Waubun-Ogema-White Earth School District

District #435

Waubun-Ogema-White Earth

Local Literacy Plan

Grade level teachers will analyze data from NWEA, AIMSweb, STAR Reading, Early Literacy and informal assessment. They will use this data to guide their planning and instruction. Grade level teachers will meet monthly to analyze data concerning, ethnicity, free and reduced lunch, attendance, and assessments. They will then summarize the findings and cooperatively plan to meet the needs of students concerning phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Students who are not making adequate growth will be identified through data analysis. Current practices and supports that are being implemented for these students will be analyzed and improved or new practices and supports will be implemented for these students. These practices and supports will be scientifically research based interventions that will be implemented into whole group instruction, small group instruction, and individual instruction. These interventions will be researched and planned during Professional Learning Community (PLC) times, which will be conducted bi-monthly.  Staff development will be based around the Response to Intervention( RtI) model, focusing on reading interventions for whole group instruction, small group instruction, and individual instruction. Our reading curriculum at each grade level will be aligned with Minnesota Academic Standards English Language Arts 2010.

Kindergarten students will participate in AIMSweb testing three times per year in; the fall, midyear, and spring. This data is then analyzed by the kindergarten teaching staff, title I teacher and principal. Students who are in the bottom 25^th percentile are identified and interventions are put in place with the title I teacher and in the core instruction. These students are progress-monitored weekly through AIMSweb. The data from the assessments will be tracked and analyzed at monthly meetings with the same team and at PLC time. If room allows, students who score just above 25^th percentile will also have the opportunity for these interventions. Students in the 25^th-75^th percentile range will be identified during the spring of the year as well. These students will have interventions put in place according to what the data tells the team. These will be scientifically research-based interventions that will be decided on during the grade level’s monthly meeting. AIMSweb assessment data will be communicated to parents on a quarterly basis. Kindergarten will administer the Early Literacy assessment at midyear and spring. This diagnostic data will determine the proficiency level of the students upon their completion of kindergarten. Students with a cut score in the 40^th percentile range will be determined to be at grade level. The results of this assessment will be communicated to parents after the assessment is completed.   This data will be used to aid our staff in determining grade one placement. The data will also be passed along to the first grade teaching staff where they will use this data to get a baseline for the student’s ability.  

Grade one students will participate in the AIMSweb testing three times per year; in the fall, midyear and spring. This data is then analyzed by the grade one teaching staff, title I teacher and principal. Students who are in the bottom 25^th percentile are identified and interventions are put in place with the title I teacher. These students are progress-monitored weekly through AIMSweb. The data from the assessments will be tracked and analyzed at monthly meetings with the same team. If room allows students who score just above the 25^th percentile will also have the opportunity for these interventions. Students in the 25^th-75^th percentile range will be identified during the spring of the year as well. These students will have interventions put in place according to what the data tells the team. These will be scientifically research-based interventions that will be decided on during the grade level’s monthly meeting. AIMSweb assessment data will be communicated to parents on a quarterly basis.  Grade one students will take the Early Literacy assessment monthly. Students with a cut score in the 40 percentile range will be determined to be at grade level. This data will be reviewed in correlation with AIMSweb data at monthly meetings and PLC time. Early Literacy data will be communicated to parents on a quarterly basis. Grade one will administer STAR Reading assessments in the spring to obtain grade level equivalent data. This data will be reviewed and passed along to the grade two teaching staff. This data will aid our staff in determining grade two placements.   

Grade two students will participate in AIMSweb testing three times per year in; the fall, midyear, and spring. This data is then analyzed by the grade two teaching staff, title I teacher, and principal. Students who are in the bottom 25^th percentile are identified and interventions are put in place with the title I teacher. These students are progress-monitored through AIMSweb weekly. The data from the assessments will be tracked and analyzed at monthly meetings with the same team. If room allows, students who score just above the 25^th percentile will have the opportunity for these interventions as well. Students in the 25^th-75^th percentile will be identified during the spring of the year as well. These students will have interventions put in place according to what the data tells the team. These will be scientifically-research-based interventions that will be decided on during the grade level’s monthly meeting. AIMSweb assessment data will be communicated to parents on a quarterly basis. Grade two students will take the STAR Reading assessment monthly. This data will be reviewed in correlation with AIMSweb data at monthly meetings and PLC time. STAR Reading data will be communicated to parents on a quarterly basis. NWEA assessments will be administered three times per year; in the spring, midyear, and fall. The spring NWEA scores will determine the proficiency level of the students.  This data will be used in conjunction with AIMSweb testing, STAR Reading assessments, and progress monitoring at the monthly meetings and PLC times.   NWEA scores will also be communicated to parents quarterly.

