ISD 413: Marshall Public Schools Local Literacy Plan



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Included in this program are components for guided reading, read aloud, shared reading and independent reading. To enhance this curriculum, our district has adopted Reading Horizons, which is an explicit phonics instruction, and also uses the Daily Five. Both of our elementary schools have a library that contains a variety of fiction and nonfiction reading materials, covering a wide range of reading levels. Each classroom also has their own reading center where students can enjoy books and other resources selected by their classroom teacher. All K-3 students receive classroom reading instruction for a minimum of 90 minutes each day. Relevant technology engages students in meaningful learning activities. A variety of technologies have been integrated into the curriculum and instruction to meet the needs of the district’s diverse learners. The district also uses Accelerated Reader (AR), which is a computerized program that tests basic reading comprehension. Students select books from their reading level, read independently or with a buddy and take an independent comprehension test on the computer. Each book is worth a certain number of points based on its length and reading level. All students in grades K-3 are given the AIMSweb screening/benchmarking assessment three times throughout the course of the year in the fall, the winter, and the spring. Using this data, along with data from the NWEA Measures of Academic Progress (MAP), the Developmental Reading Assessment (DRA), and the Rigby Benchmark Assessment System, struggling and at-risk students are identified and referred for reading interventions. Specific interventions are based on further assessments. The interventions are implemented through the collaborative efforts of the classroom teacher and other specialists. Each student’s progress is monitored weekly. If the selected, research-based intervention is not working, a different, research-based intervention is chosen and implemented. Students who are not responding to these interventions are referred to the Problem Solving Team to determine if they should be assessed for special education services. Parents are informed of their child’s progress at every step in the process. The goal of the Marshall School District is to ensure that all learners successfully achieve the Minnesota K-12 Academic Standards in English Language Arts (2010) for their grade level. The standards are aligned with the district’s curriculum, and a map is in place to ensure that the standards are taught within the time available.Specific information is included in the K-3 Literacy Plan that follows this summary. For those who are interested in learning more about Marshall School District’s literacy program, please contact: Jeremy Williams at (507) 537-6962 or jeremy.williams@marshall.k12.mn.us, Amanda Grinager at (507) 537-6924 or amanda.grinager@marshall.k12.mn.us, Stephanie DeVos at (507) 537-6948 or stephanie.devos@marshall.k12.mn.us, or Darci Love at (507) 537-6948 or darci.love@marshall.k12.mn.us.Literacy Plan Goals and Objectives:Overarching Goal: All students will read at grade-level by Grade 3 as determined by the Reading Minnesota Comprehensive Assessments (MCAs).Objectives:Each year educators will review and disaggregate reading data at grade levels K, 1, 2, & 3. Proficiency, growth, and trend data will be analyzed and used to set specific learning targets for each child and for each cohort of students. When available, Pre-K data will be accessed and utilized.The Site and Administration Teams annually review the effectiveness of current pedagogical practices. This includes, but is not limited to, the core instruction, differentiation, remediation, and interventions.Curriculum resources will be aligned to the most current standards. Standards will be prioritized, and essential elements will be identified.Formative assessments will be used to modify instruction and to identify students who are not on pace to meet proficiency. Those students who are not on track will follow the local intervention plan. Professional Learning Communities will be implemented to analyze the effectiveness of current literacy practices, curriculum, and the essential standards. Special attention will be paid to closing the achievement gaps. Best practices will be shared. Extended day and/or extended year programs will be utilized to provide targeted assistance to help struggling and at-risk students achieve grade-level proficiency.An analysis of current practices and supports, which have led to improved results for groups of students that are not yet proficient, are shown below. The graphs include information on the kindergarten and first grade students’ early literacy skills, as well as first, second, and third grade students’ literacy skills. By 2014, 81.5% of our 3rd graders will be proficient on the MCA Reading Assessment.Process of Assessment:The Title 1 Teachers, the interventionists, and the classroom teachers will administer the screening and diagnostic assessments listed below. Entrance criteria for interventions are based on a triangulation of assessment data, along with classroom teacher input.NWEA Measures of Academic Progress (MAP) are used as benchmark assessments. They are adaptive and sequential tests used to measure student growth. The 2011 NWEA RIT Scale Norms provide growth and status norms in the following content areas: Reading, Language Usage, Mathematics, General Science, and Science Concepts and Processes. The RIT scores for each grade level in Reading are listed in chart below:2011 Reading Status Norms (RIT Values)GradeBeginning-of-Year MeanMiddle-of-Year MeanEnd-of-Year MeanK142.5151.0157.71160.3170.7176.92175.9183.6189.63189.9194.6199.24199.8203.2206.75207.1209.8212.36212.3214.3216.47216.3218.2219.78219.3221.2222.49221.4221.9222.910223.2223.4223.811223.4223.5223.7AIMSweb is used as a screening/benchmark assessment. The target scores for each grade level are listed in the following charts.Kindergarten AIMSweb AssessmentsFallAssessment Name [Target Score]WinterAssessment Name [Target Score]SpringAssessment Name [Target Score]Letter Naming Fluency [16]Letter Naming Fluency [39]Letter Naming Fluency [48]Not Assessed Letter Sound Fluency [23]Letter Sound Fluency [36]Not AssessedNot AssessedPhoneme Segmenting Fluency [45]Not AssessedNot AssessedNonsense Word Fluency [34]First Grade AIMSweb AssessmentsFallAssessment Name [Target Score]WinterAssessment Name [Target Score]SpringAssessment Name [Target Score]Letter Naming Fluency [44]Not AssessedNot AssessedLetter Sound Fluency [29]Not AssessedNot AssessedPhoneme Segmentation Fluency [38]Phoneme Segmenting Fluency [49]Not AssessedNonsense Word Fluency [29]Nonsense Word Fluency [49]Nonsense Word Fluency [62]Not AssessedReading – CBM [23](Oral Reading Fluency)Reading – CBM [53](Oral Reading Fluency)Second Grade AIMSweb AssessmentsFallAssessment Name [Target Score]WinterAssessment Name [Target Score]SpringAssessment Name [Target Score]Reading – CBM [51](Oral Reading Fluency)Reading – CBM [72](Oral Reading Fluency)Reading – CBM [89](Oral Reading Fluency)Third Grade AIMSweb AssessmentsFallAssessment Name [Target Score]WinterAssessment Name [Target Score]SpringAssessment Name [Target Score]Reading – CBM [71](Oral Reading Fluency)Reading – CBM [92](Oral Reading Fluency)Reading – CBM [107](Oral Reading Fluency)Reading –Maze [12](Comprehension)Reading –Maze [15](Comprehension)Reading –Maze [16](Comprehension)Students who do not meet the target score as listed above will undergo a diagnostic assessment to determine specific skill deficit(s) in one of the five strands of reading (phonemic awareness, phonics, fluency, comprehension, and vocabulary). One or more of the following research-based assessments will be used: Developmental Reading Assessment (DRA), Rigby Benchmark Assessment, curriculum based pre-tests and post-tests, intervention based pre-tests and post-tests, and/or the Basic Reading Inventory (BRI).The following table denotes the grade-level correlation between the Rigby Benchmark Assessment, the Developmental Reading Assessment, and Lexile Levels:Grade LevelRigby Benchmark AssessmentDRALexile LevelsKindergartenAA1B2C3Grade 14D6E8F10G12H14200-299I16Grade 2J & K20300-399L & M28400-499Grade 3N30500-59934O & P38600-699Grade 4Q / R / S40700-799Grade 5T / U / V44800-899Grade 6W / X / Y900-999Grade 7Z1000-1100Grade 8ZBased on the diagnostic assessments’ results, instruction and interventions will be matched to the student’s needs in one or more of the five strands of reading (phonemic awareness, phonics, fluency, comprehension, and vocabulary).Following the assessments, parents will receive a letter informing them of the results, supports, interventions, and further diagnostic assessments that will