wide

reading and math
in
it
iatives
a
nd bui
l
ding

lev
e
l n
e
e
ds.



T
eac
h
e
rs m
ee
t
i
n
TAP Cluster Groups weekly
to
r
e
fl
ec
t on

student prog
re
ss, r
e
view

student w
o
rk,
re
v
i
e
w d
a
ta,

a
nd
a
l
i
g
n ins
t
ru
c
t
i
on to a
ca
d
e
m
i
c

stan
d
a
r
ds a
n
d le
a
r
n
e
r outcom
e
s.



S
tu
d
y

g
r
oups
will be

of
f
e
r
e
d

to a
l
l d
i
strict st
a
ff

to
i
n
c
r
e
a
se

knowl
e
d
ge

in
t
he

l
i
te
ra
c
y

do
m
a
in.



P
ro
fe
ss
i
on
a
l dev
e
lop
m
e
n
t for

a
l
i
g
n
m
e
nt of stand
a
r
ds, c
u
r
r
iculum,
i
nstru
c
t
i
on,
data and instruction,
a
nd
a
ssessment
are a priority
.



Admin
i
str
a
tor
, master, and mentor teachers

use

f
o
r
m
a
l and in
f
o
r
mal
e
v
a
l
u
a
t
i
ons to identi
f
y

tr
a
in
i
n
g n
ee
ds.



Academic Leadership team members and the
S
ta
f
f d
e
v
e
lop
m
e
nt
com
m
i
t
te
e

will also

r
e
view

student d
a
t
a

to det
e
rmine

pro
f
e
ss
i
on
a
l dev
e
lop
m
e
nt
g
o
a
ls.

All staff working with students will
receive training in reading strategies by a licensed K
-
12 Reading Specialist.


9


9

H
O
W A
R
E
LLCS

K
-
3

S
TU
D
ENTS

C
U
R
R
ENT
L
Y
P
E
R
F
OR
M
I
N
G
?


The

c
h
a
rts show student pr
o
fi
c
ien
c
y

o
r

g
ro
w
th as

me
a
sur
e
d
b
y

D
I
B
E
L
S
,
M
CAs,
a
nd N
W
EAs.


P
e
r
c
e
n
tage

of

K
-
4
S
tu
d
e
n
ts
A
t or

Above

DIB
E
LS

B
e
n
c
h
m
a
r
k

G
oal



G
r
a
d
e


% Proficient

Fall 2012

At or Above

Benchmark


% Proficient Spring 2013


At or Above Benchmark


Sp
r
in
g

Be
nch
ma
r
k
G
o
al


K
ind
e
rg
a
r
ten





119 raw
s
co
re


Fi
r
st
Gr
a
d
e





47
wo
r
d
s

co
r
re
c
t
pe
r m
in
u
te


S
e
con
d

Gr
a
d
e





87
wo
r
d
s

co
r
re
c
t
pe
r m
in
u
te


T
hi
r
d

Gr
a
d
e





100
wo
r
d
s

co
r
re
c
t
pe
r m
in
u
te


Fou
r
th

Gr
a
d
e





115

wo
r
d
s
co
r
re
c
t
pe
r m
i
nu
te

*Composi
t
e s
c
o
r
e

of

letter

n
a
m
i
n
g

f
lue
n
c
y
, phon
e
me s
e
g
m
e
ntation

f
luen
c
y
,
a
nd nons
e
nse
w
o
rd

f
luen
c
y
.




P
e
r
c
e
n
tage

of

G
r
a
d
e

3

S
tu
d
e
n
ts

Mee
ting or

Ex
cee
d
i
n
g

M
CA

II
/
M
OD II
/
M
T
A
S

R
e
a
d
i
n
g

S
ta
n
d
a
r
d
s





D
i
s
t
r
i
c
t

Per
c
en
t

Mee
t
i
n
g

o
r

Ex
c
eed
i
n
g
S
t
anda
r
d
s

2
0
1
2


D
i
s
t
r
i
c
t

Per
c
en
t

Mee
t
i
n
g

o
r

Ex
c
eed
i
n
g
S
t
anda
r
d
s

2
0
1
3

A
l
l



A
si
a
n



H
i
s
pani
c



Bl
a
c
k



Wh
i
te



LEP



Spe
ci
a
l

Ed



FRP



Ma
l
e



F
e
male



L
i
m
i
t
e
d E
n
g
l
i
sh
P
ro
f
ici
e
nt
(
L
EP),

F
r
e
e

&

R
e
du
ce
d
P
ri
c
e

L
un
c
h
(
F
R
P
)

