reading well final 2015-16 - stillwater area public schools ·...

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Reading!Well!by!Third!Grade!

District'834'Implementation'Plan'''''201582016'

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Malinda!Lansfeldt!Executive!Director!of!Learning!Services!and!Elementary!Education!!Karen!Latterell!Literacy!Curriculum!Lead!and!Intervention!Coordinator

Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!

This!page!intentionally!left!blank.

Stillwater!Area!Public!Schools!Reading'Well'by'Third'Grade'

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Table&of&Contents&!

Table!of!Contents!..........................................................................................................................................!i!

Goals!and!Objectives!....................................................................................................................................!1!

Assessment!Process!.....................................................................................................................................!3!

Universal*Screening*Program!...................................................................................................................!4!

Diagnostic*Assessment!.............................................................................................................................!5!

Progress*Monitoring!.................................................................................................................................!6!

Formative*Assessments!............................................................................................................................!6!

Summative*Assessments!..........................................................................................................................!7!

Parent!Notification!and!Involvement!...........................................................................................................!8!

Communication*of*Assessment*Data!........................................................................................................!8!

Communication*of*Classroom*Progress!....................................................................................................!8!

Communication*of*Intervention*Progress!.................................................................................................!8!

Communication*of*School*and*District*Opportunities*for*Involvement!....................................................!9!

Communication*of*Opportunities*to*Support*Child*Development!............................................................!9!

Intervention!and!Instructional!Supports!....................................................................................................!11!

Alignment*of*Core*Instruction*(Tier*I)!.....................................................................................................!11!

MultiATiered*System*of*Support*(MTSS)!.................................................................................................!11!

Intervention*Opportunities*(Tiers*I,*II,*and*III)!........................................................................................!12!

Using*Data*to*Determine*Intervention!...................................................................................................!13!

Professional!Development!on!Scientifically<based!Reading!Instruction!(SBRI)!..........................................!14!

Alignment*and*Collaboration*with*Statutory*Requirements!..................................................................!14!

DistrictAWide*Professional*Development*Alignment!..............................................................................!14!

JobAEmbedded*Professional*Development!.............................................................................................!15!

Use*of*Student*and*Teacher*Performance*Data*to*Inform*Professional*Development!..........................!15!

Curriculum!and!Instruction!........................................................................................................................!17!

Horizontal*and*Vertical*Curriculum*Alignment!.......................................................................................!17!

Curriculum*Resources!.............................................................................................................................!17!

Alignment*and*Collaboration*with*Statutory*Requirements!..................................................................!17!


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Student!Support!System!for!EL!Learners!....................................................................................................!18!

Professional*Development*for*teachers*of*English*Learners!..................................................................!18!

Professional*Development*for*General*Education*teachers!...................................................................!18!

Communication!System!for!Annual!Reporting!...........................................................................................!19!

Systems*Accountability!...........................................................................................................................!19!

Students*Results*Policy!...........................................................................................................................!19!

Appendices!.................................................................................................................................................!20!

Appendix*A:**District*Mission!..................................................................................................................!20!

Appendix*B:**Philosophy*and*Beliefs*in*Language*Arts!...........................................................................!20!

Appendix(C:((Stillwater(Area(Public(Schools(Reading(Screening(Assessment(Protocol!.......................!21!

Appendix(D:((Stillwater(Area(Public(Schools(Expectations(in(Reading(Instruction!.............................!22!

Daily!Literacy!(Reading!and!Writing)!Instruction!................................................................................!22!

Balanced!Literacy!...............................................................................................................................!22!

Curriculum!Maps!and!the!Common!Core!...........................................................................................!23!

Independent!Reading!(In!School)!.......................................................................................................!23!

At<home!Reading!................................................................................................................................!23!

Common!Quarterly!Benchmark!Assessments!....................................................................................!23!

Running!Records!................................................................................................................................!24!

Appendix(E:((Stillwater(Area(Public(Schools(Parent(Permission(for(Interventions!.............................!25!

Appendix(F:((Reading(Well(by(Third(Grade(Planning(and(Review(Committee!.....................................!33!

Committee(Members!..........................................................................................................................!33!

Meeting*Schedule*for*2015A2016*School*Year!....................................................................................!33!

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Goals&and&Objectives&

District!Philosophy!on!Reading!

Reading!development!is!one!of!the!most!important!goals!of!Stillwater!Area!Public!Schools.!!Every!staff!

member!is!committed!to!building!and!sustaining!a!district<wide!culture!in!which!high<quality!reading!

instruction!for!all!students!is!our!most!important!priority.!!

District!Reading!Goal!

Our!primary!reading!goals!are!to!!

• Help!every!child!read!at!grade!level!or!above!by!third!grade.!