be used to help their child meet the reading goals for their grade level. Parents will be invited into the school to visit about their child’s educational needs and asked if they have any questions. A list of potential supports that the parents can use to assist the child in achieving grade-level proficiency will be provided to the parent. A complete outline of parent communication and involvement is found in the following section.Progress monitoring data will be collected weekly and analyzed on a monthly basis at grade level data team meetings. The following process will be used: Examine the student chart after 4-6 data points have been plotted and a trend line has been generated. If a student has 4 data points clearly and consistently below the aim line, choose a new intervention. If the student has 4 data points on or above the aim line, continue the current intervention until the student meets the grade-level benchmark.If the student is on their second intervention and has 4 data points below the goal line, refer the student to the problem-solving team.When the student has met the next grade level benchmark target and has 4 consecutive data points above the aim line, consider reducing or discontinuing the intervention. Continue to progress monitor the student at least three times following the discontinuation of the intervention to assure that progress has been maintained.Parent Communication and Involvement:The district has developed a parent communication letter that will share the state-identified grade-level standards. The letter will include the core literacy instructional practices as well as the intervention supports that are used with students who are not on track to achieve benchmark targets that reflect grade-level content standards. How their child is progressing towards meeting these standards will be discussed at parent/teacher conferences. Parent Communication Plan:At the beginning of the year, there will be a parent meeting to explain the core literacy instructional practices and the multi-level systems of support that are implemented in the district. This will include an explanation of the entrance and exit criteria for students needing interventions, the assessments used in the district, the data that is collected by the assessments, the problem-solving practices that are used when students are not making progress, and the classroom supports that are used with all students. Additionally, parent communication will be provided though a handout and website postings.Assessment results will be provided to parents through a variety of different methods: parent teacher conferences, mailings, and personal communications.Parents of students who need supplemental instruction will be informed by the district that their student is receiving these services. They will also be encouraged to contact their son or daughter’s classroom and/or reading intervention teacher.Parents of students receiving interventions will receive periodic progress reports.All parents will receive communication throughout the school year with suggestions on how to help strengthen their child’s literacy skills. Resources and tools are available for parents, caregivers, and/or community members to use in support of literacy practices at home. They are based on the five strands of reading (phonemic awareness, phonics, fluency, comprehension, and vocabulary, please see Appendix B at the end of this document for our district’s resource list).Multi-Tiered Systems of Support:A Model of School Supports and the Problem Solving ProcessACADEMIC SYSTEMSTier 3: Intensive, Individual Interventions Students who need individualized interventions.Tier 2: Targeted Group Interventions Students who need more support in addition to the core curriculum.Tier 1: Core Curriculum All students, including students who require curricular enhancements for acceleration.The first level of support occurs in the classroom with 90 minutes of core instruction delivered by the classroom teacher using the district’s reading curriculum that is aligned with the 2010 English Language Arts Standards. Research-based reading instruction will address the five strands of reading (phonemic awareness, phonics, fluency, comprehension and, vocabulary). Teachers differentiate instruction in small groups, according the needs of their diverse learners. Based on screening and diagnostic assessments, the second level of support identifies students not meeting grade-level targets. These students are provided supplemental reading interventions according to their skill deficit(s). This level of support will be provided by the Title I Teachers and/or the Interventionists. The supplemental instruction will be provided to the students up to five days a week. Students who have reached their supplemental reading goals will have their interventions cut back. Depending on the intervention, the supplemental instruction will last for 5 – 30 minutes a session.Students who do not respond well to the interventions provided in Tier 2 receive the most intensive and individualized level of support. This is in addition to the 90 minutes of core instruction provided in the classroom. Students receiving Special Education services are included at this level.The Multi-tiered systems of support can be traced to the work on data-based decision making by Deno and Mirkin (1977) and the US Department of Education’s report A Nation at Risk (1983). The framework is a systematic use of assessment data to efficiently allocate resources to improve learning for all students (Burns and VanDerHeyden, 2006). A meta-analysis of research found that multi-tiered systems of support led to improved outcomes such as fewer children referred to and placed into special education programs. Additionally, results included higher achievement scores and reduced behavioral difficulties among all students (Burns, Appleton, and Stehouwer, 2005). Children at-risk for reading failure demonstrated improved reading skills (Marston, Muyskens, Lau, Canter, 2003; Tilly, 2003).*Appendix A: Entrance and Exit Criteria for Kindergarten through 4th grade students in Title and RtI Services is attached at the end of this document.Scientifically-Based Reading Instruction:The scientifically-based reading curriculum Marshall uses is Literacy by Design from Rigby which has been aligned with the Minnesota Academic Standards in English Language Arts (2010). Small group instruction is used to differentiate for our diverse learners. Research-Based Interventions*Appendix B: Marshall’s Intervention Inventory for the five strands of reading is attached at the end of this document.Professional Development: The Marshall School District has 8 days available for Professional Development. Plus, the Marshall School District allows for weekly Professional Learning Communities. Based on student performance data, the district has determined phonics instruction and writing instruction, along with the implementation of the Language Arts Common Core Standards in all content areas, will be the Reading/Literacy Professional Development focus for the 2013-2014 school year. Formative assessments will also be an area of focus.Professional Development is provided through: Grade-Level Common Planning TimeProfessional Learning Communities (PLCs)Regional Professional DevelopmentTrain the TrainerPeer CoachingBasal Training from Company RepresentativeOutside Resources/ConsultantsLiteracy TeamMentoringReading/Literacy CoachAnnually, in August, a data-mine will occur where data will be disaggregated and analyzed. Results will be shared with site level leadership teams, who will create SMART goals for school and district improvement plans. Professional Development opportunities will be designed to address the needs identified by the data.English Learners and Other Diverse Populations:The district currently assesses all English Learners using the World-Class Instructional Design and Assessment (WIDA) assessments (W-APT and ACCESS). W-APT stands for the WIDA-ACCESS Placement Test. It is an English language proficiency "screener" test given to incoming students who may be designated as English Learners, typically administered only to new students. It assists educators with programmatic placement decisions such as identification and placement of ELs. The W-APT is one component of WIDA's comprehensive assessment system.Assessing Comprehension and Communication in English State-to-State for English Learners (ACCESS for ELs) is a secure, large-scale English language proficiency assessment given to Kindergarten through 12th graders who have been identified as English Learners (ELs). It is given annually in Minnesota beginning in the 2011-2012 school year to monitor students' progress in acquiring academic English.W-APT and ACCESS for ELs test items are written from the model performance indicators of WIDA's