Lakeview Public School - ISD 2167 Local Literacy Plan 2021-2022 - LAKEVIEW PUBLIC SCHOOL #2167
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Lakeview Public School
ISD 2167
Local Literacy Plan
2021-2022
6-28-21
LAKEVIEW PUBLIC SCHOOL #2167
1|PageLocal Literacy Plan
The purpose of this literacy plan is to share the actions of Lakeview School District to
ensure that ALL students will achieve grade-level proficiency and read well by Grade 3.
Literacy Plan Summary:
The Lakeview School district adopted its current K-12 literacy curriculum on June 25, 2015. The
Lakeview Literacy Committee researched curriculum and the district implemented new K-12
literacy curriculum in the 2015-16 school year. The chosen curriculum aligns with MDE section
122A.06 subdivision 4: Definition of scientifically based reading instruction must include all 5
areas defined by the National Reading Panel; phonemic awareness, phonics, fluency,
vocabulary, and comprehension. The chosen curriculums include these 5 defined areas.
McGraw Hill Reading Wonders will be used in Kindergarten and First Grade. The instruction
provided in this curriculum includes a strong phonemic awareness and phonics program which
are needed for a strong foundational base for early readers. Houghton Mifflin Journeys will be
used in Second through Sixth Grade. Both curriculums align with the Minnesota Academic
Standards. A reading workshop model is used during core reading instruction which includes
whole group, small group, and independent work. During small group reading instruction, all
students are flexibly grouped by instructional reading levels based on assessments. To enhance
this curriculum, our district has an elementary library with a variety of fiction and nonfiction
reading materials, covering a wide range of reading levels and interests. Each teacher also has
their own classroom library where students engage in books at their reading levels. All K-3
students receive classroom reading instruction for a minimum of 100 minutes each day.
Relevant technology engages students in meaningful learning activities. A variety of
technologies are integrated into the curriculum and instruction to meet the needs of the
district’s diverse learners. All classrooms use Smartboards. Classroom iPads are available for
students in grades K-1 and are available 1:1 for students in grade 2-12. Some of the additional
online technology resources used is: STARFALL, Education Galaxy, Spelling City, Spell Mania,
Adobe Spark, Epic, IXL, several language arts apps, and the online resources for Journeys and
Wonders curriculums.
Statement of Goals: The goal of the Lakeview district is to assure 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. Learning Targets and rubrics are
used to determine student proficiency in standards. Student progress drives instruction so that
standards are met. Student data is used to determine student needs and strengths. Daily
reading instruction is determined by daily work, assessment results, and formative and
summative assessments.
Specific information in this packet outlines Lakeview Literacy Programs. For those who are interested in learning
more about Lakeview’s literacy programs, please contact:
Susanne Lee: Literacy and Intervention Coordinator 507-423-5164 x 1332 or susannelee@lakeview2167.com
2|PageLAKEVIEW K-3 LITERACY CURRICULUM DESCRIPTION:
CLASSROOM INSTRUCTION:
McGraw Hill Reading Wonders is used in Kindergarten and First Grade. The instruction provided
in this curriculum includes a strong phonemic awareness and phonics program which are
needed for a strong foundational base for early readers. Houghton Mifflin Journeys is used in
Second Grade through Sixth Grade. The curriculums align with the Minnesota Academic
Standards. The curriculums align with MDE section 122A.06 subdivision 4: Definition of
scientifically based reading instruction must include all 5 areas defined by the National Reading
Panel; phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Multi-Tiered System of Supports
Lakeview Multi-Tiered System of Supports (MTSS) provides systematic reading instruction and
intervention. The framework is designed to provide a continuum of support for students at risk
of performing at grade level. Learning opportunities are provided to accelerate growth for
students performing lower than their peers and extend growth for students performing above
grade level. The tiered framework uses increasingly explicit instruction and intervention based
on individual student needs. Kindergarten-Grade 6 students receive supplemental support in
reading instruction based on student data.
