ISD 704 - Proctor Public School District’s



ISD 704 Proctor Public Schools

Local Literacy Plan

Minnesota Statute 120B.12

“Reading Well by Third Grade”

[pic]

Updated May 2013

Prepared and Reviewed by

Literacy Planning Committee

Table of Contents

Overview of the Proctor School District Local Literacy Plan 3

Belief Statement from Minnesota Department of Education 4

Literacy Plan Committee 5

Commitment to Reading – Early Childhood Connection 6

Elementary Facilities 7

Curriculum and Instruction 8

Screening and Diagnostic Tools and Assessments 9

Multi-Tiered Systems of Support 11

Parent Communication 14

Professional Development 16

Appendix –

Letter Sent to Parents 17

Overview of the Proctor School District Local Literacy Plan

Proctor School District provides abundant learning opportunities in a small-school atmosphere. Academic goals provide coherent curriculum, soundly-structured lessons, and authentic literacy in every class and at every grade level. In order to accomplish these goals, the district is committed to invest in teaching and classrooms that prepare students to become college and career ready citizens. Proctor Public Schools are guided by the principle - Success for Each, Respect for All.

MN Statute 120B.12 states that a school district must adopt a local literacy plan to have every child reading at or above grade level no later than the end of grade three. This legislation is commonly referred to as “Reading Well by Third Grade.” The literacy plan “must include a process to assess students’ level of reading proficiency, notify and involve parents, intervene with students who are not reading at or above grade level, and identify and meet staff development needs.”

The purpose of this document is to outline how the Proctor Public School District plans to address each of these requirements for students in kindergarten through third grade.

Reading development is one of the most important goals of Proctor Public Schools. The District is committed to building and sustaining a school culture in which high quality reading instruction is one of our most important priorities. Our primary reading goal is to help every student read at grade level or above by third grade. To achieve this goal, all students will be assessed at regular intervals to diagnose reading development. Curriculum, instruction, and assessments are aligned to the 2010 English Language Arts Standards and Benchmarks.

The literacy plan is the commitment Proctor Public Schools makes to its students, parents and guardians, and other stakeholders. Parents will be informed as to their child’s literacy development at each grade level.

Belief Statement from Minnesota Department of Education

Reading well by third grade is one of many developmental milestones in a child’s educational experience. Literacy development starts at an early age and is the basis for all academic success. Reading well by grade three ensures that students have a solid foundation of literacy skills to continue to expand their understanding of what they read, make meaning of what they have read, and transfer that learning across all subject areas. Instruction that provides the basis for all students to read well by third grade and beyond will help close the achievement gap and ensure that all students are ready for the demands of college and the workplace. From cradle to career, a sustained effort to create quality literacy environments in all of our schools and programs from birth through grade twelve promotes academic success. – Minnesota Department of Education

Literacy Plan Committee

|John Engelking |Superintendent |ISD 704 |

|Diane Morin |Principal |Bay View Elementary |

|Bill Gritzmacher |Principal |Pike Lake Elementary |

|Kathy Nelson |SIG - Continuous Improvement Specialist |Bay View Elementary |

|Sarah Urie |SIG - Data and Assessment Coach |Bay View Elementary |

|Lynn Peterson |Curriculum Coordinator |Proctor Public Schools |

|Jon Larson |SIG – Family and Community Liaison |Bay View Elementary |

|Kristina Hill |Special Education Teacher |Pike Lake Elementary |

|Karen Williams |Title 1 Teacher |Bay View Elementary |

|Lucy Carlson |Early Childhood Programs Coordinator |Community Education |

|Jessica Kramer |Special Education Teacher |Bay View Elementary |

|Beth Jauhola |Grade 1 – Teacher |Bay View Elementary |

|Rachel Austreng |Grade 2 – Teacher |Bay View Elementary |

|Patti Anderson |Grade 1 - Teacher |Pike Lake Elementary |

|Mariah Levison |Kindergarten Teacher |Bay View Elementary |

|Kara Graves |Kindergarten Teacher |Pike Lake Elementary |

|Elizabeth Proepper |Grade 3 - Teacher |Bay View Elementary |

Commitment to Reading – Early Childhood Connection

Proctor Public Schools understands the foundation for reading is developed long before a child begins formal education. Proctor’s Early Childhood Programs view literacy as a process of learning and experiencing the precursors to reading instruction before a child enters kindergarten.

