Literacy

Plan

K-7

Capac Community Schools

To ensure that every child who attends Capac Community Schools demonstrates reading literacy competency at all grade levels, it is essential that their progression along the literacy continuum be continually assessed. It is also essential that these assessments are used to guide instruction so that continuous progress is made by all children. The assessments will also be instrumental in determining if, and when, specific interventions must occur for children who are struggling in their literacy development. A combination of assessments and teacher observations will be used to track student achievement in the areas of reading and writing. The literacy plan has built in achievement levels and benchmark levels so teachers are able to determine if students are progressing as expected. As soon as it is determined that the student is not making adequate progress the parents/guardians will be informed and involved in a Reading Growth Plan to help the child. The plan will be a combined effort by the school and the home requiring the school and the parent/guardians to be active participants in the child’s literacy development. It may include attendance in appropriate interventions such as after school and summer programs. It should be recognized that there is a strong possibility of retention if students are not making adequate progress. Retentions, if necessary, should only be one of many possible interventions. Retentions should never come as a surprise to parents. The following assessments, used in combination with teacher observations, will be used to determine adequate progress:

• Capac curriculum standard assessments

• Michigan Literacy Progress Profile

• Book Levels using the Developmental Reading Assessments in Grades K-4 and/or QRI-III and scantron in grades 4-7

• Accelerated Reader reports

• STAR Testing

The following Literacy Plan lists the assessments that minimally need to be administered and reported on the MLPP recording sheets. Teachers may wish to administer various assessments at more frequent intervals than listed, especially for those students who are struggling. The Literacy Plan also suggest some critical points where specified teaching strategies would be helpful, such as guided reading. It is our hope that every child who attends Capac Community Schools can achieve a literacy level that will make them successful academically, personally, and professionally.

LITERACY PLAN

All assessments must be recorded on the class and individual composite sheet. This includes Writing, DRA Level, Accuracy Rate, Self-Correction Rate, Retelling and Fluency scores. If a Reading Growth Plan is developed, record on Reading Progress Log and put a copy of the plan in CA60. .

KINDERGARTEN September

• Letter Identification

• Letter Sounds

• Choice and Supply

• Writing Sample (Prompt: What I like to eat) use the procedure in MLPP, or use a prompt from an ELA Prototype, score with the holistic MLPP writing rubric)

• Concepts of Print October

• Writing Sample (Prompt: What I like to eat)

• Begin Guided Reading Groups. January

• Writing sample (Prompt: My favorite pet) use the procedure in MLPP, or use a prompt from an ELA Prototype, score with the holistic MLPP writing rubric)

April

• Word study-Primary Spelling Inventory Beginning of May

• Writing (Prompt: Me and My Family, use the procedure in MLPP, or use a prompt from an ELA Prototype, score with the holistic MLPP writing rubric)

• DRA Book level using the MLPP rubric End of May

• Phonemic awareness rhyme choice and supply

• letter/Sound Identification

• Concepts of Print Grade level is determined as follows:

• Concepts of Print score of 17 or above. Concern score is below 11.

• Letter ID score of 50 or above. Concern score is below 27.

• Letter Sound score of 20 or above. Concern score is below 10.

• Writing scores of 3 or above. Concern scores 1.5 or lower on the holistic writing rubric.

• Phonemic Awareness scores of 7 or above. Concern score is below 4.

• DRA Level 4. Concern score is 1 or below.

LITERACY PLAN

All assessments must be recorded on the class and individual composite sheet. This includes Writing, DRA Level, Accuracy Rate, Self-Correction Rate, Retelling and Fluency scores. If a Reading Growth Plan is developed, record on Reading Progress Log and put a copy of the plan in CA60.

FIRST GRADE September

• Letter/Sound Identification

• Phonemic Awareness - all

• Known words

• Sight word decodable

• DRA book level with retelling. Do not go over level 18

• An Oral Reading Record is taken and accuracy, self-correction, and fluency are scored. If not proficient on the grade level passage further assessment using MLPP is necessary.

• Writing sample collected and scored with MLPP rubric and placed in MLPP portfolio.

January

• Writing (Prompt: Something I Do Well, use the procedure in MLPP, or use a prompt from an ELA Prototype, score with the analytic MLPP writing rubric.

February

• DRA book level with retelling.

• An Oral Reading Record is taken and accuracy, self-correction, and fluency are scored. If not proficient on the grade level passage further assessment using MLPP is necessary. Do not go beyond Level 18.

May

• DRA book level with retelling.