TIER III
Intensive Support
(few students)
TIER II
Supplementary Support
(some students)
TIER I
Core Classroom
Instruction (all students)
3|PageAll students receive core classroom instruction (Tier 1) which includes grade level, standards-
based curriculum. Students who need supplementary (Tier 2) or intensive (Tier 3) supports
receive small group instruction or 1-1 instruction in addition to the core classroom instruction.
The movement between tiers is flexible. Student data is used to determine the most supportive
intervention for each student. Students who receive additional support are monitored for
progress. Decisions on student progress allow for adjustments to an intervention with more or
less support.
The following components combine to create a successful multi-tiered support system:
On-going student assessments
Differentiated instruction
High quality, research based instruction in the general education classroom
Research-based intervention programs
Parent involvement
Instructional leadership
Professional development
Data tracking
Flexible grouping
Teacher Support Team
Documentation
Standards Based Grading, rubrics, essential outcomes
Progress Monitoring
The following programs are in place for students who are not reading at or above grade level in
grades K-6.
INTERVENTIONS:
Interventions will be matched to the students’ needs in one or more of the five pillars of
reading (phonemic awareness, phonics, fluency, vocabulary, and comprehension).
PRESS: This intervention program is used for Kindergarten through Grade Six students.
Classroom data, in phonemic awareness, phonics, fluency, vocabulary, and comprehension, is
used to determine students in need of additional support. Students meet in small groups or 1:1
with an intervention teacher 5 days a week for 15-20 minutes each lesson. Intervention
teachers assess students regularly to determine areas of strength and weakness.
4|PageSonday Reading System: This is a multi-sensory program taught by reading intervention
teachers. Sonday is an intensive program designed to meet the needs of students who need
additional support with phonemic awareness, phonics, decoding words, writing, and spelling.
Students receive this intervention for 25 minutes a day 5 days a week. The Sonday System is
used for students in grades K-6.
Leveled Literacy Intervention (LLI): This is a First Grade-Sixth Grade small group,
supplementary intervention taught by reading intervention teachers. This intensive program is
designed to meet students at their current reading level and accelerate them. It provides a
balanced literacy approach which includes comprehension and word work. The LLI groups meet
5 days a week for 20 minutes each day.
Minnesota Reading Corps (MRC): A trained tutor meets one to one for 20 minutes 5 days a
week with students in grades K-3 to provide opportunity for additional reading practice or
phonemic awareness practice. Students are instructed using research based reading
interventions. The program instruction is supervised by the district Literacy/Intervention
Coordinator.
LITERACY INSTRUCTION TIME
K-3 Students’ Literacy Block Outline (100 minutes):
Whole Group Guided Reading Daily 5 & Extension Teacher to
Independent Work Activities Student
Activities Instructional
Time
20 minutes 20 minutes 40 minutes 20 minutes Total=
40 minutes
K-3 Lakeview Intervention Student’s Literacy Block (100 minutes):
Whole Group Guided Reading Daily 5 & Sonday, LLI, Teacher to
Extension MRC, PRESS Student
Activities Instructional
Time
20 minutes 20 minutes 20 minutes 20 minutes Total=
60 minutes
5|PageDESCRIPTION OF SCREENING PROCESS AND INTERVENTION ENTRANCE/EXIT CRITERIA
SCREENING PROCESS:
Benchmark data is gathered for all students during the beginning of the school year, the middle,
and again at the end of the school year.
Kindergarten: Kindergarten Rhyming Assessment
Letter Naming and Sound Assessments
Initial Sounds
Phoneme Segmentation
Kindergarten High Frequency Words
Concepts of Print
STAR
Fountas & Pinnell Benchmark Assessment System
First Grade: Phoneme Segmentation (semester 1)
Letter Word Sound Fluency (semester 1)
Fountas & Pinnell Benchmark Assessment System
Kindergarten/First Grade High Frequency Words
Oral Reading Fluency (semester 2)
STAR
Second Grade: Oral Reading Fluency
Fountas & Pinnell Benchmark Assessment System
First/Second Grade High Frequency Words
STAR
Third Grade: Oral Reading Fluency
Fountas & Pinnell Benchmark Assessment System
STAR
ENTRANCE/EXIT CRITERIA:
Entrance criteria are based on student assessment data. Screener data is reviewed by the
classroom teachers, the ELL teacher, intervention teachers, special education teachers, the
principal, and the intervention coordinator. Intervention entrance and exit decisions are made
during fall, winter, and spring data meetings and as needed throughout the school year.