Literacy as it applies to early childhood includes six main areas of growth and understanding, including:

• Disposition to Read

Children develop an interest in books and joy of reading, listen intently to stories, express a need to explore books, and ask others to read to them.

• Vocabulary and Oral Language

Children begin an organization of thoughts and ideas, understand words create reaction/results, participate in vocabulary building, and engage in conversations.

• Narrative Skills and Comprehension

Children understand new information, make connections, ask questions, and connect stories to real life.

• Concepts and Awareness of Print

Children begin to understand print as spoken words written down, understand print serves a purpose, and know the difference between drawing and writing.

• Letter/Word Knowledge

Children can recite the alphabet, name letters, know letters come in two forms, understand that letters put together form words, and recognize their own names in print with acknowledgement of upper and lower case letters.

• Phonological Awareness

Children develop the ability to hear the sounds of language, discriminate one sound from another, recognize words with similar beginning sounds, rhyme, become familiarized with syllables, hear alliteration, and recognize the number of words in a sentence.

These ideas should be introduced and learned through a child's pre-school and at-home learning environments. As the first and most important teacher in a child's world, the parent needs to focus on these concepts as pre-cursors to reading and reading readiness.

Elementary Facilities

Proctor has two K-5 elementary facilities, Bay View Elementary (500 students) and Pike Lake Elementary (275 students).

Beginning with the 2013-2014 academic year, Proctor Schools will no longer require parents to subsidize All Day Kindergarten and instead will offer parents a no-charge All Day Kindergarten program.

A child must be -

- five years old by September 1 of the year he or she is entering kindergarten

- a resident of the school district, OR the child must be approved for open enrollment.

Today’s high standard for academic excellence has demanded that schools provide children with the best possible start. Offering All Day Kindergarten to all of our students without a fee will allow all students the same access and starting point for their education. The Proctor District is committed to supporting our families and students by providing opportunities that reduce achievement gaps between different economic and racial/ethnic groups and that promote academic and social development.

Curriculum and Instruction

The Proctor School District is committed to dedicating a specific portion of daily instructional time to literacy. Students in grades K-3 receive 120 minutes of language arts/reading instruction daily.

To ensure all students receive high quality instruction, Proctor Public Schools teachers work collaboratively through Instructional Teams (ITs) and Professional Learning Communities (PLCs) to purposefully align curriculum to the 2010 Minnesota English Language Arts Standards (MN ELA) and benchmarks. In each curricular unit, teachers unwrap standards and create “I Can” statements for students. In partnership with students, teachers monitor student achievement and track those students who need additional help or require further reading interventions. Teachers regularly pre-test student knowledge, chart student growth, and re-teach or enrich instruction to best serve the needs of all students. Based on the Minnesota ELA Foundational Benchmarks, instruction is focused on increasing academic proficiency of students in the five basic reading components: phonemic awareness, phonics, vocabulary, comprehension, and fluency. Word recognition is also included as part of phonics instruction.

In conjunction with the 2010 MN ELA standards, students engage in a variety of reading, speaking, and writing assignments to assist teachers in monitoring student progress and diagnose student individual needs. The multi-tiered systems of support are implemented so that students of all ages and proficiency levels can read and comprehend text, and apply higher level thinking skills.

Teachers utilize a variety of scientifically researched-based strategies that focus on the essential learning targets at each grade level. The Big Ideas are the priority standards (benchmarks) at each grade level. Through formative and summative assessments as well as diagnostic tests, teachers evaluate, record, and monitor progress for all students. Units of study outlining the ELA unwrapped standards are posted for each grade level on the Proctor Public Schools website.