five English Language Proficiency (ELP) standards:?Social & Instructional Language?Language of Language Arts?Language of Mathematics?Language of Science?Language of Social StudiesTest forms are divided into five grade-level clusters:?Kindergarten?Grades 1-2?Grades 3-5?Grades 6-8?Grades 9-12Each form of the W-APT test assesses the four language domains of Listening, Speaking, Reading, and Writing.Within each grade-level cluster (except Kindergarten), ACCESS for ELs consists of three forms: Tier A (beginning), Tier B (intermediate), and Tier C (advanced). This keeps the test shorter and more appropriately targets each student’s range of language skills.Based on the W-APT and ACCESS assessments, students who qualify for ESL support will receive the intervention of focused language skill development from a licensed ESL teacher, in addition to the core instruction. In grades K – 3, the Marshall School District has 99 English Learners and 214 students that are non-white. Based on these demographics, resources will be allocated, and professional development will be determined by the EL Coordinator and the Administration Team annually.Instructional materials will be analyzed for its culturally appropriate content and purchased during the district’s curriculum cycle for core subjects. EL curriculum materials and interventions, used to develop language skills, will be updated as-needed or developed on-site. Training Opportunities provided in the area of EL Instruction: March 2012Marshall Public Schools worked with Jill BromenschenkelLanguage acquisition overview with general strategies and approaches for ELs’ RWLS (reading, writing, listening, and speaking)2012 – 2013 School YearDevelopment of Academic Language to Accelerate Academic Achievement Demystifying the WIDA ELD Standards 2013 – 2014 School YearInteraction Strategies to promote student engagementIncrease voice and accountability for ELLs in the classrooms21st Century Tools to support language acquisitionEngaging ELLs and all students via web tools and digital appsAll of these opportunities will be offered to all of our general education staff, as well as our EL staff.The W-APT and ACCESS assessments are used with EL students. These assessments are used in conjunction with the previously mentioned assessments administered to the entire student body: AIMSweb, Rigby Benchmark Assessment, DRA, MAP, and MCAs. The disaggregated data compiled from each of those assessments will be used to improve programs, strengthen core instruction, and accelerate the acquisition of oral language and literacy skills of ELs. The EL Coordinator, EL teachers and the Administration Team are responsible for accessing, analyzing, interpreting, and applying the disaggregated data. Communication system for annual reporting: *Appendix C: Marshall Public Schools District #0413 Information and Measures Document is attached at the end of this document. Stakeholder feedback:Was the information easy to find? Is this document useful?Were the reading strategy links helpful in working with your child?Did you feel supported by the school district to help your child read well by 3rd grade?If 4 data points are consecutively below the Aim Line, change the intervention.Core Curriculum90 minutes/dayProvided by classroom teacherContinue Core Curriculum90 minutes/day by classroom teacherPush-in or Pull-Out Intervention with Small Group for 30 minutes for 4-5 days/weekIf 3 to 4 data points are consecutively above the Aim Line, with one data point at or above the next benchmark target, exit from intervention.If successful, determine how this level of support will be maintained. If not successful, refer for a special education evaluation. If not meeting grade level benchmark targets, administer diagnostic assessment to determine specific instructional needs.Progress monitor twice a weekSpecial EducationTitle I ServicesProgress Monitor WeeklyIntervention with Small Group for 30 minutes for4-5 days/weekMeets or exceeds grade level benchmark targetsScreening/Benchmark tested 3 times per yearTier 3Tier 2Tier 1Appendix A:Entrance and Exit Criteria for K – 4 Title and RtI ServicesEntrance Criteria for Kindergarten Title and RtI ServicesFall Benchmark (August/September):Comparison of Results:AIMSweb Letter Naming Fluency Below 16 (yellow)Below 4 (red)Kindergarten AssessmentLetter IdentificationBelow 32 (lower than 60%)Lowest Students Receive Title ServicesOthers Receive Supplemental Instruction**Title groups are limited by availability of space and necessary materials for appropriate instruction.** In order for EL students to receive Title Services at any point during the year, their language level must be at least a Level 3 to ensure they have enough language to benefit from reading services. If questions arise on student placement, refer to administration for further advice.Winter Benchmark (January):Comparison of Results:AIMSweb Letter Naming FluencyBelow 39 (yellow)Below 26 (red)AIMSweb Letter Sound FluencyBelow 23 (yellow)Below 12 (red)Kindergarten AssessmentLetter IdentificationLetter SoundsStar WordsPhonemic Assessment (PAS)A Cumulative Score below 167 (lower than 80%)Repeat phonemic assessment on students lower than 80% for more up-to-date resultsLowest Students Receive Title ServicesOthers Receive Supplemental InstructionSpring Benchmark (May):Comparison of Results:AIMSweb Letter Naming FluencyBelow 48 (yellow)Below 35 (red)AIMSweb Letter Sound FluencyBelow 36 (yellow)Below 25 (red)AIMSweb Phoneme Segmentation FluencyBelow 45 (yellow)Below 32 (red)AIMSweb Nonsense Word FluencyBelow 34 (yellow)Below 22 (red)Kindergarten AssessmentLetter IdentificationLetter SoundsStar WordsPhonemic Assessment (PAS)A Cumulative Score below 167 (lower than 80%)Lowest Students Flagged for Title Services in Fall of 1st GradeStudents are Subject to Change with Fall Benchmark DataOthers Flagged for Supplemental Instruction in Fall of 1st GradeStudents are Subject to Change with Fall Benchmark DataEntrance Criteria for 1st Grade Title and RtI ServiceFall (August/September)Consult list of flagged incoming KDG studentsDuring first week of school, administer DRA to determine Title placementStudents must be below a DRA Level 3 to receive TitleComparison of Results:AIMSweb Phoneme Segmentation Fluency Below 38 (yellow)Below 25 (red)AIMSweb Nonsense Word FluencyBelow 29 (yellow)Below 18 (red)Services will begin immediatelyServices are subject to change depending on further assessment results If necessary and if additional students need services, students will be further assessed with a diagnostic assessment in order to determine area of reading concern, i.e.:Letter NamingLetter SoundsPhonemic AwarenessPhonicsVocabularyConcepts About PrintBasic Reading InventoryDRAStudents will be placed into instruction appropriate for their reading needsWinter (January)Comparison of Results:AIMSweb Nonsense Word Fluency Below 49 (yellow)Below 36 (red)AIMSweb Oral Reading FluencyBelow 23 (yellow)Below 12 (red)DRA Requirements for TitleStudents must be below a DRA Level 8 Services will begin immediatelyServices are subject to change depending on further assessment results If necessary and if additional students need services, students will be further assessed with a diagnostic assessment in order to determine area of reading concern, i.e.:Letter NamingLetter SoundsPhonemic AwarenessPhonicsVocabularyConcepts About PrintBasic Reading InventoryDRA**Title groups are limited by availability of space and necessary materials for appropriate instruction.Students will be placed into instruction appropriate for their reading needsSpring (May)Comparison of Results:AIMSweb Nonsense Word Fluency Below 62 (yellow)Below 45 (red)AIMSweb Oral Reading FluencyBelow 53 (yellow)Below 28 (red)Students Flagged for Title Services in Fall of 2nd GradeStudents must be below DRA Level 16 Students are Subject to Change with Fall Benchmark DataStudents Flagged for Supplemental Instruction in Fall of 2nd GradeStudents are Subject to Change with Fall Benchmark Data** In order for EL students to receive Title Services at any point during the year, their language level must be at least a Level 3 to ensure they have enough language to benefit from reading services. If questions arise on student placement, refer to administration for further advice.Entrance Criteria for 2nd Grade Title and RtI ServicesFall (August/September)Consult list of flagged incoming 1st Grade studentsDuring first week of school, administer DRA to determine Title placementStudents must be at or below a DRA Level 14 to receive TitleComparison of Results:AIMSweb Oral Reading FluencyBelow 51 (yellow)Below 25 (red)Services will begin immediatelyServices are subject to change depending on further assessment results If necessary and if additional students need services, students will be further assessed with a diagnostic assessment in