Reading Well by 3rd Grade

The Mounds View School District Local Literacy Plan was developed in response to the MN Statute 120B.12. A local literacy “plan must include a process to assess students’ level of reading proficiency, notify and involve parents, intervene with students who are not reading at or above grade level, and identify and meet staff development needs.” This plan is a systematic approach to provide every Mounds View School District student with scientific-based literacy instruction, assessment and to support professional learning for staff across the district. The goal is to have every student able to read at or above grade level by the end of grade 3. This plan supports our Equity Promise and ensures that all students have a solid foundation of literacy skills and are college and career ready when graduating.

This framework is aligned with the Minnesota English Language Arts Standards and research-based best practices. This plan is designed so that every student will:
  • Receive high quality instruction through reading and writing skills and strategies
  • Be assessed regularly to plan for instruction
  • Read fluently on grade level by the end of third grade
  • Receive appropriate intervention services as needed
Mounds View School educators are expected to use this literacy plan for the purposes of planning, discussing and informing instruction. Support for implementation will be provided to teachers through ongoing professional learning with job-embedded, school-based opportunities. Families are also a valuable component of student success and will be involved with their child’s literacy development.

There are 5 Key Components in the literacy plan.

  1. Instructional leadership at all levels: Leadership is provided at all levels by district directors, principals, curriculum coordinators, literacy coaches, reading interventionists, and classroom teachers.
  2. Multi-tiered system of support that is aligned to curriculum and instruction: The literacy plan focuses on the core reading curriculum, which includes standards, student learning targets, research based instruction on literacy skills and strategies, resources and standards based assessments. Formative and summative data is used to make instructional decisions for all students and to determine specific intervention needs.
  3. Assessments: Schools will implement an on-going assessment plan, which includes formative and summative measures.
  4. Job-embedded professional learning: Principals and district instructional staff will support Professional Learning Communities (PLCs) with embedded professional learning using coaching and modeling of effective literacy instruction.
  5. Family and community partnerships: Parents will be able to help support the school literacy plan by participation in activities, meetings, and communications about their child’s progress.
The Mounds View School District local literacy plan is a work in progress and serves as a blueprint to outline the district’s commitment to reading instruction in PreK-3. It will allow for documentation of how well the schools are doing in providing high quality reading instruction.
 

1. Instructional Leadership At All Levels

 
 District Elementary School
 Early Childhood
  • Superintendent
  • Deputy Superintendent
  • Curriculum Director
  • Special Education Director
  •  Principal
  • Early Childhood Program Manager
  • Early Childhood Special Education Lead Teacher
District Instructional Leadership Team:
  • Curriculum Coordinator
  • Technology Integration Specialist
  • Assistant Director of Assessment
  • Professional Learning Coordinator
  • Literacy Coach
  • ISF (Instructional Strategies Facilitator)
  • BILT (Building Instructional Leadership Team)
  • Media Specialists
  • Classroom Teachers
  • Reading Interventionists
  • Classroom Teachers
  • Media Specialist
  • Weekly Meetings
  • Weekly Leadership meetings
  • PLC meetings
  • ISIIP Process (School Improvement Plan)
  • Staff Meetings
  • Weekly Newsletter


2. Multi-tiered System of Support that is Aligned to Curriculum and Instruction

 
Reading instruction is consistently implemented throughout PreK-Grade 3. Mounds View school district’s scientifically based reading instruction is based on the Minnesota English Language Arts Standards and District common assessments. A digital curriculum map for each course is available in Eclipse. Parents, teachers, students and administration have access to the specific course work including resources and assessments.

Three Tier Instructional Plan
 PreK-3 Regular Classroom Targeted InterventionIntensive Intervention 
Learners
All students
Students scoring below target on a screening measure -generally 20-30 % of students. 
Students scoring significantly low on a screening measure and are not showing growth in target areas-generally only 5-10 % of students.
Instructional leaders
PreK: Regular Ed and Special Ed teacher
 
K-3: Classroom teachers
 
PreK: Regular Ed, Special Ed and trained support staff

K-3: Literacy Coach, Intervention teachers, special education teachers and trained support staff.
PreK: Regular Ed, Special Ed and trained support staff

K-3: Literacy coach, intervention teachers and special education teachers.
Time AllocationPreK: 20-45 minutes (includes large group, small group, free choice time)

K-3: 90 minutes daily of core standards based instruction and guided reading and writing.
PreK: Additional small group instruction 5-10 minutes/day

K-3: Small group intervention that may vary in time and setting depending on student’s need and site.
PreK: One-on-one instruction 3-5 minutes/day

K-3: Additional daily, explicit interventions that will help the student make accelerated growth towards target.
Instructional componentsEssential Components PreK-3:
  • Phonological Awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension
A balance of fiction and non-fiction text using the 2010 Minnesota ELA standards as the guide
PreK-3: Based on the identified need determined by student data and the student’s response to the intervention.

May include intervention for the following components:
  • Phonological Awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension
PreK-3: Intensive, explicit instruction in the component/s determined to be a priority for the student based on data.
Grouping structure
PreK-3: Flexible (whole group, small group).
PreK-3: Small group (3-6 students optimal) based on common intervention need.
PreK-3: one-on-one instruction

Small group or one on one (optimal) based on need.
Instructional program

PreK: MN Indicators of Progress
MN Reading Corps
SEEDS of Emergent Literacy

K-3:
2010 Minnesota Academic Standards for English Language Arts
PreK-3: Explicit instruction using research based materials and strategies to target areas needed to be on track to read well by 3rd grade as determined by student data.PreK-3: Explicit instruction using research based materials and strategies to accelerate growth in targeted areas as identified by student data.
Instructional Materials
PreK:
Jolly Phonics
Letter People
Houghton-Mifflin Pre-K
Thematic Lessons
Big 5 Emergent Literacy Skills

K-3:
Core Curriculum materials
Guided reading materials
Mounds View Writing Framework
PreK: Based on student need and response to intervention.