Proctor Elementary Schools adopted a balanced literacy approach for teaching MN ELA benchmarks. This research-based instructional approach encourages students to become more active in their learning processes. Teachers engage in whole group teaching with instructor modeling, student engagement through guided practice, and peer teaching as a way of reinforcing learning. Feedback is provided after initial student responses, and teachers adjust instruction according to student needs.

Ongoing and regular assessment of student learning is crucial to the success of the learner. Reading assessments and diagnostic tools are necessary to determine if students are meeting established grade level reading goals.

Screening and Diagnostic Tools and Assessments

Communication of reading data is shared with students and parents. The following charts outline the screening and assessments used at each grade level:

Early Childhood Developmental Continuum

Proctor Public Schools Early Childhood Program uses The Creative Curriculum Developmental Continuum for Ages 3-5. This program is administered twice annually. In each area including cognitive development, SocialEmotional Development, Physical Development, Cognitive Development, and Language Develoment, the profile states the objective, curriculum goal, development area, and provides a space for the educator to write specific examples in a child’s development. These checkpoints chart a student’s growth profile. It should not be confused with a report card.

|Grade Level |Type/Purpose |Assessment |Essential Components Assessed |When Administered |

|Pre-K |Screening |Creative Curriculum |Listening, speaking, reading, |Fall and Spring |

| |Classroom-based |Developmental Continuum |writing | |

| |Instruction | | | |

AIMSweb Benchmark and Progress Monitoring System for Grades K-5

|Grade Level |Type/Purpose |Assessment |Essential Components Assessed|When Administered |

|Kindergarten |Screening |AIMSweb | | |

| |Progress Monitoring |Letter Naming |Alphabetic Principle |Fall, Winter, Spring |

| | |Letter Sound Fluency |Phonics |Fall, Winter, Spring |

| | |Nonsense word fluency |Phonics |Spring |

| | |Phonemic Segmentation | |Winter, Spring |

| | | |Phonemic Awareness |One of the assessments based on |

| | | | |skill work needed -weekly or |

| | | | |bi-monthly for progress data |

| |Classroom-based |Sight words | | |

| |instructional | | |Ongoing |

| | | |High frequency words | |

| | | | | |

| |Diagnostic |Fountas and Pinnell |Decoding |When student is identified as at |

| |Progress Monitoring |Benchmark Assessment Kit |Fluency |risk |

| | | |Vocabulary |Weekly or bi-monthly for progress |

| | | |Comprehension |data |

|Grade 1 |Screening |AIMSweb | | |

| |Progress Monitoring |Phonemic Segmentation |Phonemic Awareness |Fall, Winter |

| | |Nonsense word fluency |Phonics |Fall, Winter, Spring |

| | |Oral Reading Fluency |Fluency and Accuracy |Fall, Winter, Spring |

| | | | |One of the assessments based on |

| | | | |skill work needed -weekly or |

| | | | |bi-monthly for progress data |

| |Classroom-based |Sight words | | |

| |instructional | |High frequency Words |Ongoing |

| | | | | |

| |Diagnostic |Fountas and Pinnell |Decoding | |

| |Progress Monitoring |Benchmark Assessment Kit |Fluency |When student is identified as at |

| | | |Vocabulary |risk |

| | | |Comprehension |Weekly or bi-monthly for progress |

| | | | |data |

|Grade 2 |Screening |AIMSweb | | |

| |Progress Monitoring |Reading Fluency |Fluency and Accuracy |Fall, Winter, Spring |

| | | | |Weekly or bi-monthly for progress |

| | | | |data |

| |Classroom-based | |High frequency | |

| |instructional |Sight words | |Ongoing |

| | | | | |

| |Diagnostic | | | |

| |Progress Monitoring | |Decoding | |

| | |Fountas and Pinnell |Fluency |When student is identified as at |

| | |Benchmark Assessment Kit |Vocabulary |risk |

| | | |Comprehension |Weekly or bi-monthly for progress |

| | | | |data |

|Grade 3 |Screening |AIMSweb | | |

| |Progress Monitoring |Reading Fluency |Fluency and Accuracy |Fall, Winter, Spring |