order to determine area of reading concern, i.e.:Letter NamingLetter SoundsPhonemic AwarenessPhonicsVocabularyConcepts About PrintBasic Reading InventoryDRAStudents will be placed into instruction appropriate for their reading needsWinter (January)Comparison of Results:AIMSweb Oral Reading Fluency Below 72 (yellow)Below 42 (red)DRA Requirements for TitleStudents must be at or below a DRA level 20If necessary and if additional students need services, students will be further assessed with a diagnostic assessment in order to determine area of reading concern, i.e.:Letter NamingLetter SoundsPhonemic AwarenessPhonicsVocabularyConcepts About PrintBasic Reading InventoryDRAStudents will be placed into instruction appropriate for their reading needs**Title groups are limited by availability of space and necessary materials for appropriate instruction.Spring (May)Comparison of Results:AIMSweb Oral Reading FluencyBelow 89 (yellow)Below 61 (red)NWEA Reading ScoreBelow 180Students Flagged for Title Services in Fall of 3rd GradeStudents must be at or below a DRA Level 24 Students are Subject to Change with Fall Benchmark DataStudents Flagged for Supplemental Instruction in Fall of 3rd GradeStudents are Subject to Change with Fall Benchmark Data** In order for EL students to receive Title Services at any point during the year, their language level must be at least a Level 3 to ensure they have enough language to benefit from reading services. If questions arise on student placement, refer to administration for further advice.Entrance Criteria for 3rd Grade Title and RtI ServicesFall (August/September)Consult list of flagged incoming 2nd Grade studentsDuring first week of school, administer DRA to students to determine Title placementStudents must be below a DRA Level 24 to receive Title Comparison of Results:AIMSweb Oral Reading FluencyBelow 71 (yellow)Below 44 (red)AIMSweb MAZE Below 12 (yellow)Below 8 (red)NWEA Reading ScoreBelow 180If necessary and if additional students need services, students will be further assessed with a diagnostic assessment in order to determine area of reading concern, i.e.:Letter NamingLetter SoundsPhonemic AwarenessPhonicsVocabularyConcepts About PrintBasic Reading InventoryDRAStudents will be placed into instruction appropriate for their reading needsWinter (January)Comparison of Results:AIMSweb Oral Reading Fluency Below 92 (yellow)Below 62 (red)AIMSweb MAZEBelow 15 (yellow)Below 10 (red)DRA Requirements for TitleStudents must be below a DRA Level 28 If necessary and if additional students need services, students will be further assessed with a diagnostic assessment in order to determine area of reading concern, i.e.:Letter NamingLetter SoundsPhonemic AwarenessPhonicsVocabularyConcepts About PrintBasic Reading InventoryDRAStudents will be placed into instruction appropriate for their reading needs**Title groups are limited by availability of space and necessary materials for appropriate instruction.Spring (May)Comparison of Results:AIMSweb Oral Reading Fluency Below 107 (yellow)Below 78 (red)AIMSweb MAZEBelow 16 (yellow)Below 11 (red)NWEA Reading ScoreBelow 190MCA Reading ScoreBelow 350Students Flagged for Title Services in Fall of 4th GradeStudents must be below a DRA Level 30 Students are Subject to Change with Fall Benchmark DataStudents Flagged for Supplemental Instruction in Fall of 4th Grade** In order for EL students to receive Title Services at any point during the year, their language level must be at least a Level 3 to ensure they have enough language to benefit from reading services. If questions arise on student placement, refer to administration for further advice.Students are Subject to Change with Fall Benchmark DataEntrance Criteria for 4th Grade Title and RtI ServicesFall (August/September)Consult list of flagged incoming 3rd Grade studentsDuring first week of school, administer DRA to students to determine Title placementStudents must be below a DRA Level 30 to receive Title Comparison of Results:AIMSweb Oral Reading FluencyBelow 94 (yellow)Below 68 (red)AIMSweb MAZE Below 13 (yellow)Below 9 (red)NWEA Reading ScoreBelow 190MCA Reading ScoreBelow 350If necessary and if additional students need services, students will be further assessed with a diagnostic assessment in order to determine area of reading concern, i.e.:Letter NamingLetter SoundsPhonemic AwarenessPhonicsVocabularyConcepts About PrintBasic Reading InventoryDRAStudents will be placed into instruction appropriate for their reading needsWinter (January)Comparison of Results:AIMSweb Oral Reading Fluency Below 112 (yellow)Below 87 (red)AIMSweb MAZEBelow 19 (yellow)Below 14 (red)DRA Requirements for TitleStudents must be below a DRA Level 34MCA Reading ScoreBelow 350If necessary and if additional students need services, students will be further assessed with a diagnostic assessment in order to determine area of reading concern, i.e.:Letter NamingLetter SoundsPhonemic AwarenessPhonicsVocabularyConcepts About PrintBasic Reading InventoryDRAStudents will be placed into instruction appropriate for their reading needs**Title groups are limited by availability of space and necessary materials for appropriate instruction.Spring (May)Comparison of Results:AIMSweb Oral Reading Fluency Below 123 (yellow)Below 98 (red)AIMSweb MAZEBelow 16 (yellow)Below 11 (red)NWEA Reading ScoreBelow 206MCA Reading ScoreBelow 450Students Flagged for Reading Enrichment Classes in Fall of 5th GradeStudents are Subject to Change with Fall Benchmark Data** In order for EL students to receive Title Services at any point during the year, their language level must be at least a Level 3 to ensure they have enough language to benefit from reading services. If questions arise on student placement, refer to administration for further advice.Exit Criteria for Kindergarten Title and RtI Services AT LEAST 4 consecutive data points above the aim lineOne data point MUST be at the next benchmark levelLetter Naming FluencyFall – 39 or aboveWinter – 48 or aboveLetter Sound FluencyFall – 23 or aboveWinter – 36 or abovePhoneme Segmentation FluencyFall – 27 or aboveWinter – 45 or aboveNonsense Word FluencyFall – 21 or aboveWinter – 34 or aboveIF the following requirements have been met, the student will be brought to the grade level data team meeting to determine the next step for each student as an individual.1. Continue with the current intervention2. Change the interventionService other skill deficit3. Enter maintenance programCut back services to two days a week for two weeks while continuing to progress monitor to ensure student can maintain success with less servicesIf maintains scores with two days of services for two weeks:Consider providing Title/Supplemental instruction in next level (i.e., nonsense word fluency, oral reading fluency)Continue to progress monitor for three additional weeks with NO services to ensure student can maintain success on their ownIf student is able to continue successfully without extra services, officially exit from Title/Supplemental servicesSend exit letter home for students that received Title ServicesIf scores fall below aim line without extra instruction, place student back into Title/Supplemental instructionIf scores fall below aim line with two days of services:Increase Title/Supplemental instruction back to five days a week4. Complete exit from servicesContinue to progress monitor for three additional weeks with NO services to ensure student can maintain success on their ownPLEASE NOTE: The decisions being made at the grade level data team meetings will be student-centered. We will be looking at what is best for each of the individual students. We understand that every student presents a unique situation and will be considered in that manner.Interventionists will be given an opportunity to present the information regarding the child in their small-group settings along with the data to support their perspectives.Classroom teachers will be given an opportunity to present information regarding the child in the classroom along with classroom data to support their viewpoints.IF there is a situation where the group cannot come to a consensus on a decision regarding a student, the building principal will be given extra time to analyze the data that was presented and will make the final decision regarding that student.Exit Criteria for 1st Grade Title and RtI ServicesTitle Students MUST Meet Criteria with the DRA and with AIMSwebSupplemental Students MUST Meet Criteria with AIMSwebDRA Levels MUST be at or above grade levelFall – At or above a Level 3Winter – At or above a Level 8Spring – At or above a Level 16AIMSwebAT LEAST 4 consecutive data points above the aim lineOne data point MUST be at the next benchmark levelPhoneme Segmentation FluencyFall – 49 or aboveWinter – 53 or aboveNonsense Word FluencyFall – 49 or aboveWinter – 62 or aboveOral