• Work!collaboratively!across!grade!levels!and!subject!areas!to!develop!proficient!readers.!

Defining!Reading!Proficiency!

As!described!in!the!2010!Minnesota!Academic!Standards!for!English!Language!Arts!K<12,!Stillwater!Area!

Public!Schools!aim!to!support!and!guide!students!in!attaining!capacities!of!a!literate!individual.!!The!

following!descriptions!offer!a!portrait!of!students!who!are!literate!and!proficient.!

• They!demonstrate!independence;!they!can!comprehend!and!evaluate!complex!texts.!

• They!build!strong!content!knowledge!by!becoming!proficient!readers!across!a!range!of!subject!

areas.!

• They!respond!and!adapt!to!the!varying!demands!of!audience,!task,!purpose,!and!discipline.!

• They!comprehend!and!evaluate!an!author’s!message,!the!veracity!of!an!author’s!claims,!and!the!

soundness!of!an!author’s!reasoning.!

• They!value!evidence!and!can!cite!specific!evidence!when!offering!an!interpretation!of!a!text.!

• They!use!technology!and!digital!media!strategically!and!capably,!employing!technology!

thoughtfully!to!enhance!reading.!

• They!understand!other!perspectives!and!cultures,!and!appreciate!that!the!21st!!century!

classroom!and!workplace!are!settings!of!people!who!represent!diverse!experiences!and!

perspectives.!

Objectives!

To!ensure!attainment!of!our!goals,!all!parts!of!this!plan!will:!

• Align!with!the!Mission*and*Beliefs*of*Stillwater*Area*Public*Schools!(Appendix!A).!• Align!with!the!Philosophy*and*Beliefs*Statements!developed!by!the!Literacy!and!Language!Arts!

Curriculum!Review!Committee!(Appendix!B).!

• Align!with!the!2010!Minnesota!Academic!Standards!in!the!English!Language!Arts!K<12.!


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• Address!the!tasks!in!the!Minnesota!Blueprint!for!Literacy,!using!it!as!the!foundation!of!the!

District!834!plan.!

• Include!all!requirements!as!stipulated!in!MN!Statute!120B.12,!which!articulates!the!following:!

o Determine!a!process!to!assess!students’!levels!of!proficiency.!

o Notify!and!involve!parents.!

o Intervene!with!students!who!are!not!reading!at!or!above!grade!level.!

o Identify!staff!development!needs.!

• Evaluate!Stillwater!Area!Public!Schools’!progress!on!the!core!components!for!local!literacy!plans!

as!recommended!by!the!Minnesota!Department!of!Education.!!

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Assessment&Process&!

Assessment!plays!an!important!role!in!the!Stillwater!Area!Public!Schools’!Literacy!Plan!and!is!a!key!

component!in!our!Multi<Tiered!System!of!Support.!!In!order!to!adequately!address!requirements!set!in!

place!by!MN!Statute!120.12B,!several!tiers!of!assessment!are!in!place!(Figure!I!and!Appendix!C).!!These!

assessments!facilitate:!

• Assessment!of!students’!levels!of!proficiency.!

• Communication!with!and!involvement!of!parents.!

• Intervention!with!students!who!are!not!reading!at!or!above!grade!level.!

• Identification!of!staff!development!needs.!

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! Fall'

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Winter' Spring'

FAST'

earlyReading'FAST'

aReading'FAST'

earlyReading'FAST'

aReading'FAST'

earlyReading'FAST'

aReading'MCA'

Kindergarten' Concepts!of!

Print,!!

Onset!Sounds,!Letter!Names,!

Letter!Sounds!

! Onset!Sounds,!

Letter!Sounds,!!

Word!Segmenting,!

Decodable!

Words!

! Letter!Sounds,!!

Word!

Segmenting,!Decodable!

Words,!

Sight!Words!

! !

Grade'1' Word!

Segmenting,!

Decodable!

Words,!Sight!Words,!

Sentence!

Reading!

! Word!

Segmenting,!

Decodable!


CBM!Reading!

! Word!

Segmenting,!

Decodable!


CBM!Reading!

! !

Grade'2' CBM!Reading! All!grade!2!

students!

<40th!percentile!

ORF!

<40th!

percentile!!

CBM!Reading! All!grade!2!

students!

!

Grade'3' ! All!grade!3!

students!

<40th!percentile!

ORF!

<40th!

percentile!

!

! All!grade!3!

students!

All!grade!3!

students!


students!

<40th!percentile!

ORF!

<40th!

percentile!!

! All!grade!4!

students!

All!grade!4!

students!


students!

<40th!percentile!

ORF!

<40th!

percentile!

!

! All!grade!5!

students!

All!grade!5!

students!

Grade'6' ! All!grade!6!students!

<40th!percentile!ORF!