• An Oral Reading Record is taken and accuracy, self-correction, and fluency are scored. If not proficient on the grade level passage further assessment using MLPP is necessary. Do not go beyond Level 18.

• Phonemic Awareness - All

• Letter/Sound identification if book level is below 10

• STAR

• Sight word decodable

• Known words

• Writing (Prompt: My Favorite Toy, use the procedure in MLPP, or use a prompt from an ELA Prototype, score with the holistic MLPP writing rubric)

Grade level is determined as follows:

• DRA book level 14-16. Concern level is 12.

• Writing scores of 3 or above. Concern scores: 1.5 or below.

LITERACY PLAN

All assessments must be recorded on the class and individual composite sheet. This includes Writing, DRA Level, Accuracy Rate, Self-Correction Rate, Retelling and Fluency scores. If a Reading Growth Plan is developed, record on Reading Progress Log and put a copy of the plan in CA60.

SECOND GRADE September

• DRA book level with retelling. An Oral Reading Record is taken and accuracy, self-correction, and fluency are scored. If not proficient on the grade level passage further assessment using MLPP is necessary. Students who score level 28 are not tested again until May

• Phonemic awareness - All

• Known words

• Sight word decodable

• STAR Testing November

• Writing (Prompt: My Favorite Place, use the procedure in MLPP, or use a prompt from an ELA Prototype score with the analytic MEAP writing rubric)

January

• Writing (Prompt: Something I Do Well, use the prompt from an ELA Prototype score with the analytic MEAP writing rubric)

May

• DRA book level with retelling scored using MLPP

• An Oral Reading Record is taken and accuracy, self-correction, and fluency are scored. If not proficient on the grade level passage further assessment using MLPP is necessary. Do not go beyond level 28.

• Phonemic awareness

• Known words

• Sight word decodable

May continued

• Writing (Prompt: A Time I Got Hurt, use the procedure in MLPP, or use a prompt from an ELA Prototype score with the analytic MEAP writing rubric)

• STAR TESTING Grade level is determined as follows:

• DRA book level of 24-28. Concern level is 20 or below.

• Holistic writing scores of 4 or above. Concern scores: 2.5 or below.

LITERACY PLAN

All assessments must be recorded on the class and individual composite sheet. This includes Writing, DRA Level, Accuracy Rate, Self-Correction Rate, Retelling and Fluency scores. If a Reading Growth Plan is developed, record on Reading Progress Log and put a copy of the plan in CA60.

THIRD GRADE

September

• DRA book level with retelling. An Oral Reading Record is taken and accuracy, self-correction, and fluency are scored. If not proficient on the grade level passage further assessment using MLPP is necessary. Do not go beyond level 38.

• STAR Testing

• Sight word decodable November

• Writing (Prompt: Something I Do Well, use the procedure in MLPP, or use a prompt from an ELA Prototype score with the MEAP analytic writing rubric)

January

• Writing (Prompt: A special Place, use the procedure in MLPP, or use a prompt from an ELA Prototype score with the MEAP analytic writing rubric)

February

• STAR

May

• DRA book level with retelling.

• Writing (Prompt: Friendship, use the procedure in MLPP, or use a prompt from an ELA Prototype score with the analytic MEAP writing rubric)

• STAR TESTING Grade level is determined as follows:

• DRA book level of 38. Level of concern is 30 or below.

• Holistic writing scores of4 or above. Concern scores: 2.5 or below.

LITERACY PLAN

All assessments must be recorded on the class and individual composite sheet. This includes Writing, DRA Level, Accuracy Rate, Self-Correction Rate, Retelling and Fluency scores. If a Reading Growth Plan is developed, record on Reading Progress Log and put a copy of the plan in CA60.

Fourth GRADE

September

• QRI-III Level 3: Students read the selection silently and respond in writing to the 8 questions at the end of the selection. If not proficient on the grade level passage further assessment using DRA and MLPP are necessary. Do not go beyond level 38 DRA.

• STAR November

• Writing using MEAP format, score with the analytic 6 point MEAP rubric � First prompt: Use one of the ELA prototypes and

follow the procedure for writing to a prompt or use the prompt: Something I Do Well.

January

• Writing using MEAP format, score with the analytic 6 point MEAP rubric � Second prompt: Use on of the ELA prototypes and

follow the procedure for writing to a prompt or use the prompt: A SPECIAL PLACE.