Reading FluencyWinter – 53 or aboveIF the following requirements have been met, the student will be brought to the grade level data team meeting to determine the next step for each student as an individual.1. Continue with the current intervention2. Change the interventionService other skill deficit3. Enter maintenance programCut back services to two days a week for two weeks while continuing to progress monitor to ensure student can maintain success with less servicesIf maintains scores with two days of services for two weeks:Consider providing Title/Supplemental instruction in next level (i.e., nonsense word fluency, oral reading fluency)Continue to progress monitor for three additional weeks with NO services to ensure student can maintain success on their ownIf student is able to continue successfully without extra services, officially exit from Title/Supplemental servicesSend exit letter home for students that received Title ServicesIf scores fall below aim line without extra instruction, place student back into Title/Supplemental instructionIf scores fall below aim line with two days of services:Increase Title/Supplemental instruction back to five days a week4. Complete exit from servicesContinue to progress monitor for three additional weeks with NO services to ensure student can maintain success on their ownPLEASE NOTE: The decisions being made at the grade level data team meetings will be student-centered. We will be looking at what is best for each of the individual students. We understand that every student presents a unique situation and will be considered in that manner.Interventionists will be given an opportunity to present the information regarding the child in their small-group settings along with the data to support their perspectives.Classroom teachers will be given an opportunity to present information regarding the child in the classroom along with classroom data to support their viewpoints.IF there is a situation where the group cannot come to a consensus on a decision regarding a student, the building principal will be given extra time to analyze the data that was presented and will make the final decision regarding that student.Exit Criteria for 2nd Grade Title and RtI ServicesTitle Students MUST Meet Criteria with the DRA and with AIMSwebSupplemental Students MUST Meet Criteria with AIMSwebDRA Levels MUST be at or above grade levelFall – At or above a Level 14Winter – At or above a Level 20Spring – At or above a Level 24AIMSwebAT LEAST 4 consecutive data points above the aim lineOne data point MUST be at the next benchmark levelOral Reading FluencyFall – 72 or aboveWinter – 89 or aboveIF the following requirements have been met, the student will be brought to the grade level data team meeting to determine the next step for each student as an individual.1. Continue with the current intervention2. Change the interventionService other skill deficit3. Enter maintenance programCut back services to two days a week for two weeks while continuing to progress monitor to ensure student can maintain success with less servicesIf maintains scores with two days of services for two weeks:Consider providing Title/Supplemental instruction in next level (i.e., nonsense word fluency, oral reading fluency)Continue to progress monitor for three additional weeks with NO services to ensure student can maintain success on their ownIf student is able to continue successfully without extra services, officially exit from Title/Supplemental servicesSend exit letter home for students that received Title ServicesIf scores fall below aim line without extra instruction, place student back into Title/Supplemental instructionIf scores fall below aim line with two days of services:Increase Title/Supplemental instruction back to five days a week4. Complete exit from servicesContinue to progress monitor for three additional weeks with NO services to ensure student can maintain success on their ownPLEASE NOTE: The decisions being made at the grade level data team meetings will be student-centered. We will be looking at what is best for each of the individual students. We understand that every student presents a unique situation and will be considered in that manner.Interventionists will be given an opportunity to present the information regarding the child in their small-group settings along with the data to support their perspectives.Classroom teachers will be given an opportunity to present information regarding the child in the classroom along with classroom data to support their viewpoints.IF there is a situation where the group cannot come to a consensus on a decision regarding a student, the building principal will be given extra time to analyze the data that was presented and will make the final decision regarding that student.Exit Criteria for 3rd Grade Title and RtI ServicesTitle Students Must Meet Criteria with the DRA and with AIMSwebSupplemental Students Must Meet Criteria with AIMSwebDRA Levels MUST be at or above grade levelFall – At or above a Level 24Winter – At or above a Level 28Spring – At or above a Level 30AIMSwebAT LEAST 4 consecutive data points above the aim lineOne data point MUST be at the next benchmark levelOral Reading FluencyFall – 92 or aboveWinter – 107 or aboveMAZE - ComprehensionFall – 15 or aboveWinter – 16 or aboveIF the following requirements have been met, the student will be brought to the grade level data team meeting to determine the next step for each student as an individual.1. Continue with the current intervention2. Change the interventionService other skill deficit3. Enter maintenance programCut back services to two days a week for two weeks while continuing to progress monitor to ensure student can maintain success with less servicesIf maintains scores with two days of services for two weeks:Consider providing Title/Supplemental instruction in next level (i.e., nonsense word fluency, oral reading fluency)Continue to progress monitor for three additional weeks with NO services to ensure student can maintain success on their ownIf student is able to continue successfully without extra services, officially exit from Title/Supplemental servicesSend exit letter home for students that received Title ServicesIf scores fall below aim line without extra instruction, place student back into Title/Supplemental instructionIf scores fall below aim line with two days of services:Increase Title/Supplemental instruction back to five days a week4. Complete exit from servicesContinue to progress monitor for three additional weeks with NO services to ensure student can maintain success on their ownPLEASE NOTE: The decisions being made at the grade level data team meetings will be student-centered. We will be looking at what is best for each of the individual students. We understand that every student presents a unique situation and will be considered in that manner.Interventionists will be given an opportunity to present the information regarding the child in their small-group settings along with the data to support their perspectives.Classroom teachers will be given an opportunity to present information regarding the child in the classroom along with classroom data to support their viewpoints.IF there is a situation where the group cannot come to a consensus on a decision regarding a student, the building principal will be given extra time to analyze the data that was presented and will make the final decision regarding that student.Exit Criteria for 4th Grade Title and RtI ServicesTitle Students Must Meet Criteria with the DRA and with AIMSwebSupplemental Students Must Meet Criteria with AIMSwebDRA Levels MUST be at or above grade levelFall – At or above a Level 30Winter – At or above a Level 34Spring – At or above a Level 40AIMSwebAT LEAST 4 consecutive data points above the aim lineOne data point MUST be at the next benchmark levelOral Reading FluencyFall – 112 or aboveWinter – 123 or aboveMAZE - ComprehensionFall – 19 or aboveWinter – 19 or aboveIF the following requirements have been met, the student will be brought to the grade level data team meeting to determine the next step for each student as an individual.1. Continue with the current intervention2. Change the interventionService other skill deficit3. Enter maintenance programCut back services to two days a week for two weeks while continuing to progress monitor to ensure student can maintain success with less servicesIf maintains scores with two days of services for two weeks:Consider providing Title/Supplemental instruction in next level (i.e., nonsense word fluency, oral reading fluency)Continue to progress monitor for three additional weeks with NO services to ensure student can maintain success on their ownIf student is able to continue successfully without extra services, officially exit from Title/Supplemental servicesSend exit letter home for