<40th!percentile!

!

! All!grade!6!students!

All!grade!6!students!

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Figure'1'Stillwater'Area'Public'Schools'Reading'Screening'Assessment'Protocol!


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Universal(Screening(Program(Stillwater!Area!Public!Schools’!Universal!Screening!Program!serves!many!purposes.!!Its!primary!goal!is!to!

screen!all!students!to!determine!learning!status,!and!in!some!cases!it!is!used!to!pinpoint!the!need!for!

additional!assessment!to!determine!placement!in!a!Multi<Tiered!System!of!Support.!!As!a!part!of!this!

process,!the!information!generated!by!Universal!Screening!also!aids!us!in!communicating!student!

progress!and!student!needs!to!parents.!

At!the!classroom!level,!teachers!find!the!Universal!Screening!Program!beneficial,!as!it!provides!

diagnostic!information!to!help!drive!instruction!and!to!aid!in!determining!flexible!grouping.!

From!the!administrative!perspective,!data!generated!from!the!Universal!Screening!Program!allows!us!to!

track!longitudinal!growth!over!time,!to!predict!future!Minnesota!Comprehensive!Assessment!(MCA)!

performance,!and!to!make!national!comparisons.!!These!different!modes!of!analyzing!our!Universal!

Screening!data!allow!us!to!recognize!what!we!are!doing!well!in!programming,!curriculum,!and!

instruction,!and!to!focus!on!areas!for!growth!in!these!areas.!

Finally,!Universal!Screening!provides!us!with!information!to!keep!our!stakeholders!(students,!teachers,!

parents,!administration,!board,!community)!informed!of!student!and!overall!school/district!achievement!

status.!!

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For!the!2015<2016!school!year,!we!will!use!the!Individual!Growth!and!Development!(IGDI)!Assessment!

for!4<year<old!preschool!students,!and!FAST!Curriculum<Based!Measurement!(CBM)!earlyReading!!and!FAST!Computer!Adaptive!Tests!(CAT)!aReading!for!elementary!students.!!Results!include!local!through!

national!norms,!as!well!as!growth!percentile!rank,!and!risk!status.!!Results!are!immediate,!and!reports!

are!easily!accessed!and!shared.!!See!Figure!1!for!a!more!detailed!look!at!our!Reading!Assessment!

Protocol.!!

In!grades!kindergarten!through!grade!2,!assessment!teams!work!alongside!classroom!teachers!to!screen!

all!students!using!one<to<one!FAST!earlyReading!screeners.!!!!Classroom!teachers!in!grades!2<6!assess!

students!using!FAST!aReading.!!Initial!screenings!begin!no!later!than!the!second!week!of!school.!

Teachers!in!grades!3<6!will!have!access!to!FAST!CBM!reading!passages!if!they!would!like!to!monitor!oral!

reading!fluency!in!addition!to!comprehension.!!!

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Diagnostic(Assessment(Diagnostic!assessments!are!a!way!for!teachers!and!interventionists!to!drill!deeper!into!student!reading!

needs!and!to!tailor!instruction!to!meet!individual!student!need.!!!

Oral!Language!Development—!

• IGDIS!for!all!4<year<old!preschool!students!

• Area!of!need!in!K<2!

• Running!Records!

Phonemic!Awareness—!

• IGDIS!for!all!4<year<old!preschool!students!!

• FAST!earlyReading*!Onset!Sounds,!Word!Rhyming!

• Orton<Gillingham;!available!to!Reading!Interventionists!

Phonics:!!!


• FAST!earlyReading!Letter!Sounds,!Decodable!Words,!Word!Blending,!Word!Segmenting!

• Orton<Gillingham;!available!to!Reading!Interventionists!

Fluency—!

• FAST!earlyReading!Decodable!Words,!Sight!Words,!Sentence!Reading,!Reading!CBM!

• Orton<Gillingham;!available!to!Reading!Interventionists.!


Vocabulary—!


• District!Common!Quarterly!Benchmark!Assessments;!available!for!all!students!2<6.!

• FAST!aReading;!available!for!all!students!2<6.!• Orton<Gillingham;!available!to!Reading!Interventionists.!


Comprehension—!


• FAST!aReading;!available!for!all!students!2<6.!• Running!Records!

Critical!Reading—!



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Progress(Monitoring(Progress!monitoring!is!used!to!measure!increments!of!growth!to!determine!response!to!interventions.!!!

At!the!preschool!level,!Minnesota!Reading!Corps!members!monitor!progress!of!four<year<olds!who!are!

identified!as!below!target!on!individual!IGDI!measures.!

In!grades!K<2,!all!students!are!screened!three!times!per!year!using!the!FAST!earlyReading!assessments!

indicated!in!Figure!1.!!A!composite!score!is!generated!from!these!subtests,!which!allows!teachers!to!

compare!growth!and!monitor!progress!across!subtests.!!!