Grade three students will participate in AIMSweb testing three times per year in; the fall, midyear, and spring. This data is then analyzed by the grade three teaching staff, title I teacher and principal. Students who are in the bottom 25^th percentile are identified and interventions are put in place with the title I teacher. These students are progress-monitored weekly through AIMSweb. The data from the assessments will be tracked and analyzed at monthly meetings with the same team. If room allows, students who score just above the 25^th percentile will also have the opportunity for these interventions. Students in the 25^th-75^th percentile will be identified during the spring of the year as well. These students will have interventions put in place according to what the data tells the team. These will be scientifically research-based interventions that will be decided on during the grade level’s monthly meeting. AIMSweb assessment data will be communicated to parents on a quarterly basis. Grade three students will take the STAR Reading test monthly. This data will be reviewed in correlation with AIMSweb data at monthly meetings and PLC time. STAR Reading data will be communicated to parents on a quarterly basis. NWEA assessments will be administered three times per year; in the spring, midyear, and fall.   This data will be used in conjunction with AIMSweb testing, STAR Reading assessment, and progress monitoring at the monthly meetings and PLC times.   NWEA scores will also be communicated to parents quarterly. MCA II reading assessment will be administered in the spring. This information will be communicated to parents as soon as it becomes available to the school district. This data will tell us which students are at grade level. 

Grade four students will participate in the AIMSweb testing three times per year in; the fall, midyear, and spring. This data is then analyzed by the grade four teaching staff, title I teacher, and principal. Students who are in the bottom 25^th percentile are identified and interventions are put in place with the title I teacher. These students are progress-monitored weekly through AIMSweb. The data from the assessments will be tracked and analyzed at monthly meetings with the same team. If room allows, students who score just above the 25^th percentile will also have the opportunity for these interventions. Students in the 25^th-75^th percentile will be identified during the spring of the year as well. These students will have interventions put in place according to what the data tells the team. These will be scientifically research-based interventions that will be decided on during the grade level’s monthly meeting. AIMS web assessment data will be communicated to parents on a quarterly basis. Grade four students will take the STAR Reading assessment monthly. This data will be reviewed in correlation with AIMSweb data at monthly meetings and PLC time. STAR Reading data will be communicated to parents on a quarterly basis. NWEA assessments will be administered three times per year; in the spring, midyear, and fall.   This data will be used in conjunction with AIMSweb testing, STAR Reading assessment, and progress monitoring at the monthly meetings and PLC times.   NWEA scores will also be communicated to parents quarterly. MCA II reading assessment will be administered in the spring. This information will be communicated to the parents as soon as it becomes available to the school district. This data will tell us which students are at grade level. 

The Math, Reading/Language Arts, Science, and Social Studies curriculum will be aligned according to the state standards put in place by the state of Minnesota. Interventions will be put in place during whole group instruction, small group instruction, and individual instruction according to the Minnesota State Standards. The NWEA, AIMSweb, Early Literacy and STAR Reading assessment data will facilitate the matching of student needs with the interventions to be put in place. This data will also indicate the effectiveness of the interventions put in place and will be reviewed at bimonthly meetings. The interventions will be adjusted if the need arises. At first quarter parent teacher conferences students, parents and teachers will go over the types of assessment used and what the information indicates. This information will again be presented in the same manner at the end of the second quarter during parent teacher conferences. Data shown from the cut scores as indicated previously will be discussed so students and parents can see where student progress is and what they will need to do to show progress. If the data indicates the student will require some level of intervention the teacher will discuss those criteria with the parents and students; at this time exit criteria will also be discussed. After third quarter and fourth quarter the information will be sent home with the students’ progress reports. Resources and tools will be communicated to families through our school website and newsletters sent home.    