students that received Title ServicesIf scores fall below aim line without extra instruction, place student back into Title/Supplemental instructionIf scores fall below aim line with two days of services:Increase Title/Supplemental instruction back to five days a week4. Complete exit from servicesContinue to progress monitor for three additional weeks with NO services to ensure student can maintain success on their ownPLEASE NOTE: The decisions being made at the grade level data team meetings will be student-centered. We will be looking at what is best for each of the individual students. We understand that every student presents a unique situation and will be considered in that manner.Interventionists will be given an opportunity to present the information regarding the child in their small-group settings along with the data to support their perspectives.Classroom teachers will be given an opportunity to present information regarding the child in the classroom along with classroom data to support their viewpoints.IF there is a situation where the group cannot come to a consensus on a decision regarding a student, the building principal will be given extra time to analyze the data that was presented and will make the final decision regarding that student.Appendix B:Marshall Public School District’s Intervention Inventory Phonemic Awareness Interventions:Intervention Name:Grade:Reading Strand:PA = Phonemic AwarenessP = Phonics F = Fluency C = Comprehension V = Vocabulary Objective/Targeted Skills:Group Size:Time: School Location and/or Trained Staff:Corrective Reading - by SRA3rd grade and up; determined by placementPAFPVCCorrective Reading provides intensive, sustained direct instruction to address deficiencies in decoding and comprehension. Frequent interactions between teacher and students to maximize time spent learning. Guided and independent practice and application to gradually transfer responsibility for learning.Individual or Small Group30 minutesSPED at West SideMiddle School FACS Room – All Middle School Language Arts teachers are trained, along with Jess Leibfried, Mary Jo Hmielewski , and Arlene MarkellEarly Success/Soar to SuccessK – 5 PAFPVCTwo primary goals of this intervention are: to accelerate student; reading ability, and to help students to quickly and easily apply the comprehension and decoding strategies they have learned to other content area texts. The ultimate goal of Soar however, is to increase students; understanding of what they read through an approach called reciprocal teaching. Essentially, reciprocal teaching is a lively dialogue between the teacher and the students where students are taught to use the cognitive strategies of summarizing, clarifying, questioning, and predicting.Individual or Small Group30 minutesTitle 1 Rooms at Park Side and West Side Middle School FACS RoomElkonin (Sound) BoxesK – 2 PAPSegmentation and blending of phonemes Individual or Small Group5 – 10 minutes Fast ForWordK – 8 PAFPFast ForWord? Language builds fundamental cognitive skills of memory, attention, processing, and sequencing in the context of key language and reading skills, including listening accuracy, phonological awareness, and language structures. Programs in the Fast ForWord? to Reading series provide the next sequence of cognitive skills designed to help students acquire reading skills. Individual40 – 45 minutesWeb-based Program:Park Side, West Side, and Middle SchoolIncremental RehearsalK – 6 PA FPPractice letter names, letter sounds, sight wordsIndividual or Small Group 10 minutesTitle I Rooms at Park Side and West Side; Lindamood-Bell LiPSK – 6 PAPStimulates phonemic awareness. Individuals become aware of the mouth actions which produce speech sounds. This awareness becomes the means of verifying sounds within words and enables individuals to become self-correcting in reading and spelling, and speechIndividual, Small Group, or Whole GroupVariesTitle I Rooms at Park Side and West SideLindamood-BellSeeing StarsK – 6 PAP FSupplemental/intervention program designed to instruct and improve students’ phonemic awareness, sight word knowledge and spelling through the development of symbol imagery and integrate that imagery with language as a basis for language comprehension and thinking.Individual, Small Group, or Whole GroupVariesTitle I Rooms at Park Side and West SideReading Mastery (Direct Instruction)K – 6 PAFPCVReading Mastery is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading language program for grades K–6. The program begins by teaching phonemic awareness and sound-letter correspondence and progresses to word and passage reading, vocabulary development, comprehension, and building oral reading fluency. Later lessons emphasize accurate and fluent decoding while teaching students the skills necessary to comprehend and learn from expository text.Individual or Small Group 30 minutesPark Side (SPED - Reading Curriculum)Title I Room at West Side, Middle School FACS RoomSay It, Move ItK – 4PAPPhonemic Awareness Individual or Small Group5 minTitle I Rooms at Park Side and West SideResources to use with Explicit Instruction:Florida Center for Reading ResearchStudent Center ActivitiesK – 5 PAFPCVEmpower Teacher explicit instruction lessons for K-3, Activities in Phonemic Awareness, Phonics, Fluency, Vocabulary, and ComprehensionIndividual, Small Group, or Whole GroupVaries Reading A-Z Reading-TutorPreK – 5 PAFPVCTutor lessons designed for student needing Tier 3 intervention in any of the key 5 areas of reading.Individual or Small GroupVaries readinga- PreK – 4 PAFPVCA systematic phonics approach, in conjunction with phonemic awareness practice is perfect for preschool, kindergarten, first grade, second grade, special education, home school, and English language development (ELD, ELL, ESL).IndividualVaries Study Island2 – 12 PAFPVCComputer program working to prepare students for MCAIndividualVaries Phonics InterventionsIntervention Name:Grade:Reading Strand:PA = Phonemic AwarenessP = Phonics F = Fluency C = Comprehension V = VocabularyObjective/Targeted Skills:Group Size:Time: School Location and/or Trained Staff:Corrective Reading by SRA3rd grade and up; determined by placementPFPAVCCorrective Reading provides intensive, sustained direct instruction to address deficiencies in decoding and comprehension. Frequent interactions between teacher and students to maximize time spent learning. Guided and independent practice and application to gradually transfer responsibility for learning.Individual or Small Group30 minutesSPED at West SideMiddle School FACS Room – All Middle School Language Arts teachers are trained, along with Jess Leibfried, Mary Jo Hmielewski , and Arlene MarkellEarly Success/Soar to SuccessK – 5 PFPAVCTwo primary goals of this intervention are: to accelerate student; reading ability, and to help students to quickly and easily apply the comprehension and decoding strategies they have learned to other content area texts. The ultimate goal of Soar however, is to increase students; understanding of what they read through an approach called reciprocal teaching. Essentially, reciprocal teaching is a lively dialogue between the teacher and the students where students are taught to use the cognitive strategies of summarizing, clarifying, questioning, and predicting.Individual or Small Group30 minutesTitle 1 Rooms at Park Side and West Side Middle School FACS RoomElkonin (Sound) BoxesK – 2 P PASegmentation and blending of phonemes Individual or Small Groups5-10 minutes Fast ForWordK – 8 PFPAFast ForWord? Language builds fundamental cognitive skills of memory, attention, processing, and sequencing in the context of key language and reading skills, including listening accuracy, phonological awareness, and language structures. Programs in the Fast ForWord? to Reading series provide the next sequence of cognitive skills designed to help students acquire reading skills. Individual40 – 45 minutesWeb-based Program:Park Side, West Side, and Middle SchoolIncremental RehearsalK – 6 P FPAPractice letter names, letter sounds, sight wordsIndividual or Small Group 10 minutesTitle I Rooms at Park Side and West Side; Lindamood-Bell LiPSK – 6 P PAStimulates phonemic awareness. Individuals become aware of the mouth actions which produce speech sounds. This awareness becomes the means of verifying sounds within words and enables individuals to become self-correcting in reading and spelling, and speechIndividual, Small Group, or Whole GroupVariesTitle I Rooms at Park Side and West SideLindamood-BellSeeing StarsK – 6 P PAFSupplemental/intervention program designed to instruct and improve students’ phonemic awareness, sight word knowledge and spelling through the development of symbol imagery and integrate that imagery with language as a basis for language comprehension and thinking.Individual, Small Group, or Whole