This!information!is!also!used!to!determine!the!need!for!Tier!I!whole<class,!Tier!II!small<group!

interventions,!or!Minnesota!Reading!Corps!intervention.!!Once!a!student!demonstrates!a!need!for!any!

tier!of!intervention,!the!teacher!or!interventionist!may!use!any!of!the!twelve!early!literacy!subtests!

available!to!them!through!FAST!earlyReading*as!a!means!for!progress!monitoring!while!the!student!is!

receiving!the!intervention.!

I!grades!2<6,!all!students!are!assessed!using!FAST!aReading!in!the!fall!and!in!the!spring.!!Spring!data!is!compared!to!fall!data!to!determine!growth.!!Starting!in!2016<2017,!data!will!also!be!compared!to!

previous!years!to!determine!a!trajectory!of!growth!or!as!an!indicator!of!need.!

Reading!Interventionists!are!accustomed!to!bi<weekly!progress!monitoring.!!Read!with!Me!

Interventionists!and!Title!I!Reading!Interventionists!use!FAST!earlyReading!and!aReading!every!two!weeks!for!progress!monitoring.!!Additionally,!they!use!Heinemann!Leveled!Literacy!Intervention!

Assessments!monthly!as!a!progress!monitoring!tool.!!!

Formative(Assessments(At!the!pre<K!level,!teachers!use!Teaching!Strategies!Gold!to!formatively!assess!students!in!the!areas!of!

phonological!awareness,!alphabetic!knowledge,!concepts!of!print,!comprehension!of!oral!language,!and!

emergent!writing!skills.!

District<created!formative!assessments!in!reading!are!completed!for!grades!1!through!5.!!Each!formative!

assessment!is!standards!based!and!is!linked!to!Stillwater!Schools’!Curriculum!Maps!in!Literacy.!!District<

wide!use!of!common!formative!assessments!as!a!means!to!determine!concept!mastery!or!need!for!

additional!instruction!is!in!its!early!stages,!so!is!an!area!of!growth.!!Thorough!implementation!exists,!

however,!in!pockets!around!the!district.!

Running!records!are!also!being!used!across!the!district!as!a!means!to!individualize!instruction!and!to!

monitor!student!growth.!!Instructional!Coaches!have!trained!teaching!staff!and!have!provided!on<going,!

individualized!support!for!teachers!in!their!learning!and!implementation.!!The!expectation!for!the!2015<

2016!school!year!is!that!all!teachers!complete!at!least!one!formal!running!record!in!the!fall!and!spring!

using!materials!from!The!Reading!Writing!Project!(Columbia!University!Teacher!College).!!Teachers!can!

then!use!this!information!in!their!classroom!as!a!way!to!guide!students!to!appropriate!resources,!to!

individualize!instruction,!and!to!communicate!strengths!and!needs!to!the!following!year’s!teacher.!!


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District!staff!is!working!on!a!means!to!collect!running!record!data!to!make!it!easily!accessible!to!the!

following!year’s!teacher.!

&Summative(Assessments(Common!Quarterly!Benchmark!Assessments!(CQBA),!which!are!standards<based!and!tied!to!the!

Stillwater!Schools’!Curriculum!Maps,!serve!three!primary!roles:!!

• to!assess!students’!level!of!achievement!on!standards,!

• to!help!teachers!evaluate!their!instruction,!

• to!facilitate!collaborative!professional!development!among!teachers.!

In!addition!to!these!three!roles,!CQBA!allow!the!district!to!determine!district<wide!curricular!and!

professional!development!needs.!

CQBA!are!complete!for!grades!2<6.!!All!teachers!will!be!expected!to!administer!CQBA!during!a!specified!

time!frame!at!the!end!of!each!quarter!so!that!results!are!timely!for!use!in!Professional!Learning!

Communities.


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Parent&Notification&and&Involvement&

Communication(of(Assessment(Data(Individual!parents!are!notified!of!universal!screening!results!only!when!a!student!qualifies!for!an!

intervention.!!Parents!are!notified!of!a!student’s!qualification!for!services!and!of!a!student’s!completion!

of!services!by!letter!(Appendix!E),!and!if!needed,!by!phone!or!by!an!arranged!conference.!

Progress!monitoring!results!for!the!general!student!population!are!communicated!during!fall!parent<

teacher!conferences.!!Results!are!also!available!through!a!parent!portal!to!Illuminate!Data!and!

Assessment!(DnA).!

Common!Quarterly!Benchmark!Assessments!(CQBA),!which!are!standards<based!and!aligned!with!grade<

level!curriculum,!are!in!place!for!grades!2<6.!!These!results!are!also!available!through!a!parent!portal!to!