Decisions to exit students from any intervention will be made at grade level team meetings or
data meetings at which all team members and the Literacy/Intervention Coordinator are
present. The following criteria will be used for decision making:
6|Page1) Student is reading at grade level on two reading assessments-Fountas & Pinnell
Benchmark and Oral Reading Fluency
2) Student has met or exceeded target growth on the STAR assessment and is at grade
level.
3) Student has met or exceeded standards on MCAs
Students are placed in a reading intervention according to their needs. For example, if a student
has difficulty with decoding words, the Sonday System will be used so the student may improve
phonics skills.
PARENT NOTIFICATION AND ENGAGEMENT REQUIREMENTS:
An all parent/guardian email is sent to elementary families which explains the intervention
programming available and the flexibility of adding and exiting students throughout the year
according to individual student data. Parents are notified by the classroom teacher when an
intervention is added to their child’s reading plan. As per parent request, phone calls or emails
are made to the parent by the intervention teacher. Intervention teachers meet with the
classroom teacher and parents at the Parent Teacher Conferences in which collaboration based
around student progress are shared. Classroom and Intervention teachers share quarterly
reports of student progress with parents. Parents are invited to an Intervention/Title 1 Parent
information night. Parents are informed and encouraged to accelerate literacy development for
their children. Information and materials are sent home to provide this support. Programming
feedback is gathered from parents during this event. Parents of all grades K-3 are encouraged
to read with their children each night for 20 minutes.
PROGRESS MONITORING OF INTERVENTION STUDENTS:
Data will be collected bi-monthly and analyzed at monthly data tracking meetings attended by
intervention teachers and the program coordinator. The following process will be used:
A. Examine the student chart after 4-6 data points have been plotted and a trend
line has been generated.
B. Differentiate the intervention or choose a new intervention if a student has 4
data points clearly and consistently below the aim line.
C. Continue the intervention until the student meets the grade-level benchmark. If
the student has 4 data points on or above the aim line the student may exit.
If a student is exited from programming due to success, progress monitoring is continued for
four weeks to ensure success is maintained.
7|PageBENCHMARK ASSESSMENT TARGETS:
AIMSweb Plus National Norms
Kindergarten AIMSweb Assessments
Fall Winter Spring
Assessment Name [Target Score] Assessment Name [Target Score] Assessment Name [Target Score]
Letter Naming Fluency [28] Letter Naming Fluency [47] Letter Naming Fluency [56]
Initial Sound [9] Initial Sound [11] Phoneme Segmentation [39]
First Grade AIMSweb Assessments
Fall Winter Spring
Assessment Name [Target Score] Assessment Name [Target Score] Assessment Name [Target Score]
Reading – CBM [59] Reading – CBM [74]
Phoneme Segmentation [39]
(Oral Reading Fluency) (Oral Reading Fluency)
Letter Word Sound Fluency [44]
Second Grade AIMSweb Assessments
Fall Winter Spring
Assessment Name [Target Score] Assessment Name [Target Score] Assessment Name [Target Score]
Reading – CBM [71] Reading – CBM [88] Reading – CBM [105]
(Oral Reading Fluency) (Oral Reading Fluency) (Oral Reading Fluency)
Third Grade AIMSweb Assessments
Fall Winter Spring
Assessment Name [Target Score] Assessment Name [Target Score] Assessment Name [Target Score]
Reading – CBM [94] Reading – CBM [109] Reading – CBM [123]
(Oral Reading Fluency) (Oral Reading Fluency) (Oral Reading Fluency)
8|PageThe following table denotes the grade-level correlation between Fountas and Pinnell and Lexile
Levels:
Fountas-
Pinnell
Grade Level Benchmark Lexile Levels
Assessment
System
A
Kindergarten
B
C
D
E
F
Grade 1
G
H
200-299
I
J&K 300-399
Grade 2
L&M 400-499
N 500-599
Grade 3
O&P 600-699
Grade 4 Q/R/S 700-799
Grade 5 T/U/V 800-899
Grade 6 W/X/Y 900-999
Grade 7 Z
1000-1100
Grade 8 Z
9|PageLakeview Reading Level Continuum based on Fountas and Pinnell Instructional Reading Levels
Grade September October November December January February March April May
K A A/B B/C C D
1 B C D E E/F F G H I
2 H H/I I J J/K K L L/M M
3 L L/M M M/N N N/O O O/P P
4 O O/P P Q Q/R R S S/T T
5 S S/T T T/U U U/V V V/W W