| | | | |Weekly or bi-monthly for progress |

| | | | |data |

| |Summative | |Comprehension | |

| | |Reading MCA | |Spring |

| |Diagnostic | |Decoding | |

| |Progress Monitoring |Fountas and Pinnell |Fluency |When student is identified as at |

| | |Benchmark Assessment Kit |Vocabulary |risk |

| | | |Comprehension |Weekly or bi-monthly for progress |

| | | | |data |

|Grade 4 |Screening |AIMSweb | | |

| |Progress Monitoring |Reading Fluency |Fluency and Accuracy |Fall, Winter, Spring |

| | | | |Weekly or bi-monthly for progress |

| | | | |data |

| |Summative | |Comprehension | |

| | |Reading MCA | |Spring |

| |Diagnostic | |Decoding | |

| |Progress Monitoring |Fountas and Pinnell |Fluency |When student is identified as at |

| | |Benchmark Assessment Kit |Vocabulary |risk |

| | | |Comprehension |Weekly or bi-monthly for progress |

| | | | |data |

|Grade 5 |Screening |AIMSweb | | |

| |Progress Monitoring |Reading Fluency |Fluency and Accuracy |Fall, Winter, Spring |

| | | | |Weekly or bi-monthly for progress |

| | | | |data |

| |Summative | |Comprehension | |

| | |Reading MCA | |Spring |

| |Diagnostic | |Decoding | |

| |Progress Monitoring |Fountas and Pinnell |Fluency |When student is identified as at |

| | |Benchmark Assessment Kit |Vocabulary |risk |

| | | |Comprehension |Weekly or bi-monthly for progress |

| | | | |data |

After initial, school-wide screening, diagnostic assessments are administered to identified students. Multi-tiered systems of support are provided to students who are in need of additional assistance based on diagnostic results. Ongoing progress monitoring is essential to ensure student growth. The results of progress monitoring and diagnostic tests will be documented and communicated with parents.

Multi-Tiered Systems of Support

All students receive multi-tiered systems of support and are monitored for progress. Students not making adequate progress toward reading goals following high quality core instruction are provided with various interventions to address their area(s) of need. Interventions are evidence-based practices which have demonstrated reliability to accelerate student achievement and are designed to meet individual student needs. They are designed to accelerate and support student literacy development. On-going progress monitoring is employed to determine if a student has reached proficiency, or if the student requires an alternate intervention. Results of this individual student analysis drives changes in instruction to meet the literacy needs of every student.

PLCs monitor, adjust, and evaluate the effectiveness of instruction. Through researched best practice strategies, teachers share teaching methodology to ensure students receive high quality instruction and assessments.

Tier 1 – Core Instruction

Tier 1 core instruction is provided to all students based on the 2010 Minnesota ELA Standards and benchmarks at each grade level in whole group and flexible skill groups within the classroom during the regular school day.

Resources/approaches include:

• Storytown published by Harcourt 2010 Edition

Daily Five Instructional Model – Text: The Daily Five book by Gail Boushey and Joan Moser; use of instructional centers; visual aids including posters

Café Instructional Model – Text The CAFE Book: Engaging All Students in Daily Literary Assessment and Instruction by Gail Boushey and Joan Moser; Reading Strategies, visual aids, and alignment to standards forms

Leveled Library reading materials and guided reading instruction

• Daily independent reading.

• Daily read alouds

• Daily writing

• Differentiated instruction based on students’ tier needs

Tier II – Interventions

Tier II interventions are designed to provide students with supplemental interventions. These interventions occur during the regular school day either as a “pull-out” or “push in” at Bay View through the Title 1 program for thirty minutes per day. Pike Lake Tier II interventions occur in the regular education classroom by the teacher or classroom volunteer. Elementary resources include the following:

• Harcourt Brace Storytown Strategic Intervention Curriculum K-5 (includes student texts, decodable readers, support black line masters for assessments and practice, teacher's manuals, stories on cds, Smartboard activities)