DnA.!!!

General!classroom!assessments!are!sent!home!periodically!with!students’!Friday!Folders!and!are!shared!

at!fall!and!spring!parent<teacher!conferences.!

Communication(of(Classroom(Progress(Classroom!teachers!are!in!the!practice!of!sending!home!weekly!classroom!updates;!however,!they!may!

occur!every!two!weeks!depending!on!schedules.!!Updates!generally!include!curricular!focus,!upcoming!

assignments!and!assessments,!important!classroom!activities!(i.e.,!class!performances!or!field!trips),!and!

classroom!volunteer!opportunities.!

Elementary!Parent<Teacher!Conferences!are!scheduled!in!the!fall!and!in!the!spring.!!Options!are!

available!during!the!day!and!during!the!evening!so!that!parents!can!schedule!at!their!convenience.!!

Elementary!fall!conferences!are!scheduled!for!October!9th!during!the!day,!and!October!12th!and!13th!

during!the!evening.!!Spring!conferences!are!scheduled!February!12th!during!the!afternoon,!and!

February!16th!and!18th!in!the!evening.!!Individual!conferences!outside!of!these!days!may!be!scheduled!to!

accommodate!families’!schedules.!

Contact!with!individual!parents!is!made!on!an!as<needed!basis.!!Both!positive!and!needs<based!

communications!are!encouraged.!

Communication(of(Intervention(Progress(Reading!Interventionists!use!FAST!earlyReading!as!their!bi<weekly!progress!monitoring!tool.!!In!addition!

to!FAST!progress!monitoring,!Reading!Interventionists!conduct!monthly!running!records!checks.!

Each!reading!interventionist!has!a!home<school!communication!system!in!place.!!Communication!folders!

are!sent!home!with!students,!at!a!minimum,!each!week!with!homework!and!program!updates.!!When!

available!(bi<weekly),!interventionists!include!updates!on!progress!monitoring.!!


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Communication(of(School(and(District(Opportunities(for(Involvement(The!Stillwater!Area!Public!Schools’!Communications!and!Marketing!Department!has!several!avenues!in!

place!for!parent!and!community!communication.!!This!department!publishes!a!print!newsletter,!which!is!

distributed!four!times!each!year,!and!an!e<news!email,!which!is!distributed!weekly.!!In!addition!to!these!

two!direct!lines!of!communication,!the!Communications!and!Marketing!Department!maintains!the!

district!website,!a!Facebook!account,!and!a!Twitter!account.!!District!updates!also!appear!on!the!local!

cable!television!bulletin!board.!!

In!our!Early!Childhood!and!Family!Center,!parents!are!invited!to!parent!involvement!activities!eight!

times!each!school!year.!

Communication!at!the!building!level!takes!place!via!a!school!newsletter!and!school!webpages.!!Each!of!

our!nine!elementary!schools,!as!well!as!our!Early!Childhood!Family!Center,!sends!out!a!weekly!parent!

newsletter.!!Newsletters!are!sent!out!primarily!via!e<mail!and!include!updates!on!building!activities,!and,!

when!appropriate,!building<level!volunteer!opportunities.!!During!building!tours,!back<to<school!night,!

and!parent!teacher!conferences,!parents!are!actively!recruited!to!sign!up!for!the!building!newsletter.!!!

Volunteer!opportunities!are!communicated!via!building!newsletters!or!through!building<specific!Parent<

Teacher!Associations;!whereas!classroom!opportunities!for!volunteering!are!communicated!through!the!

classroom!newsletter!or!individual!fliers!sent!home!with!students.!At!the!district!level,!we!coordinate!

with!Community!Thread!(www.communitythreadmn.org)!to!bring!district!and!community!volunteers!

together.!!Mandatory!background!checks!are!required!for!all!volunteers.!!!

Finally,!a!unique!program!run!through!our!Office!of!Equity!and!Integration!works!to!inform!and!involve!

parents!at!the!elementary!level.!!This!PATH!Program!(Partnership!in!Achievement!and!Transition!to!

Higher!Learning)!is!designed!to!facilitate!parent!engagement!in!a!child’s!education!by!informing!parents!

about!our!school!systems!and!empowering!them!to!take!an!active!role!in!their!child’s!learning.!!More!

detailed!information!follows!in!the!section!“Communication!of!Opportunities!to!Support!Child!

Development.”!

Communication(of(Opportunities(to(Support(Child(Development((The!PATH!Program!(Partnership!in!Achievement!and!Transition!to!Higher!Learning),!run!by!our!Office!of!

Equity!and!Integration,!is!divided!into!four!curriculums:!Preschool,!Elementary,!Middle!and!High!School.!!