*
I
ndi
c
a
tes
f
e
w
e
r th
a
n 10

students

1
0


10

P
e
r
c
e
n
tage

of

G
r
a
d
e

K, 1,
2

&

3
S
tu
d
e
n
ts
Mee
ting

NWEA
Re
a
d
i
n
g
G
r
o
w
t
h

P
r
o
j
ec
tions



F
a
l
l

2011

to

Sp
ri
n
g

2012

F
a
l
l

2012

to

Sp
ri
n
g

2013

F
a
l
l

2013

to

Sp
ri
n
g

2
0
1
4

F
a
l
l

2
0
1
4

to

Sp
ri
n
g

2
0
1
5

Kinder
-

garten





Grade 1





Gr
ad
e

2





Gr
ad
e

3







WHAT IS

OUR
P
LAN

TO RE
P
ORT OUR
A
N
N
U
AL D
A
TA ON
R
E
A
DI
N
G
P
R
O
F
ICIE
N
CY A
N
D
C
O
L
LECT
F
EEDBA
C
K
F
ROM

O
U
R S
T
A
K
EH
O
LDER
G
RO
U
P
?


S
p
r
ing

NWEA
-
Primary data for grades K
-
1 and NWEA
-
Map

d
a
ta

for

g
r
a
d
e
s
2
-
3 will

be

re
p
o
rt
e
d
a
nnu
a
l
l
y

to
t
he

Minn
e
sota
De
p
a
rtme
n
t of

Edu
ca
t
i
on Com
m
is
s
ione
r
.


D
a
ta
w
i
l
l
i
n
c
lude p
e
r
ce
n
t
a
ge

of stud
e
nts pr
o
fi
c
ient

in:



Kind
e
r
g
a
r
t
e
n:
l
e
t
t
e
r n
a
m
i
ng

f
lue
n
c
y
,
Phonological Awareness, Phonics, and concepts of print



F
irst G
ra
d
e
:
Phonological Awareness, Phonics, and concepts of print



S
ec
ond G
ra
d
e
:
word recognition, vocabulary, Comprehension Informational, Comprehension: Narrative,


Literature



Third
G
r
a
d
e
:
word recognition, vocabulary, Comprehension Informational, Comprehension: Narrative,


Literature



The

LLCS

R
ea
di
n
g

W
e
ll

b
y

Third
G
r
a
de

L
i
te
r
a
c
y

P
lan
w
i
l
l be posted

on
t
he

LLCS

we
bsi
t
e

b
y

J
une

1, 2012.
Fee
db
a
c
k will

be

sou
g
ht
from stakeholders
t
h
r
o
u
g
h

response that can be placed on the school web address
info@learningforleadershi p.org

:



A
cce
ss
i
bi
l
i
t
y

of i
n
fo
r
ma
t
ion



Us
e
fuln
e
ss of d
o
c
uments



S
uppo
r
t for

i
m
plem
e
nt
i
ng

e
f
f
e
c
t
i
ve

str
a
t
e
g
ies

a
t
h
ome




WHAT A
R
E OUR
N
EXT
S
TE
P
S
?


Du
r
ing

t
h
e

2012

-
2013 s
c
hool

y
e
a
r, our

g
o
a
l
i
s to continue

to
i
mprove

the
a
c
a
d
e
m
i
c

a
c
hiev
e
ment of
our

stud
e
nts,

t
o

c
ritic
a
l
l
y
r ev i ew

our

lit
e
r
a
c
y

plan

a
nd

make

c
h
a
n
g
e
s

to

add
r
e
ss

A
LL

our

stud
e
nts‟
n
ee
ds, to
a
n
a
l
y
z
e

d
a
ta to

make

pr
o
g
r
a
m
m
ing

d
e
c
is
i
ons,
a
nd
t
o d
e
te
r
m
i
ne

tr
a
in
i
ng

f
or

o
u
r
e
du
c
ators.
1
1


11

Phonemic Awareness

Here are websites that have been referred through MDE,
Reading Well by 3rd
Grade
, K
-
12 Literacy
Plan.