6 V V V/W W W/X X X/Y Y Y/Z
Support Systems beyond elementary grade levels:
Grade 7-8 extended reading support class
Grades 7-12 academic support with REACH
Grades 7-12 academic and behavioral support with Check and Connect
Data meeting for teachers who teach grades 7-12
Secondary Student Support Team
District plan to screen and identify students with Dyslexia: Dyslexia is a specific learning
disability characterized by an unexpected difficulty in reading which can include, but is not
limited to, trouble with word recognition, poor spelling, and decoding. It is a common learning
disability. As part of a Multi-Tiered System of Support the district screens all elementary
students for potential reading issues. Students who need additional support are provided with
an evidence-based reading intervention. Data meeting teams identify the needs of each student
to ensure the appropriate intervention, and monitor student response to the
intervention. Students who demonstrate inadequate response and continue to achieve
significantly below grade level peers may be referred for further testing to determine the
existence of a Specific Learning Disability under Minnesota state criteria. Parents can also
choose to pay for an outside assessment to determine if dyslexia is a concern. Parents seeking
more information can read Navigating the School System When a Child is Struggling with
Reading or Dyslexia on the Minnesota Department of Education’s website.
10 | P a g eDistrict plan to screen and identify students with Convergence Insufficiency Disorder:
Convergence Insufficiency is a vision disorder that is characterized by inability of the eyes to
maintain focus or continue to focus as objects are moved closer to the eyes. This vision
disorder is not a part of the district’s annual school-wide vision checks. However, teachers are
asked to observe for vision concerns for all students. Students with vision concerns will be
directed to the district nurse for a convergence screening. If there is a potential concern, the
district nurse will contact parents. Parents would then be responsible for any follow-up with an
eye doctor.
Professional Development: The Lakeview District is a member of local education cooperatives.
The cooperatives provide professional development support for all levels of teachers and staff
throughout the year. Teachers are encouraged to attend professional development
opportunities by administration. A reading specialist is brought into the district for literacy
instruction as needed. During the 2021-22 school year, emphasis will be placed on Social-
Emotional Learning in all content areas and grade levels. Core content instruction is also a focus
in the Professional Learning Communities (PLC) professional development time. PLC groups
meet in common grade level bands and common content areas bimonthly. Lesson plans are
developed within these communities and student work and progress is reviewed.
Professional development will be provided through:
Education Cooperatives
Outside resources and specialists
Professional Learning Communities (PLCs)
Mentor training
Administration
Curriculum Director
Academic Teams
Literacy Coordinator
Collaborative Grade Level Planning
Webinars
Data meetings
Q-Comp Council serves as an advisory between staff and administration
English Language Learners: The district ELL instructor assesses students in ELL annually. The
results of the Accessing Comprehension and Communication in English State-to State for
English learners (ACCESS for ELs) are used to determine instructional support for the EL
population. The ACCESS test includes the four domains of language arts; Listening, Speaking,
Reading, and Writing. Those who qualify for EL support are provided with instruction from a
licensed ELL teacher in addition to the core classroom instruction. The ELL teacher and
classroom teachers collaborate to effectively respond to the needs of the ELL population. ELL
assessments and district assessments are used to drive the instruction. The ELL teacher meets
regularly 1:1 or in small groups to provide additional language acquisition support for students.
11 | P a g eCommunication System for Annual Reporting: Assessment methods, data, and the local
literacy plan are submitted annually to the Commissioner of Education including names of the
assessments and objectives of the assessment program. The local literacy plan is also posted on
the district web page.
12 | P a g eYou can also read