Each!of!these!curriculums!addresses!the!specific!needs!of!students!at!each!of!these!four!levels.!!!

At!this!time,!the!district!currently!has!staff!trained!to!run!the!program!at!all!of!our!Title!I!elementary!

schools,!and!our!Early!Childhood!Family!Center,!and!has!completed!three!cohorts!utilizing!this!

methodology!(two!in!preschool!and!one!group,!conducted!in!Spanish!at!Lake!Elmo!Elementary!with!

Latino!families).!!Parents!are!recruited!by!building!staff,!and!they!are!asked!to!commit!to!attending!six!

weekly!sessions!that!are!1.5!hours!in!length.!

!The!preschool!curriculum!is!designed!to!engage!parents!in!a!conversation!about!school!readiness,!and!

their!role!in!preparing!their!child!for!kindergarten.!!The!curriculum!teaches!parents!strategies!for!

fostering!Early!Literacy!and!Math.!!The!Literacy!skills!it!focuses!on!are:!Vocabulary!building,!phonemic!


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awareness!(Rhyming!and!Alliteration),!and!print!concepts.!!In!addition,!it!stresses!the!importance!of!

reading!with!children!regularly!at!home.!!The!elementary!curriculum!clarifies!the!language!about!

academic!standards,!teaches!parents!about!the!importance!of!parent<teacher!conferences,!clarifies!the!

coding!on!our!report!cards!and!reinforces!the!importance!of!open!and!honest!communication!with!

schools!about!student!progress.!In!addition,!it!establishes!a!connection!between!academic!achievement!

and!positive!discipline,!self<esteem,!and!providing!structures!in!the!home!(like!a!quiet!space!for!

homework,!and!early!bed!time,!etc.)!that!allow!students!to!maximize!their!own!academic!potential.!!The!

middle!and!high!school!curriculums!are!geared!toward!college!readiness.!!Specifically,!parents!learn!

about!the!role!of!the!guidance!counselor,!they!are!taught!about!the!concept!of!academic!rigor,!they!are!

taught!how!to!calculate!a!student’s!GPA,!and!they!are!coached!about!how!to!advocate!for!their!student!

within!the!school!building.!

During!2014<2015!the!district!shared!the!preschool!curriculum!with!18!families!from!our!adult!ELL!

program.!!These!families!come!from!13!different!countries!and!10!different!languages.!!Additionally,!the!

Middle!School!curriculum!was!shared!in!Spanish!with!Latino!families!whose!children!are!attending!Oak<

Land!Junior!High.!!Finally,!the!elementary!curriculum!was!shared!in!English!with!multicultural!groups!of!

parents!at!Oak!Park!Elementary,!Lily!Lake,!and!Afton—Lakeland.!

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Intervention&and&Instructional&Supports&

Alignment(of(Core(Instruction((Tier(I)(((The!attached!(Appendix!C)!Stillwater*Expectations*in*Elementary*Reading*Instruction!provides!expectations!for!teachers!in!the!areas!of!daily!literacy!instruction,!balanced!literacy,!curriculum!maps!

and!the!Common!Core!standards,!independent!and!at<home!reading!expectations,!Common!Quarterly!

Benchmark!Assessments,!and!running!records.!

Stillwater’s!Curriculum!Maps,!which!are!aligned!to!the!2010!Minnesota!Academic!Standards!in!English!

Language!Arts,!are!in!place!for!grades!K<6.!!All!teachers!are!expected!to!follow!the!curriculum!maps!to!

ensure!equity!of!instruction!for!all!students!district<wide.!!Pacing!changes!are!acceptable,!within!reason,!

so!that!teachers!may!meet!the!needs!of!their!students.!!Review!and!revision!of!Stillwater’s!Curriculum!

Maps!and!the!associated!Common!Quarterly!Benchmark!Assessments!are!ongoing.!

The!transition!to!a!balanced!literacy!model!completed!its!second!year.!!During!July!2013,!teachers!had!

the!opportunity!for!intensive!training!in!reading!workshop.!!Instructional!Coaches!provided!training!in!

balanced!literacy!throughout!the!year!at!the!building!level.!!Teachers!had!another!opportunity!for!

reading!workshop,!Daily!5/CAFÉ!,!and!writing!workshop!training!during!Summer!Institute!2014.!!During!

Summer!Institute!2015,!teachers!have!the!opportunity!to!learn!more!about!assessing!readers!for!

learning,!conferring!with!readers,!and!implementing!guided!reading.!!Instructional!Coaches!have!

provided!and!will!continue!to!provide!ongoing!training!throughout!the!school!year!in!the!area!of!

balanced!literacy.!