• Spotlight Series Readers

• Personal collection of leveled books

• iPads with a variety skill practice games/activities

• Great Leaps

• Sounds Abound

• Basic Skill Builder

• Peer Assisted Learning Strategies

• Multiple games/activities for skill building at every level

• Manipulatives for word/skill building

• Leveled Readers

• Partner reading

• Foster Grandparents read with individuals and small groups

• Leveled book groups

• Individual and small group instruction

• "Movement Circuit"- vocabulary and spelling words are taught with movement/physical activity (cross midline) daily

• Leveled Literacy Intervention – Fountas and Pinnell (F&P)

Evaluations/Assessments

MCA scores (only after grade 3), prior Title One participant, teacher recommendation and DIBELS testing are all used to evaluate whether or not students participate in Title One. Once students are involved in the program, there are ongoing, routine evaluations such as: running records, sight word recognition lists, fluency tests, and unit assessments. Assessments are administered by both the classroom teacher and the Title One teacher. The classroom teacher and Title teacher touch base weekly on individual student progress and decide whether or not it is necessary to continue with Tier II services.

Tier III – Interventions

Tier III interventions are designed to provide students with supplemental interventions. These following interventions occur during the regular school day either as “pull-out” or “push-in” through the special education programs for up to an additioal sixty minutes per day. Interventions include the following:

Resources used:

• Harcourt Storytown Intervention Station

• Leveled Readers

• Teach a Child to Read Manual

• High Frequency Words (Dolch and Fry)

• Alphabetic Principles

• Phonics

• Writing Prompts (grammar, spelling)

• Great Leaps

• Graphic Organizers for Writing

• Writer’s Workshop

• Assessments – Running Records, Sight Word Checklists

• Wilson Reading System (Multi-sensory reading/spelling)

• Vocabulary Connections

• Spellbound Phonics Reading and Spelling

• Spellwell Basic Spelling Program

• Corrective Reading (SRA)

• Explode the Code*

• EdMark Reading Program*

• Read Naturally*

*Indicates used at both sites

Strategies Employed

• Small Group Instruction

• One-on-One Instruction

• Re-teaching

• Special Education Accommodations

• Guided Reading Groups

• Small Group/One-on-One Intensive Sight Word, Vocabulary, Alphabetic Principle, Fluency, and Accuracy Strategies, Phonics, and/or Phonemic Awareness

• Word ID Strategy

• Paraphrasing Strategy

• L.I.N.C.S. Strategy for Vocabulary Building

• Fundamentals in Sentence Writing Strategy

• Self-Questioning Strategy

• Self-Advocacy Strategy

• Assignment Completion Strategy

Parent Communication

Parent communication is fundamental to our schools’ mission because a strong and explicit reading program is crucial to assist all children in developing the skills, habits and dedication to reading that will prepare them to become college and career ready citizens.

The District shares students’ reading progress through progress reports and at parent conferences. Staff communicates specific strategies and how parents can support their child’s development in and out of school. Parent links are available on the district’s website page to assist in utilizing additional intervention strategies and activities.

Intervention and Ideas Sent Home:

Proctor Public Schools encourage family involvement in students’ education.

Our goals are focused around the following priorities for students, staff, and parents:

• Students strive to reach their potential of academic and social excellence.

• Students demonstrate personal accountability.

• Parents are encouraged to set high expectations and provide structure and guidance to maximize student potential.

• Parents are accountable for involvement and communication in their child’s educational and social growth.

District communication includes the following:

• Two parent/teacher conferences a year

• Follow up conferences/parent meetings as needed

• Report cards and screening information

• Individual classroom teacher e-mails and newsletters

• Yearly family night reading event*

• Bi-monthly parent liaison newsletters*

• Teachers maintain individual web sites to promote literacy

**Bay View specific

Suggested strategies to provide reading support may include the following:

• Parents set up a time to listen to their child read.

• Parents set up a time to read to their child.

• Parents help children read books at home.

• When applicable, teachers send home reading materials ahead of time to encourage pre-reading of stories.

• Bridges to Kindergarten is implemented in conjunction with the ECFE program.

• Alphabet cards and charts support letter recognition.

