Early Literacy Plan 2018-2019

1.Describe core instruction in grades K-3 in the following areas:

Phonological Awareness (duration, frequency, grades, evidence-based curriculum, and scope) 20 Minutes, explicit, and throughout the entire day, M-F, Grades K-1, Reading Wonders scope and sequence, teachers’ scope and sequence using state standards, Wilson Fundations, Imagine Learning, Really Great Reading, Imagine It Phonics 10 Minutes, M-F, Grades 2-3, Reading Wonders scope and sequence, teachers’ scope and sequence using state standards, Wilson Fundations, Really Great Reading, Imagine Learning, Waterford, Imagine It Phonics

Phonics (duration, frequency, grades, evidence-based curriculum, and instructional routine) 20 Minutes, explicit, and throughout the entire day, M-F, Grades K-1, Reading Wonders scope and sequence, teachers’ scope and sequence using state standards, Wilson Fundations, Really Great Reading, Imagine It Phonics, Daily 5, Writer’s Workshop, Words Their Way  10 Minutes, M-F, Grades 2-3, Reading Wonders scope and sequence, teachers’ scope and sequence using state standards, Wilson Fundations, Really Great Reading, Waterford, Words Their Way

Fluency (duration, frequency, grades, evidence-based curriculum/strategies) 20 Minutes, M-F, Grades K-1, Reading Wonders scope and sequence, Imagine It Phonics, Fry words and phrases, Dolch sight words, choral reading, close reading, 20 Minutes, M-F, Grades 2-3, Reading Wonders scope and sequence, teachers’ scope and sequence - state standards, Quick Reads, Read Works, Fry words and phrases, STAR fluency passages, literacy circles

Vocabulary (duration, frequency, evidence-based curriculum/strategies) 20 Minutes, explicit, and throughout the entire day, M-F, Grades K-1, Reading Wonders scope and sequence, teachers’ scope and sequence using state standards, Imagine It Phonics 20 Minutes, M-F, Grades 2-3, Reading Wonders scope and sequence, teachers’ scope and sequence using state standards, Quick Reads, Read Works, Guided Reading in content areas, Discovery Learning, Scholastic News, novel studies/discussions

Comprehension (duration, frequency, evidence-based curriculum/strategies) 20 Minutes, explicit, and throughout the entire day, M-F, Grades K-1, Reading Wonders Strategies, Guided Reading in content areas 20 Minutes, M-F, Grades 2-3, Reading Wonders, Quick Reads, Read Works, literacy circles, read-a-louds/discussions

Oral Language (integration of speaking and listening standards) 20 Minutes, and throughout the entire day, M-F, Grades K-1, Reading Wonders Unit Projects, sharing time, shared writing, think-pair-share 20 Minutes, and throughout the entire day, M-F, Grades 2-3, Reading Wonders Unit Projects, Read Works, Epic Books, author’s chair, oral presentations

 

Writing (duration, frequency, evidence-based curriculum/strategies) 20 Minutes, M-F, Grades K-1, Reading Wonders scope and sequence, teachers’ scope and sequence using state standards, Writer’s Workshop, Read Works, Four-Square Writing Method, daily journal, Words Their Way, 20 Minutes, M-F, Grades 2-3, Reading Wonders scope and sequence, teachers’ scope and sequence using state standards, Read Works, Four-Square Writing Method, Step-Up To Writing, daily journal, Google Classroom/multi-school, sentence frames, Words Their Way

  1. 2.Describe the assessments used for core instruction and intervention to make instructional decisions and ensure interventions are aligned to students’ diagnostic needs.

DIBELS Next Benchmark and Progress Monitoring, Reading Wonders Week and Unit Assessments, Reading Wonders Tier 2 Intervention Assessments, Decoding Survey, Really Great Reading Assessment and Placement, San Diego Quick, TRS Assessment, Imagine Learning Assessments, Spelling Tests, Schlossen Sight Word Test, Neuhaus Sensory Assessment, Reading Mastery Assessment, teachers’ formal and informal grade assessments

  1. 3.Describe the tiered, evidence-based intervention system available to students struggling to read proficiently.