During!the!2015<2016!school!year,!professional!development!will!continue!to!focus!on!providing!

teachers!ways!to!differentiate!instruction.!!This!training!will!build!on!the!work!that!we!have!begun!in!the!

area!of!balanced!literacy!and!will!extend!to!other!content!areas!as!well.!

Path!to!Reading!Excellence!in!School!Sites!(PRESS)!Tier!I!and!Tier!II!reading!interventions,!from!the!

Minnesota!Center!for!Reading!Research!at!the!University!of!Minnesota,!will!help!us!to!address!needs!in!

early!reading!skills!in!K<2.!!All!K<2!teachers!and!elementary!interventionists!will!be!trained!in!PRESS!in!

August.!

Fluency,!vocabulary!development,!and!comprehension!instruction!are!currently!in!place!and!will!be!

enhanced!using!the!balanced!literacy!framework,!differentiation,!and!gradual!release!of!responsibility.!!

Instructional!Coaches!will!be!delivering!professional!development!in!the!classroom,!at!the!building!level,!

and!district<wide!in!support!of!developing!these!instructional!skills.!

Oral!language!development!and!critical!thinking,!while!in!place,!are!not!formally!tracked.!!Elementary!

teachers!engage!students!in!opportunities!for!play!and!problem!solving!throughout!the!day.!!Formalizing!

expectations!and!adding!additional!grade<appropriate!professional!development!is!an!area!of!need.!

MultiJTiered(System(of(Support((MTSS)(We!are!currently!developing!protocols!for!our!Multi<Tiered!System!of!Support.!!Many!of!the!pieces!are!

in!place!and!a!team!has!been!formed!to!formalize!the!systems.!!Ultimately,!our!district’s!goal!is!to!utilize!


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a!comprehensive!system!of!Learning!Supports!that!incorporates!a!multi<tiered!system!of!support!

protocol.!!Through!this!system,!our!buildings!will!look!at!academic!interventions!alongside!social,!

emotional,!and!behavioral!needs!and!concerns.!!School!social!workers!and!school!psychologists!will!loop!

into!Professional!Learning!Community!meetings!on!a!monthly!basis!to!identify,!discuss!and!track!

students!who!are!not!performing!at!grade!level.!!The!teams!will!then!take!this!multi<tiered!systems!

approach!to!implement!individual!response<to<intervention!plans.!

Academic!interventions!are!determined!during!the!universal!screening!process!in!the!fall.!!After!the!

universal!screening!process!is!completed,!interventionists!meet!with!K<2!teachers!to!plan!Tier!I!class<

wide!interventions!or!Tier!II!small<group!interventions!using!PRESS!reading!interventions.!!These!in<class!

interventions!will!run!daily!for!10<12!days.!!Students!will!be!re<assessed!in!the!area!of!need!using!the!

FAST!earlyReading!progress!monitoring!tool!appropriate!for!the!skill.!!After!a!review!of!the!progress!

monitoring!data,!interventions!can!be!adjusted!at!that!point!in!time!and!begin!again.!!!

Students!demonstrating!intensive!need!will!be!scheduled!for!pull<out!intensive!intervention!with!a!

trained!reading!interventionist.!!These!students!will!work!with!an!interventionist!4<5!days!per!week!in!

groups!of!3<4!students.!!Interventionists!will!progress!monitor!bi<weekly!using!FAST!earlyReading!and!monthly!using!Heinemann!Benchmark!Assessment!System!Running!Records.!

Our!goal!is!to!have!a!system!in!place!where!students!are!effectively!monitored!for!improvement!or!for!

additional!intervention!needs.!!!

The!Stillwater!Schools!MTSS!System!also!includes!programming!for!gifted!students.!!In!order!to!qualify!

for!programming,!students!must!first!take!the!Cognitive!Abilities!Test!(CogAT).!!!Students!are!invited!to!

take!the!CogAT!based!on!their!district!achievement!test!score!of!>91%.!!Parents!and/or!teachers!can!also!

request!testing!for!any!student.!!After!parent!permission!is!received,!students!are!tested!in!small,!grade<

alike!groups!by!a!trained!proctor.!!Tests!are!sent!externally!to!be!scored.!!Students!who!have!CogAT!

scores!of!>139!accompanied!by!high!achievement!scores!are!invited!to!our!GATE!school,!which!is!a!

school!for!highly!gifted!within!a!district!elementary!school!(Oak!Park!Elementary).!!Classroom!teachers!

across!the!district!examine!their!grade!level!scores!to!determine!gifted!cluster!placement.!!Students!with!

qualifying!academic!and!ability!scores!will!be!considered!for!a!cluster!placement!within!their!regular!

classroom.!!These!students!are!clustered!with!peers!of!similar!intellectual!ability,!and!are!given!more!

opportunities!to!go!deeper!within!a!concept!or!topic.!