GroupVariesTitle I Rooms at Park Side and West SideReading Mastery (Direct Instruction)K – 6 PFPACVReading Mastery is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading language program for grades K–6. The program begins by teaching phonemic awareness and sound-letter correspondence and progresses to word and passage reading, vocabulary development, comprehension, and building oral reading fluency. Later lessons emphasize accurate and fluent decoding while teaching students the skills necessary to comprehend and learn from expository text.Individual or Small Group 30 minutesPark Side (SPED - Reading Curriculum)Title I Room at West Side, Middle School FACS RoomSay It, Move ItK – 4P PAPhonemic Awareness Individual or Small Group5 minTitle I Rooms at Park Side and West SideSRA Kits1st grade3 – 12 PC VSRA’s Reading Laboratories provide individualized reading instruction to a whole classroom of readers at different levels. The Labs offer lessons in phonics, decodable text, timed reading and fluency, comprehension, vocabulary, test preparation, and literature.Individual20 – 30 minutes1st grade5th grade LA Rooms6th grade LA RoomsMiddle School FACS RoomVoWacK – 4 PA systematic, sequential Phonics program to build the essential literacy skills needed for reading success: phonological awareness, decoding, spellingIndividual, Small Group, or Whole Group20 – 30 minutesTitle/SPEDWords Their WayK – 4 PVStudents will learn the regularities, patterns, and conventions of English Orthography needed to read and spell successfullyIndividual, Small Group, or Whole Group10 – 15 minutesK – 4 Pilot ProgramResources to use with Explicit Instruction:Florida Center for Reading ResearchStudent Center ActivitiesK – 5 PPAFCVEmpower Teacher explicit instruction lessons for K-3, Activities in Phonemic Awareness, Phonics, Fluency, Vocabulary, and ComprehensionIndividual, Small Group, or Whole GroupVaries Reading A-Z Reading-TutorPreK – 5 PPAFVCTutor lessons designed for student needing Tier 3 intervention in any of the key 5 areas of reading.Individual or Small GroupVaries readinga- PreK – 4 PPAFVCA systematic phonics approach, in conjunction with phonemic awareness practice is perfect for preschool, kindergarten, first grade, second grade, special education, home school, and English language development (ELD, ELL, ESL).IndividualVaries Study Island2 – 12 PPAFVCComputer program working to prepare students for MCAIndividualVaries Fluency Interventions:Intervention Name:Grade:Reading Strand:PA = Phonemic AwarenessP = Phonics F = Fluency C = Comprehension V = VocabularyObjective/Targeted Skills:Group Size:Time: School Location and/or Trained Staff:Corrective Reading by SRA3rd grade and up; determined by placementFPAPVCCorrective Reading provides intensive, sustained direct instruction to address deficiencies in decoding and comprehension. Frequent interactions between teacher and students to maximize time spent learning. Guided and independent practice and application to gradually transfer responsibility for learning.Individual or Small Group30 minutesSPED at West SideMiddle School FACS Room – All Middle School Language Arts teachers are trained, along with Jess Leibfried, Mary Jo Hmielewski , and Arlene MarkellEarly Success/Soar to SuccessK – 5 FPAPVCTwo primary goals of this intervention are: to accelerate student; reading ability, and to help students to quickly and easily apply the comprehension and decoding strategies they have learned to other content area texts. The ultimate goal of Soar however, is to increase students; understanding of what they read through an approach called reciprocal teaching. Essentially, reciprocal teaching is a lively dialogue between the teacher and the students where students are taught to use the cognitive strategies of summarizing, clarifying, questioning, and predicting.Individual or Small Group30 minutesTitle 1 Rooms at Park Side and West Side Middle School FACS RoomFast ForWordK – 8 FPAPFast ForWord? Language builds fundamental cognitive skills of memory, attention, processing, and sequencing in the context of key language and reading skills, including listening accuracy, phonological awareness, and language structures. Programs in the Fast ForWord? to Reading series provide the next sequence of cognitive skills designed to help students acquire reading skills. Individual40 – 45 minutesWeb-based Program:Park Side, West Side, and Middle SchoolFlash Fluency1 – 5 FFlash Fluency 10-10-10 has been developed by The Positive Engagement Project to help students receive plenty of opportunity to practice the most frequently used "no excuse" words and grade appropriate academic vocabulary in a format that is fun and motivating. It is comprised of four levels, (Tide Pool, Low Tide, High Tide, and Tidal Wave),?while maintaining consistency with how students progress through the Tests in each of the levels. In addition, each level has the previous level(s) automatically embedded into it to provide additional practice for students who need it while allowing quick review and movement to higher students, allowing all levels of readers to have a sense of accomplishment and success based upon their own individual abilities.Individual Small Groups5 – 10 minutesTitle I Rooms at Park Side and West SideIncremental RehearsalK – 6 FPPAPractice letter names, letter sounds, sight wordsIndividual or Small Group 10 minutesTitle I Rooms at Park Side and West Side; Jamestown Readers5 – 8 FCHigh-interest, nonfiction selections followed by exercises in reading comprehension and critical thinking skills and fluency probesIndividual or Small Group 20 – 30 minutesMiddle School FACS RoomLindamood-Bell Seeing StarsK – 6 FPAP Supplemental/intervention program designed to instruct and improve students’ phonemic awareness, sight word knowledge and spelling through the development of symbol imagery.Individual or Small Group 30 minutesTitle I Rooms at Park Side and West SideRead Naturally3 – 8 FTo increase fluent reading and comprehension on passages for students who read with high accuracy, show benefit from repeated practice on the same passage, & demonstrate poor comprehension of passages readIndividual or Small Group20 – 30 minutesTitle I Rooms at West Side and SPED Rooms at Middle SchoolReading Mastery (Direct Instruction)K – 6 FPAPCVReading Mastery is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading language program for grades K–6. The program begins by teaching phonemic awareness and sound-letter correspondence and progresses to word and passage reading, vocabulary development, comprehension, and building oral reading fluency. Later lessons emphasize accurate and fluent decoding while teaching students the skills necessary to comprehend and learn from expository text.Individual or Small Group 30 minutesPark Side (SPED - Reading Curriculum)Title I Room at West Side, Middle School FACS RoomSix Minute Solution5 – 8 FInvolves partner reading, where Partner 1 reads for one minute and then Partner 2 reads the same passage. The goal of the program is to help teachers provide students with concentrated practice on phonetic elements, sight word vocabulary, and expository passage reading in order to build overall fluency.Individual, Small Group, or Whole Group, 10 minutesLanguage Arts Classrooms at Middle School and Middle School FACS RoomResources to use with Explicit Instruction:Florida Center for Reading ResearchStudent Center ActivitiesK – 5 FPAPCVEmpower Teacher explicit instruction lessons for K-3, Activities in Phonemic Awareness, Phonics, Fluency, Vocabulary, and ComprehensionIndividual, Small Group, or Whole GroupVaries Reading A-Z Reading-TutorPreK – 5 FPAPVCTutor lessons designed for student needing Tier 3 intervention in any of the key 5 areas of reading.Individual or Small GroupVaries readinga- PreK – 4 FPAPVCA systematic phonics approach, in conjunction with phonemic awareness practice is perfect for preschool, kindergarten, first grade, second grade, special education, home school, and English language development (ELD, ELL, ESL).IndividualVaries Study Island2 – 12 FPAPVCComputer program working to prepare students for MCAIndividualVaries Minnesota Reading Corps Interventions:Duet Reading1 – 8 FTo increase fluent reading particularly for students who often lose their spot when reading who just don’t get to the next word quickly enough & who benefit from a delayed model for correct word readingIndividual10 - 20 minK-4 teachers are trainedTitle I Rooms at Park Side and West SideNewscaster1 – 8 F (Prosody)To increase fluency and prosody for students who have difficulty with phrasing and expression who benefit from repeated modeling to increase accuracyIndividual10 - 20 minK-4 teachers are trainedTitle I Rooms at Park Side and West SidePencil Tap1 – 5 FTo increase reading fluency for students who make many reading errors which they do not