http://www.readingrockets.org/teaching/reading101/phonemic/


http://faculty.rcoe.appstate.edu/koppenhaverd/s10/5710/q1/PAinstrucAshley.pdf


http://www.sedl.org/pubs/sedl
-
letter/v14n03/3.html


http://www.ohiorc.org/Literacy_K5/ResourceCollections/Reading/default.aspx?id=13377



http://www.readwritethink.org/professional
-
development/professional
-
library/phonemic
-
awareness
-
teaching
-
reading
-
20977.h
tml


http://www.learner.org/workshops/readingk2/session3/resources.html


Phonics

Websites for Phonic Instruction:

http://www.reading.org/general/AboutIRA/PositionStatements/PhonicsPosition.aspx


https://www.education.gov.uk/p
ublications/standard/publicationdetail/page1/DCSF
-
00113
-
2008


http://www.eduplace.com/rdg/res/literacy/phonics0.html


http://www.projectpro.com/ICR/Research/Phonics/Summary.htm



Fluency

Fluency Websites, as referred through MDE:


Developing Reading Fluency:

http://www.auburn.edu/~murraba/fluency.html


Articles on Fluency:

http://www.readingrockets.org/article/c59/


Research

http://www2.ed.gov/teachers/how/read/edpicks.jhtml


Rea
der's Theater:

http://www.aaronshep.com/rt/RTE.html

1
2


12


SAMPLE Fluency Rubric































Vocabulary

Vocabulary Resources:


Articles on Vocab
ulary
:

http://www.vtaide.com/png/ERIC/Vocab
-
Comprehension.htm


Vocabulary Instruction

http://www.ldonline.org/article/5759


Teaching Vocabulary

http:
//www.readingrockets.org/article/9943/


http://www.learningpt.org/pdfs/literacy/vocabulary.pdf


Fluent

Level 4

Reads primarily in larger,
meaningful phrase groups.
Although some regressions,
repetitions, and deviations
from
text may be present, these do not
appear to detract from the overall
structure of the story. Preservation
of the author's syntax is
consistent. Some or most of the
story is read with expressive
interpretation.

Fluent

Level 3

Reads primarily in three
-

or four
-
word phrase groups. Some small
groupings may be present.
However, the majority of phrasing
seems appropriate and preserves
the syntax of the author. Little or
no expressive interpretation is
present.

Non
-
Fluent

Level 2

Reads primarily in two
-
word

phrases with some three
-

or four
-
word groupings. Some word
-
by
-
word reading may be present.
Word groupings may seem
awkward and unrelated to larger
context of sentence or passage

Non
-
Fluent

Level 1

Reads primarily word
-
by
-
word.
Occasional two
-
word or
three
-
word phrases may occur but these
are infrequent and/or they do not
preserve meaningful syntax.

1
3


13



Parent Books



Smart Parenting, Smarter Kids
: Dr. David Walsh



Raising Bookworms
-
Getting K
ids Reading for Enjoyment and Empowerment
: Emma Walton Hamilton

Parent Resources



Promoting the Love of Reading in your Sons and Daughters



Podcast
-
Read to Succeed



Podcast
-
Nurture a Love of Reading



Webinar
-
Literacy Begins at Home



MN Parents Know



US Dept. of Education

Tea
cher Resources



Reading Terms



Learning Unlimited



Reading Rockets



OKAPI
-
Creating Curriculum Based Measures



Florida Center For Reading Research



Phonological Awareness



Read, Write, Think



Reading Powers



ROAR Video



Fountas and Pinnell's Blog

Online Resources


As you click through the different pages there are a variety of on
line resources. The resources contain
research on best practices

as well as some activities on how to approach the different areas of literacy.
Below are links that, currently, do not fully fit into each category.


Motivation:

http://www.readingonline.org/articles/handbook/guthrie/

http://curry.virginia.edu/go/clic/nrrc/gambrell.html

http://www.readingrockets.org/article/43271/

Tips on Motivation

http://www.readingrockets.org/article/43271/


English Language Learners
:

http://iteslj.org/Articles/Stott
-
Schema.html

Book Resources
-
ELL

http://www.cal.org/acquiringliteracy/publications/in
dex.html#1

1
4


14




Oral Language:
(Though this is geared towards preschool
-
age children, the lack of oral language skills
can contribute to a child struggling in reading.)


http://onlinelibrary.wiley.com/doi/10.1111/j.1467
-
8624.2011.01576.x/full


http://www.sciencedaily.com/releases/2011/08/110818142746.htm


http://news.vanderbilt.edu/2011/08/preschool
-
language
-
literacy/


http://www.readingrockets.org/news/42902/


Additional Resources:

What is Scientifically Based

Research

http://lincs.ed.gov/publications/pdf/science_research.pdf


Putting Reading First

http://lincs.ed.gov/pub
lications/pdf/PRFbooklet.pdf


Parents
-
Big Dreams

http://lincs.ed.gov/publications/pdf/big_dreams.pdf