• Alphabet games and websites to use as resources to

support skill development in letter names, letter sounds, beginning sounds, ending sounds and rhymes

• Leveled reading materials, sight word books and cards, and rhyming books

• Learning songs – alphabet, rhyming, and calendars

• Short stories for fluency practice

• List of primary learning websites with reading practice games that can be accessed at home

• List of suggested iPad apps to help children reinforce and engage in basic reading skills.

• Weekend practice information

• Summer practice information to reinforce skills from the previous year and prepare students for the upcoming school year.

Professional Development

Effective reading instruction and assessment requires quality professional development for teachers and other staff members, including principals, specialists, and instructional assistants. The District has an obligation to provide the training necessary to effectively teach reading and use instructional materials and reading assessments to best serve the needs of our students. The District is responsible for providing job-embedded professional development so that all educators have the opportunity to obtain or maintain current knowledge of best practices in literacy instruction.

The Proctor Public Schools literacy plan uses methods and procedures that are based on scientifically based reading research and methodology, As a school, we are committed to making decisions about reading assessments, instructional programs and materials, and professional development on best practice instruction for standards-based learning.

PLCs maintain a team approach to improving literacy instruction through implementation of grade level teams that include specialists. These teams meet at least 180 minutes per month to select standards, design best practice strategies instruction, monitor student progress, determine interventions, review data, and align instruction to best serve the needs of all students. Being data-driven, teachers prioritize professional teaching objectives and assist each other in determining interventions that best serve the needs of all students. Specialists also offer best practice techniques and intervention strategies for whole group and individual instruction. Teacher and student data align to ensure students understand their own progress.

Principals play a vital role in this process as the educational leaders of their respective buildings. Through monitoring PLC reports and observing PLC groups, the principals are fully aware of current teaching practices, student expectations and interventions used at their respective buildings. As members of the curriculum advisory board, principals have read and worked with the standards being taught and assessed at each grade level. Through monitoring IT teams, the principals have become curriculum specialists and strive to stay abreast of current trends including best practices and assessment procedures.

Proctor Public Schools – Bay View Elementary

8708 Vinland Street

Duluth, MN 55810

218-628-4949 ext. 2001

June 1, 2013

Dear Family of_________,

Through ongoing communication with your child’s teacher this past year, you have been given information regarding _______’s growth in his/her reading skills. According to the new Reading Well by 3rd Grade legislation, all Minnesota schools are required to notify families when their child is not on track to read at or above grade level by the end of third grade.

All students are tested to determine how well they are progressing toward current grade-level expectations each fall, winter, and spring. Your child, _______, has been identified as not meeting these expectations based on our testing data.

Enclosed are copies of your child’s most recent test results for your review. Please understand that we recognize the growth your child has made this year. It is our hope that with daily support at both home and school, your child will make gains toward reaching this goal by the end of third grade.

Your child named __ letters per minute. The end of the year target is 46.

Your child said __ sounds per minute. The end of the year target is 28.

Your child’s progress this year:

|Test |Fall |Winter |Spring |End of Year Target |

| | | | |Kindergarten |

|Letter Naming | | | | |

|(Letters named correctly in one minute) | | | |46 |

|Nonsense Word Fluency | | | | |

|(Sounds read correctly in one minute) |NA | | |28 |

Over the past school year, ______, received additional instruction and support through _____________. Research has shown that children who practice their reading during the summer do not lose the reading skills that they have worked hard to develop. A good summer routine would include reading each day with your child. Enclosed you will find resources and activities that you and your child can do together to prevent this summer reading loss.

If you have any questions or concerns, please contact us at Bay View.

Sincerely,

Diane Morin

Bay View Principal

Proctor Public Schools

8708 Vinland Street

Duluth, MN 55810

218-628-4949 ext. 2001

June 1, 2013

Dear Family of __________,

Through ongoing communication with your child’s teacher this past year, you have been given information regarding _______’s growth in her reading skills. According to the new Reading Well by 3rd Grade legislation, all Minnesota schools are required to notify families when their child is not on track to read at or above grade level by the end of third grade.