independently self correct & who demonstrate the skills to correct words reading error when cued to do soIndividual10 - 20 minK-4 teachers are trainedTitle I Rooms at Park Side and West SideRepeated Reading w/ Comprehension1 – 5FCTo increase fluent reading and comprehension on passages for students who read with high accuracy, show benefit from repeated practice on the same passage, & demonstrate poor comprehension of passages readIndividual20 minK-4 teachers are trainedTitle I Rooms at Park Side and West SideStop/Go1 – 5 FTo increase reading fluency for students who appear to ignore sentence end marks or other punctuation & who demonstrate poor phrasing or many word or phrase repetitions in oral readingIndividual20 minK-4 teachers are trainedTitle I Rooms at Park Side and West SideComprehension Interventions:Intervention Name:Grade:Reading Strand:PA = Phonemic AwarenessP = Phonics F = Fluency C = Comprehension V = VocabularyObjective/Targeted Skills:Group Size:Time: School Location and/or Trained Staff:Corrective Reading by SRA3rd grade and up; determined by placementCFPAPVCorrective Reading provides intensive, sustained direct instruction to address deficiencies in decoding and comprehension. Frequent interactions between teacher and students to maximize time spent learning. Guided and independent practice and application to gradually transfer responsibility for learning.Individual or Small Group30 minutesSPED at West SideMiddle School FACS Room – All Middle School Language Arts teachers are trained, along with Jess Leibfried, Mary Jo Hmielewski , and Arlene MarkellEarly Success/Soar to SuccessK – 5 C FPAPVTwo primary goals of this intervention are: to accelerate student; reading ability, and to help students to quickly and easily apply the comprehension and decoding strategies they have learned to other content area texts. The ultimate goal of Soar however, is to increase students; understanding of what they read through an approach called reciprocal teaching. Essentially, reciprocal teaching is a lively dialogue between the teacher and the students where students are taught to use the cognitive strategies of summarizing, clarifying, questioning, and predicting.Individual or Small Group30 minutesTitle 1 Rooms at Park Side and West Side Middle School FACS RoomJamestown Readers5 – 8 CFHigh-interest, nonfiction selections followed by exercises in reading comprehension and critical thinking skills and fluency probesIndividual or Small Group 20 – 30 minutesMiddle School FACS RoomLindamood-BellVisualizing andVerbalizing(to be trained in the fall)K – 6 CThe Visualizing and Verbalizing? program develops concept imagery for both oral and written language. Through a series of steps, students learn to create an imaged gestalt and integrate that imagery with language as a basis for language comprehension and thinking.Whole Group,Small Group, Individual, Small Group, or Whole GroupvariesTitle I Rooms at Park Side and West SideReading Mastery (Direct Instruction)K – 6 CFPAPVReading Mastery is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading language program for grades K–6. The program begins by teaching phonemic awareness and sound-letter correspondence and progresses to word and passage reading, vocabulary development, comprehension, and building oral reading fluency. Later lessons emphasize accurate and fluent decoding while teaching students the skills necessary to comprehend and learn from expository text.Individual or Small Group 30 minutesPark Side (SPED - Reading Curriculum)Title I Room at West Side, Middle School FACS RoomSRA Kits1st grade3 – 12 C PVSRA’s Reading Laboratories provide individualized reading instruction to a whole classroom of readers at different levels. The Labs offer lessons in phonics, decodable text, timed reading and fluency, comprehension, vocabulary, test preparation, and literature.Individual20 – 30 minutes1st grade5th grade LA Rooms6th grade LA RoomsMiddle School FACS RoomResources to use with Explicit Instruction:Florida Center for Reading ResearchStudent Center ActivitiesK – 5 CFPAPVEmpower Teacher explicit instruction lessons for K-3, Activities in Phonemic Awareness, Phonics, Fluency, Vocabulary, and ComprehensionIndividual, Small Group, or Whole GroupVaries Reading A-Z Reading-TutorPreK – 5 C FPAPVTutor lessons designed for student needing Tier 3 intervention in any of the key 5 areas of reading.Individual or Small GroupVaries readinga- PreK – 4 C FPAPVA systematic phonics approach, in conjunction with phonemic awareness practice is perfect for preschool, kindergarten, first grade, second grade, special education, home school, and English language development (ELD, ELL, ESL).IndividualVaries Study Island2 – 12 CFPAPVComputer program working to prepare students for MCAIndividualVaries Minnesota Reading Corps Interventions:Repeated Reading w/ Comprehension1 – 5C FTo increase fluent reading and comprehension on passages for students who read with high accuracy, show benefit from repeated practice on the same passage, & demonstrate poor comprehension of passages readIndividual20 minK-4 teachers are trainedTitle I Rooms at Park Side and West SideVocabulary Interventions:Intervention Name:Grade:Reading Strand:PA = Phonemic AwarenessP = Phonics F = Fluency C = Comprehension V = VocabularyObjective/Targeted Skills:Group Size:Time: School Location and/or Trained Staff:Corrective Reading - by SRA3rd grade and up; determined by placementVPAFPCCorrective Reading provides intensive, sustained direct instruction to address deficiencies in decoding and comprehension. Frequent interactions between teacher and students to maximize time spent learning. Guided and independent practice and application to gradually transfer responsibility for learning.Individual or Small Group30 minutesSPED at West SideMiddle School FACS Room – All Middle School Language Arts teachers are trained, along with Jess Leibfried, Mary Jo Hmielewski , and Arlene MarkellEarly Success/Soar to SuccessK – 5 VPAFPCTwo primary goals of this intervention are: to accelerate student; reading ability, and to help students to quickly and easily apply the comprehension and decoding strategies they have learned to other content area texts. The ultimate goal of Soar however, is to increase students; understanding of what they read through an approach called reciprocal teaching. Essentially, reciprocal teaching is a lively dialogue between the teacher and the students where students are taught to use the cognitive strategies of summarizing, clarifying, questioning, and predicting.Individual or Small Group30 minutesTitle 1 Rooms at Park Side and West Side Middle School FACS RoomReading Mastery (Direct Instruction)K – 6 V PAFPCReading Mastery is available in two versions, Reading Mastery Classic levels I and II (for use in grades K–3) and Reading Mastery Plus, an integrated reading language program for grades K–6. The program begins by teaching phonemic awareness and sound-letter correspondence and progresses to word and passage reading, vocabulary development, comprehension, and building oral reading fluency. Later lessons emphasize accurate and fluent decoding while teaching students the skills necessary to comprehend and learn from expository text.Individual or Small Group 30 minutesPark Side (SPED - Reading Curriculum)Title I Room at West Side, Middle School FACS RoomSRA Kits1st grade3 – 12 VPC SRA’s Reading Laboratories provide individualized reading instruction to a whole classroom of readers at different levels. The Labs offer lessons in phonics, decodable text, timed reading and fluency, comprehension, vocabulary, test preparation, and literature.Individual20 – 30 minutes1st grade5th grade LA Rooms6th grade LA RoomsMiddle School FACS RoomWords Their WayK – 4 VPStudents will learn the regularities, patterns, and conventions of English Orthography needed to read and spell successfullyIndividual, Small Group, or Whole Group10 – 15 minutesK – 4 Pilot ProgramResources to use with Explicit Instruction:Florida Center for Reading ResearchStudent Center ActivitiesK – 5 V CFPAPEmpower Teacher explicit instruction lessons for K-3, Activities in Phonemic Awareness, Phonics, Fluency, Vocabulary, and ComprehensionIndividual, Small Group, or Whole GroupVaries Reading A-Z Reading-TutorPreK – 5 V C FPAPTutor lessons designed for student needing Tier 3 intervention in any of the key 5 areas of reading.Individual or Small GroupVaries readinga- PreK – 4 V C FPAPA systematic phonics approach, in conjunction with phonemic awareness practice is perfect for preschool, kindergarten, first grade, second grade, special education, home school, and English language development (ELD, ELL, ESL).IndividualVaries Study Island2 – 12 VCFPAPComputer program working to prepare students for MCAIndividualVaries ................
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