� Those students who experience frustration during the routine classroom reading instructions will be considered for:

• Additional MLPP assessments

• Reading Growth Plan

• QRI

• STAR

May

• Writing using the MEAP format, score with the Holistic 6 point MEAP rubric � Third prompt: Use one of the ELA prototypes and

follow the procedure for writing to a prompt or use the prompt: FRIENDSHIP

May continued

• QRI-III Level 4: Students read the selection silently and respond in writing to the 8 questions at the end of the selection. If not proficient on the grade level passage further assessment using DRA and MLPP are necessary. Do not go beyond level 40 DRA.

• STAR Grade level is determined as follows:

• QRI-III: Level 4. Level of concern in DRA level 38

• Holistic writing scores of 4 or above. Concern scores: 2.5 or below.

LITERACY PLAN

All assessments must be recorded on the class and individual composite sheet. This includes Writing, DRA Level, Accuracy Rate, Self-Correction Rate, Retelling and Fluency scores. If a Reading Growth Plan is developed, record on Reading Progress Log and put a copy of the plan in CA60.

FIFTH GRADE October

• QRI-III Level 4: Students read the selection silently and respond in writing to the 8 questions at the end of the selection. If not proficient on the grade level passage further assessment using DRA and MLPP are necessary. Do not go beyond level 40 DRA.

• Scantron Test. Concern score: 4.7

• STAR September

• Writing using MEAP format, score with the analytic 6 point MEAP rubric � First prompt: Use one of the ELA prototypes and

follow the procedure for writing to a prompt. Concern score: 2.5

January

• Writing using MEAP format, score with the analytic 6 point MEAP rubric � Writing prompt: Use on of the ELA prototypes and

follow the procedure for writing to a prompt or use the prompt: A SPECIAL PLACE.

� Those students who experience frustration during routine classroom reading instruction will be considered for:

• Additional MLPP assessments

• Reading Growth Plan May

• Writing using the MEAP format, score with the Holistic 6 point MEAP rubric � Second prompt: Use one of the ELA prototypes and

follow the procedure for writing to a prompt. Concern score 2.5

• QRI-III Level 5: Students read the selection silently and respond in writing to the 8 questions at the end of the selection. If not proficient on the grade level passage further assessment using DRA and MLPP are necessary.

• Scantron Test. Concern score: 5.2

• STAR Grade level is determined as follows:

• QRI-III: Level 5. Level of concern in DRA level 40.

• Scantron Test. Proficiencies: 5.9. Concern score: 5.2

• Holistic writing scores of 4 or above. Concern scores: 2.5 or below.

LITERACY PLAN

All assessments must be recorded on the class and individual composite sheet. This includes Writing, DRA Level, Accuracy Rate, Self-Correction Rate, Retelling and Fluency scores. If a Reading Growth Plan is developed, record on Reading Progress Log and put a copy of the plan in CA60.

SIXTH GRADE October

• QRI-III Level 5: Students read the selection silently and respond in writing to the 8 questions at the end of the selection. If not proficient on the grade level passage further assessment using DRA and MLPP are necessary. Do not go beyond level 40 DRA.

• Scantron Test. Concern score: 5.7

• STAR September

• Writing using MEAP format, score with the analytic 6 point MEAP rubric � First prompt: Use one of the ELA prototypes and

follow the procedure for writing to a prompt. Concern score: 2.5

January

• Writing using MEAP format, score with the analytic 6 point MEAP rubric � Writing prompt: Use on of the ELA prototypes and

follow the procedure for writing to a prompt or use the prompt: A SPECIAL PLACE.

� Those students who experience frustration during the routine classroom reading instruction will be considered for:

• Additional MLPP assessments

• Reading Growth Plan May

• Writing using the MEAP format, score with the Holistic 6 point MEAP rubric � Second prompt: Use one of the ELA prototypes and

follow the procedure for writing to a prompt. Concern score 2

• QRI-III Level 6: Students read the selection silently and respond in writing to the 8 questions at the end of the selection. If not proficient on the grade level passage further assessment using DRA and MLPP are necessary.

• Scantron Test. Concern score: 6.2

• STAR Grade level is determined as follows:

• QRI-III: Level 6. Level of concern in DRA level 40.

• Scantron Test. Proficiencies: 5.9. Concern score: 5.2

• Holistic writing scores of 4 or above. Concern scores: 2.5 or below.

LITERACY PLAN

All assessments must be recorded on the class and individual composite sheet. This includes Writing, DRA Level, Accuracy Rate, Self-Correction Rate, Retelling and Fluency scores. If a Reading Growth Plan is developed, record on Reading Progress Log and put a copy of the plan in CA60.