K-3:
Research based programs and strategies that may include, but are not limited to the following:
  • Jolly Phonics
  • Phonological Awareness: The Skills they Need to Succeed by Michael Heggerty
  • SPIRE
  • Read Naturally
  • Soar to Success
  • Orton-Gillingham
  • Reading A-Z/ RAZ kids
  • OGRE: Reading Enrichment
  • Scholastic System 44
Based on student need and response to intervention.
PreK: Based on student need and response to intervention.
 
K-3:
Research based programs and strategies that may include but are not limited to the following:
  • Edmark
  • Great Leaps
  • Orton-Gillingham
  • Scholastic System 44
Based on student need and response to intervention.
Professional Development
PreK: Program wide professional learning on using explicit and embedded instruction using core curriculum, following a MN Reading Corps Literacy rich Schedule, SEEDS and the revised IGDI’s.

K-3:
District wide professional learning on implementing the Common Core standards, guided reading, reading strategies, Writing framework, non-fiction reading strategies and intervention strategies.
PreK-3: Provide professional learning for all staff on research based programs and strategies, implementation of interventions with fidelity, and assessment. Provide on-going support and coaching of staff to ensure high levels of training and best practices.
PreK-3: Provide professional learning and training for staff on research based programs and strategies. Provide on-going support and coaching for staff to ensure that interventions are being delivered with fidelity and where further support is needed.
Progress Monitoring
PreK: Benchmark assessments for all students 3 times a year using the IGDI’s.

K-3:
  • Benchmark Assessments for all students-3 times a year-AimsWeb (specific assessments vary by grade level K-3-S see Matrix)
  • Common formative assessments 2-4 times a year (grades 1-3).
  • NWEA assessments (frequency varies by grade level and site)
  • MCA (grade 3)
PreK:
  • Benchmark assessments for all students 3 times a year using the IGDI’s.
  • Progress monitoring done every 4 weeks
K-3:
  • Benchmark assessments -3 times a year.
  • Progress monitoring every other week.
  • Diagnostic Assessments (may vary by site and grade level to help determine student needs for intervention).
PreK:
  • Benchmark assessments for all students 3 times a year using the IGDI’s.
  • Progress monitoring done every 4 weeks.

K-3:
  • Benchmark assessment-3 times a year.
  • Progress monitoring weekly to assess intervention efficacy.
  • Diagnostic assessment
(may vary by site and student)
 
Mounds View schools are committed to recognizing students’ diverse needs in all school settings. The school climates are supportive and instruction is tailored to meet the needs of culturally and linguistically diverse students. Improving the academic performance of students from non-English backgrounds requires a focus on the prevention of failure and on early intervention for struggling learners. For more information on the English Language Learner program, please click here.

3. Assessments

 
Click here for the Reading Well by 3rd Grade Assessment Matrix.

4. Job-Embedded Professional Learning

  • Professional Learning Communities collaborate across each building at regular intervals to discuss student learning, data, instruction, assessment, and interventions around literacy.
  • Professional learning needs are determined by the PLC at each site and supported by site level leaders and District Instructional Support Team.
  • Professional Learning Communities and District Instructional Support Team use student data to determine specific professional learning objectives to increase student learning.
  • Teachers collaborate across the district on specified days to take part in professional learning opportunities, share strategies and work on literacy curriculum and assessment.
  • Teachers and staff meet on instructional collaboration days throughout the year to take part in professional learning opportunities supported by building and district instructional leadership teams and expert resources.
  • Teachers and support staff receive training and support in literacy practices and strategies at the building and district level during summer trainings, new teacher workshop, and as needed.
  • A District instructional Support Team is in place to provide instructional coaching, job embedded professional learning and reading intervention support.
  • There is a district Curriculum, Instruction, and Assessment website to help provide consistent, standards based, literacy instruction for all students and teachers.
  • PD 360 as an online resource for district instructional leadership team.
Literacy Professional Learning Goals:  District initiatives are established each year and outlined in the District Operational Plan (DOP).

5. Family and Community Partnerships

Parents are an important component to their students’ literacy growth. The schools are a resource for parents to help their student become a better reader. The teachers share timely, meaningful information with parents about their child’s progress. Parents support the school literacy program by participation in activities, meetings, communications and assignments.
The district and each school maintain a website to ensure strong communication within the school community. District and School Test Scores, Content Area Curriculum Maps, and links to the English Language Learners and Early Childhood web pages can be found on the Mounds View School District website. School Talk, the district wide quarterly publication, keeps Mounds View parents and community informed of events taking place.

All families will receive information about the progress of their student/s at the conclusion of each school year. A summary of district and school proficiency data will be submitted to the Minnesota Department of Education.

The following is a list of parent supports for communication and participation at individual district elementary schools.
  • Back to School Nights
  • Parent Discussion Groups (PreK)
  • Weekly Newsletters
  • EC Extra (monthly newsletter sent home to program participants) (pre-K)
  • Teacher/Parent telephone communication
  • Emails
  • Communication Nights
  • ECLIPSE, the curriculum management tool
  • School View (student communication system)
  • Teacher web pages
  • Literacy nights
  • Family Nights
  • Early Childhood Website
  • English Language Learner webpage
  • CPY (Community Partners in Youth)
  • Reading Buddies
  • Mentor Program
Mounds View Schools are committed to helping all students to Read Well by 3rd Grade. It is our mission to provide the leadership, quality instruction, informative assessment and professional learning to help students achieve this. Partnering with families and the community, we will continue to work towards this goal as our plan continues to evolve.
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