The continuum of core instruction and intervention practices and how they are aligned to the grade level standards and benchmarks will be on file in the school office. They are available upon request. Teachers and specialists will collaborate across the grade level during monthly data review meetings and during bimonthly PLC time. During these meeting times competent literacy practices and instructional strategies will be developed for students most in need of additional supports. During staff development days Northwest Service Cooperative will be working with our staff to give them training on literacy practices and instructional strategies that will be incorporated into core instruction and interventions.   Northwest Service Cooperative will conduct a one-day in-service to the staff at Ogema Elementary and additionally three times in September, October, and November. During these times literacy practices and instructional strategies will be developed. These practices will continue throughout the year during PLC time. During the PLC time data will be reviewed and staff members will work collaboratively on interventions that will meet the specific needs of students in their classroom. Administration will review interventions and strategies that were developed during these PLC times. Administration will observe these interventions and strategies throughout the year. Prior to these observations a pre-observation conference will occur discussing what activity will be taking place. After the observation a post observation conference will take place. During this conference things that were done well and things that could be improved will be discussed. Peer observations will also take place to allow for additional coaching. The same observation process will take place and the information from these observations will be reviewed. The summary from these observations will identify what professional development will take place. The findings from this process will be brought to the staff development committee. Administration will recommend to the committee what needs were identified from the observations.

Grade level teams will align their curriculum with the Minnesota Academic Standards English Language Arts Standards K-12 2010. Strategies to implement the curriculum according to the standards will be researched during PLC time. Observations and conferences about those strategies will be conducted by administration and peers. Interventions, according to the data we receive from grade level assessments, will be researched during PLC times. These interventions will be implemented into the core instruction. Data will be reviewed on a monthly basis; the findings will guide the implementation of interventions. Title I staff, peer teachers and administration will participate in the research of interventions and the implementation of these interventions. Performance data from observations and conferencing will drive the direction in which our staff development will proceed. Staff development will take place three times a year; at the beginning of the school year, in the middle of the school year, and at the end of the school year. Professional Learning Communities will also be a part of our staff development time. PLCs will meet bi-monthly, and will be driven by the data we receive from assessments and observation/conferencing. 

Kindergarten will administer the STAR Early Literacy test midyear and spring to be used as a screening, progress-monitoring, and diagnostic tool. This data will be used at monthly RtI meetings and PLC time. The data received from the spring test administration will determine the proficiency level of the students. AIMSweb will be administered three times a year. This data will be used as a progress-monitoring tool and a screening tool. This data will be analyzed at monthly RtI meetings and PLC times. First grade will administer the STAR Early Literacy test monthly. This data will be used as a progress-monitoring tool, screening tool, and diagnostic tool. The results from the spring administration will determine the proficiency level of the students.  AIMSweb will be administered three times per year. This data will serve as a progress-monitoring tool and a screening tool and will be used during monthly RtI meetings and PLC times. In the spring the STAR Reading test will be administered as a screening tool. This will be the beginning of data points to form a trend line for individual students reading levels. This data will work in conjunction with AIMSweb test administrations. This data, along with curriculum assessments, will give us many data points to review during our monthly RtI meetings and PLC time. We will use this data to triangulate student proficiency and guide our instruction and interventions. Second grade will administer the STAR Early Literacy test at the beginning of the year. This data will be reviewed at the monthly RtI meetings and PLC time. STAR Reading testing will also begin at the beginning of the school year and take place on a monthly basis for the remainder of the year. This data will be reviewed at the monthly RtI meetings and PLC time. NWEA testing will take place three times a year and be used as a diagnostic tool for student proficiency. The data taken from the spring assessment will determine the level of student proficiency. AIMSweb will be administered three times a year for use as a progress-monitoring tool. This data will be reviewed at monthly RtI meetings and PLC times. Third grade will administer STAR Reading assessments monthly.   This data will be used in conjunction with AIMSweb testing which will be administered three times a year with daily progress monitoring if necessary. This data will be used with curriculum assessments to guide instruction and interventions at monthly RtI meetings and PLC time. The MCA test in the spring will determine the proficiency level of the students. Fourth grade will administer STAR Reading assessments monthly.   This data will be used in conjunction with AIMSweb testing which will be administered three times a year with daily progress monitoring if necessary. This data will be used, along with curriculum assessment, to guide instruction and interventions at monthly RtI meetings and PLC time. The MCA test in the spring will determine the proficiency level of the students.