SEVENTH GRADE October

• QRI-III Level 6: Students read the selection silently and respond in writing to the 8 questions at the end of the selection. If not proficient on the grade level passage further assessment using DRA and MLPP are necessary. Do not go beyond level 40 DRA.

• Scantron Test. Concern score: 6.7

• STAR September

• Writing using MEAP format, score with the analytic 6 point MEAP rubric � First prompt: Use one of the ELA prototypes and

follow the procedure for writing to a prompt. Concern score: 2.5

January

• Writing using MEAP format, score with the analytic 6 point MEAP rubric � Writing prompt: Use on of the ELA prototypes and

follow the procedure for writing to a prompt or use the prompt: A SPECIAL PLACE.

� Those students who experience frustration during routine classroom reading instruction will be considered for:

• Additional MLPP assessments

• Reading Growth Plan May

• Writing using the MEAP format, score with the Holistic 6 point MEAP rubric � Second prompt: Use one of the ELA prototypes and

follow the procedure for writing to a prompt. Concern score 2

May continued

• QRI-III Level 7: Students read the selection silently and respond in writing to the 8 questions at the end of the selection. If not proficient on the grade level passage further assessment using DRA and MLPP are necessary.

• Scantron Test. Concern score: 7.2

• STAR Grade level is determined as follows:

• QRI-III: Level 7. Level of concern in DRA level 44.

• Scantron Test. Proficiencies: 5.9. Concern score: 5.2

• Holistic writing scores of 4 or above. Concern scores: 2.5 or below.

Staff Use Implications

� All K-7 teachers, including special education, will become familiar with the plan and administer and record the assessments on a timely basis.

� All K-7 teachers, including special education, will maintain a composite for each child in their classroom. That portfolio will include an individual plan for each child indicating such information as concerns, interventions suggested and intervention participation.

� All K-7 teachers, including special education, will make parents/guardians aware of any problems their children may have along the literacy continuum. They will further advise parents/guardians about possible interventions that are available.

� All students who enter after the initial assessment period will be assessed by the trained staff within the building.

STAFF DEVELOPMENT IMPLICATIONS

All K-7 staff need to be trained in:

▬ How to Use the Literacy Plan ▬ What Interventions are Available and How to Access

Them ▬ Balanced Literacy Approach ▬ Michigan Literacy Progress Profile

INTERVENTIONS Philosophy Instruction provided by the classroom teacher is the best first teaching a child can receive. Sometimes, however, that good first teaching is not enough and some children may struggle with their literacy development. These children may be in need of an intervention that addresses their particular needs. The intervention may be additional time, or possibly intense one-on-one, or small group instruction. Interventions can be provided by the school or by the home. The instruction might be provided by the classroom teacher, parent, relative, private tutor, paraprofessional, or reading specialist. The particular needs of the child must be the primary guide in deciding which intervention is warranted and when. The concept of, “Least Restrictive Environment,” should be the general guide. First, consideration should be given to interventions that can be done in the classroom. Then, consideration should be given to interventions that can occur outside of academic instruction time. When and only when those possibilities have been exhausted should interventions that require a child to be pulled from regular classroom instruction be considered. Parents should always be informed if a child is in need of an intervention. The need for intervention, the offer of an intervention, and the participation in interventions needs to be documented. Following the Capac Literacy Plan and maintaining the Michigan Literacy Progress Profile will supply the documentation needed. Options

•••• Parents work at home with the child using their own resources.

•••• Parents work at home with the child using teacher provided resources.

•••• Parents arrange for private tutoring of their child.

•••• Extended day programs with parent encouragement and participation.

•••• Extended week programs with parent encouragement and participation.

•••• Extended year programs with parent encouragement and participation.

•••• One-on-one or small group instruction in the classroom by reading specialist or resource room teacher or paraprofessional with parent activities provided for assistance at home.

•••• One-on-one or small group instruction outside of the classroom by reading specialist or resource room teacher with parent activities provided for assistance at home.

READING INSTRUCTION Philosophy Children have a right to appropriate early reading instruction based on their individual needs. No single method or single combination of methods can successfully teach a child to read. Because children learn differently, teachers must be familiar with a wide range of proven methods and materials for helping children gain reading skills. They also must have thorough knowledge of the children they teach, so they can provide the appropriate balance of methods needed for each child. When knowledgeable about reading methodologies, reading materials, and reading assessments teachers are able to make important decisions regarding the individual needs of each child. They are more apt to use their knowledge to help each child accelerate their literacy development within the classroom setting. Examples of good classroom reading practice are listed below: Use of word walls Word work activities such as “Making Words” Systematic phonics instruction that is embedded in context Shared reading that emphasizes strategy use Guided reading, using flexible grouping that emphasizes strategy use Independent reading at the child’s reading level Reading aloud Literature Circles Reciprocal teaching Reading workshop Continuous assessment that guides instruction Writing Workshop

PORTFOLIO MAINTENANCE

Reading & Writing

♦ If students are progressing as expected then only the student composite need to be maintained in the portfolio at the end of the school year.