The K-3 PLC and Literacy PLC analyze data (above) in order to determine students’ strengths and weaknesses.   Tier 2 small groups are formed for students not ROGL in specific areas. Students receive 30 minutes of Tier 2 Reading Wonders, and specific (PA, comprehension, decoding, EL) instruction 3 times per week. Every 5 weeks, students are assessed using DIBELS Progress Monitoring and Reading Wonders Tier 2 Assessments and Reviews; groups are adjusted accordingly.  

  1. 4.Describe the professional learning opportunities that will be provided using these funds for K-3 teachers, literacy coaches, and interventionists. These funds cannot be used for faculty or staff in grades 4-6.

Really Great Reading training, Reading Wonders PD, Launching Writing training, Imagine Learning training, Sevier District PD Day (breakout sessions for K-3), KEEP entry/exit trainings, DIBELS Next trainings, Opening Institute PD Day (break-out sessions for K-3), technology training by district IT and CUES, trainings at USBE literacy directors’ meetings, district administration leadership meetings, school faculty meeting trainings, district and school paraprofessional trainings


Local Goals

Requirements per 53F-2-503: Goals must be measurable, address current performance gaps in student literacy data, and include specific strategies for improving outcomes, including early intervention K-3 software if being used.

Goal 1 (required)

At least 60% of students in grades 1-3 will show typical or better Composite Score growth in literacy skills from the beginning of the year to the end of the year as measured by DIBELS Next Pathways. Currently, approximately 50% of students in grades 1-3 show typical or better growth. Strategies used to meet this goal include: 1) Imagine Learning in grades K-3 will be used for the required amount of time and for the required number of days, 2) K-3 teachers will use Reading Wonders in Circleville School and Imagine It Phonics in Oscarson School with fidelity, 3) K-3 teachers will have at least a two-hour literacy block every day, and, 4) Professional Learning will be ongoing throughout the year as K-3 teachers participate in the Piute District PD Incentive Plan and show evidence of the district’s required PD

 

 

 

 

Goal 2 (required)

Literacy and K-3 PLCs will use multiple forms of data to inform and adjust instruction. Strategies used to meet this goal include: 1) PLCs will collaborate monthly and submit meeting-notes to the elementary principals and the superintendent via Google Drive, 2) instruction will be planned and adjusted as needed according to DIBELS Next Benchmark and Progress Monitoring data, and, 3) Reading Wonders week and unit assessment data, Imagine It Phonics assessment data, and teachers’ own formal and informal assessment data will be used to inform and adjust instruction. Previously, DIBELS Next assessment data was the primary data used to inform and adjust instruction.

 

 

 

Goal 3 (optional)

Students’ proficiency in writing will increase. Strategies used to meet this goal include: 1) Launching Writing PD will be provided for teachers by the literacy coach/director, 2) teachers will inform students as to the purpose of their reading and writing, 3) teachers and students will use rubrics, according to grade-level writing state standards, graphic organizers, and annotation for writing assignments, and, 4) samples of students’ writing will be posted for students, schools, and parents to see. Writing skills will be measured by completed rubrics showing proficiency in grade-level writing state standards.

 

 

 

Goal 4 (optional)

 

 

 

 

General Assurances

ü  The plan submitted has been reviewed and approved by your local school board in a public meeting.

ü  We understand our state growth goal is to achieve at least 60% of students in grades 1-3 making typical or better progress on DIBELS Next.

ü  We understand that we will submit our end of year data and report progress for our local goals by June 30 annually.

ü  We understand that if our plan is not approved by December 15th, we forego our Early Literacy Program funds.

ü  Early Literacy Program funds shall only be used for early literacy interventions and supports in kindergarten through grade 3 that have proven to significantly increase the percentage of students who are proficient in literacy (see 53F-2-503 for details).

ü  We understand that if program money is used in a manner that is inconsistent with 53F-2-503, our LEA is liable for reimbursement for the amount of funds improperly used.

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