All students are tested to determine how well they are progressing toward current grade-level expectations each fall, winter, and spring. Your child, ________, has been identified as not meeting these expectations based on our testing data.

Enclosed are copies of your child’s most recent test results for your review. Please understand that we recognize the growth your child has made this year. It is our hope that with daily support at both home and school, your child will make gains toward reaching this goal by the end of third grade.

Your child is reading __ words per minute. The end of the year target is 40.

Your child can name __ letter sounds per minute. The end of the year target is 50.

Your child’s progress this year:

|Test |Fall |Winter |Spring |End of Year Target |

| | | | |First Grade |

|Oral Reading Fluency | | | | |

|(Words read correctly in one minute) |N/A | | |40 |

|Nonsense Word Fluency | | | | |

|(Sounds read correctly in one minute) | | | |50 |

Over the past school year, _______ received additional instruction and support through _________________. Research has shown that children who practice their reading during the summer do not lose the reading skills that they have worked hard to develop. A good summer routine would include reading each day with your child. Enclosed you will find resources and activities that you and your child can do together to prevent this summer reading loss.

If you have any questions or concerns, please contact us at Bay View.

Sincerely,

Diane Morin

Bay View Principal

Proctor Public Schools – Bay View Elementary

8708 Vinland Street

Duluth, MN 55810

218-628-4949 ext. 2001

June 1, 2013

Dear Family of _________,

Through ongoing communication with your child’s teacher this past year, you have been given information regarding ________’s growth in his/her reading skills. According to the new Reading Well by 3rd Grade legislation, all Minnesota schools are required to notify families when their child is not on track to read at or above grade level by the end of third grade.

All students are tested to determine how well they are progressing toward current grade-level expectations each fall, winter, and spring. Your child, __________, has been identified as not meeting these expectations based on our testing data.

Enclosed are copies of your child’s most recent test results for your review. Please understand that we recognize the growth your child has made this year. It is our hope that with daily support at both home and school, your child will make gains toward reaching this goal by the end of third grade.

Your child is reading ______words per minute. The end of the year target is 90.

Your child’s progress this year:

|Test |Fall |Winter |Spring |End of Year Target |

| | | | |Second Grade |

|Oral Reading Fluency | | | | |

|(Words read correctly in one minute) | | | |90 |

Over the past school year, ____________, received additional instruction and support through ______________. Research has shown that children who practice their reading during the summer do not lose the reading skills that they have worked hard to develop. A good summer routine would include reading each day with your child. Enclosed you will find resources and activities that you and your child can do together to prevent this summer reading loss.

If you have any questions or concerns, please contact us at Bay View.

Sincerely,

Diane Morin

Bay View Principal

Proctor Public Schools

8708 Vinland Street

Duluth, MN 55810

218-628-4949 ext. 2001

June 1, 2013

Dear Family of _________,

Through ongoing communication with your child’s teacher this past year, you have been given information regarding ________’s growth in his/her reading skills. According to the new Reading Well by 3rd Grade legislation, all Minnesota schools are required to notify families when their child is not on track to read at or above grade level by the end of third grade.

All students are tested to determine how well they are progressing toward current grade-level expectations each fall, winter, and spring. Your child, __________, has been identified as not meeting these expectations based on our testing data.

Enclosed are copies of your child’s most recent test results for your review. Please understand that we recognize the growth your child has made this year. It is our hope that with daily support at both home and school, your child will make gains toward reaching this goal by the end of third grade.

Your child is reading ______words per minute. The end of the year target is 110.

Your child’s progress this year:

|Test |Fall |Winter |Spring |End of Year Target |

| | | | |Third Grade |

|Oral Reading Fluency | | | | |

|(Words read correctly in one minute) | | | |110 |

Over the past school year, ____________, received additional instruction and support through ______________. Research has shown that children who practice their reading during the summer do not lose the reading skills that they have worked hard to develop. A good summer routine would include reading each day with your child. Enclosed you will find resources and activities that you and your child can do together to prevent this summer reading loss.

If you have any questions or concerns, please contact us at Bay View.

Sincerely,

Diane Morin

Bay View Principal

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