♦ If there is a concern about any students then all assessment data should be maintained in the portfolio.

Teacher Responsibilities

♦ Assess students in according to the literacy plan.

♦ Prepare and store student composite sheets

♦ Record and save all information to assist tracking student eligibility for interventions and subsequent participation in interventions.

♦ All information must be entered by the end of the second week in June.

School Office Responsibilities

♦ Compile grade level information on a database for building/district planning.

♦ Safely store portfolios over the summer break.

♦ Include portfolios in CA60 when students transfer.

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Reading Growth Plan

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Summary

It is the policy of the Capac Community Schools that all students will read on grade level. It is the responsibility of the school and the family to take steps to make sure that all students reach this goal. Due to this policy a Reading Growth Plan has been developed as a joint effort between the school and family of the student. At this time the student is experiencing less than proficient scores in the area of reading. This plan will create a specific set of strategies that will be used by teachers and family members to help the student become a proficient reader. The attached document is a plan. While it is anticipated that it will be successful, even the best laid plans do not always achieve their goal. If the student is not successful in reading on grade level by the end of the year other steps will need to be evaluated. Those steps could include:

┴ Summer school ┴ Moving student to the next grade with support ┴ Retention ┴ And/or a variety of other appropriate strategies

Date Benchmark Expected

Benchmark Level Tested

% S/C Fluency Retelling

Reading Growth Plan

Student’s Name: ________________________ Date: ___________

Birth Date: ____________________

Grade: ______________ Teacher’s name: __________________

Team Members in Attendance:

____________________________ __________________________

____________________________ __________________________

____________________________ __________________________

____________________________ __________________________

____________________________ __________________________

Reason for Reading Growth Plan:

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Parent Observations/Concerns:

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Teacher Concern:

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

School Interventions Needed:

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

Family Interventions Needed:

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

This plan will be reviewed at the end of the school year. If at any time a member of the Reading Growth Plan Team wishes to reconvene this team, please contact the teacher and a meeting will be scheduled.

❒ I agree with this plan and will implement my portions of this plan.

❒ I do not agree with the contents of this plan. _____________________________ _____________________ Signature Title

❒ I agree with this plan and will implement my portions of this plan.

❒ I do not agree with the contents of this plan. _____________________________ _____________________ Signature Title

❒ I agree with this plan and will implement my portions of this plan.

❒ I do not agree with the contents of this plan. _____________________________ _____________________ Signature Title

❒ I agree with this plan and will implement my portions of this plan.

❒ I do not agree with the contents of this plan. _____________________________ _____________________ Signature Title

❒ I agree with this plan and will implement my portions of this plan.

❒ I do not agree with the contents of this plan. _____________________________ _____________________ Signature Title

❒ I agree with this plan and will implement my portions of this plan.

❒ I do not agree with the contents of this plan. _____________________________ _____________________ Signature Title

Check If Used

Teacher Directed Strategies Comments

Guided Reading � Monitoring Strategies Shared Reading Think Alouds DRTA Comprehension Strategies

� Inferring � Synthesizing � Visualizing � Making Connections � Predicting � Asking Questions

� Determining Importance in Text Reciprocal Teaching Cooperative Learning Multiple Intelligence Differentiated Learning Word Wall Word Study

� Making Words Early Success/Soar to Success Working with paraprofessional Computer Programs School Work Assistance Literacy Groups

Reduce Assignments Use assignment book Allow oral or taped tests Use positive reinforcement Change seating away from distractions Seat near teacher Seat near positive role models

Provide study carrel Provide alternative study area Time-out when needed Provide extra materials or “Reteaching”

worksheets

To Do Suggested Strategies for Intervention Plan

Comments/Implementation

School Interventions Work with paraprofessional Early Success/Soar to Success Take Home reading program After School Program Computer Programs

School Work Program Literacy Groups Saturday School Speech & Language Help Cooperative Learning Fix-Up strategies

Reduce assignments Use assignment book Allow additional time for work Allow oral or taped tests Use positive reinforcement Change seating away from distractions Seat near teacher

Seat near positive role models Provide study carrel Provide alternative study area Time-out when needed Provide extra material or “Reteaching”

worksheets