Intervention(Opportunities((Tiers(I,(II,(and(III)(Elementary!principals!are!committed!to!scheduling!intervention!opportunities!outside!of!core!

instructional!times.!!The!goal!is!to!support!all!teachers!within!the!classroom!setting!and!to!support!

services!with!differentiation!training!to!allow!for!best!practice!intervention!and!enrichment!

opportunities.!

Tier'I:!!The!district!is!in!the!process!of!training!teachers!in!balanced!literacy!and!in!instructional!

frameworks!to!support!balanced!literacy.!!In!these!frameworks,!teachers!are!able!to!individualize!

instruction!through!flexible!and!fluid!grouping!as!determined!by!student!need,!through!small!group!or!


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one<to<one!instruction,!and!through!student!self<selection!of!‘just<right!books.’!!These!frameworks!also!

allow!time!for!observation!and!informal!assessments,!so!teachers!are!able!to!make!more!informed!

decisions!about!students’!needs.!

In!addition!to!core!literacy!instruction,!classes!that!demonstrate!significant!need!will!receive!a!class<

wide!intervention!using!PRESS!analysis!of!screening!data!and!appropriate,!targeted,!class<wide!

intervention!activities.!!!

Tier'II:!!!Each!of!our!elementary!buildings,!as!well!as!our!Early!Childhood!and!Family!Center,!has!applied!

for!a!Minnesota!Reading!Corps!(MRC)!tutor!for!the!2016<2016!school!year.!!These!MRC!tutors!will!serve!

as!Tier!II!interventionists!in!grades!preK<3!to!provide!students!with!additional!guided!practice!in!reading!

outside!of!classroom!reading!instructional!time.!!Students!who!are!slightly!below!grade!level!will!meet!

with!MRC!tutors!daily!for!approximately!twenty!minutes.!

In!addition!to!intervention!offered!by!MRC!tutors,!classroom!teachers!will!implement!targeted,!Tier!II!

small<group!interventions!using!PRESS!analysis!of!screening!and!benchmarking!data,!and!PRESS!targeted!

intervention!activities.!!!

The!PRESS!reading!intervention!program!and!MRC!intervention!program!will!work!together!to!provide!a!

complementary!Tier!II!program.!

Tier'III:'!Tier!III!reading!intervention!is!supported!by!the!ADSIS!grant!at!each!of!our!nine!elementary!

buildings!in!a!program!called!Read!with!Me!(RWM).!!!!Additionally,!Title!I!funding!provides!for!some!Tier!

III!reading!intervention!in!our!four!Title!I!elementary!buildings,!though!Title!I!funding!is!generally!split!

between!reading!and!math!intervention.!!In!both!cases,!(ADSIS!and!Title!I)!students!in!Tier!III!reading!

intervention!receive!30!minutes!of!instruction!with!groups!of!three!to!five!students!in!addition!to!the!

student’s!classroom!literacy!instruction.!!!

All!Title!I!and!RWM!Reading!Interventionists!will!be!trained!extensively!in!Heinemann’s!Leveled!Literacy!

Intervention,!which!is!supported!by!independent!empirical!research!and!based!on!research!in!fifteen!key!

areas!of!reading!and!instruction.!!Reading!Interventionists!meet!periodically!throughout!the!year!to!

discuss!implementation!and!for!professional!development!through!peer!review.!

Using(Data(to(Determine(Intervention(Each!building!relies!on!data!from!FAST!earlyReading,!FAST!aReading,!and!Minnesota!Comprehensive!

Assessment!to!determine!a!student’s!need!for!intervention.!!Once!students!are!screened,!K<2!teachers!

review!data!using!the!PRESS!analysis!to!determine!the!appropriate!level!and!type!of!intervention.!

Students!in!grades!3<6!are!eligible!for!reading!intervention!if!they!fall!below!the!30th!percentile.!

Over!the!last!few!years,!students!have!been!placed!in!interventions!using!the!‘bottom!up’!method:!Tier!

III!interventionists!fill!intervention!groups!with!the!most!at<risk!students.!!The!addition!of!PRESS!data!

analysis!in!grades!K<2!should!work!to!reduce!the!number!of!students!who!appear!to!need!Tier!III!

interventions.


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Professional&Development&on&Scientifically?based&Reading&Instruction&(SBRI)&

Alignment(and(Collaboration(with(Statutory(Requirements(During!the!2013<2014!school!year,!professional!development!focused!on!how!to!establish!a!framework!

for!balanced!literacy!in!the!classroom.!!Professional!development!during!the!summer!of!2014!and!during!

the!2014<2015!school!year!continued!to!support!frameworks!for!balanced!literacy!instruction.!!In!

addition!to!these!trainings,!teachers!received!differentiation!training!and!support!during!the!school!

year.!!Teachers!have!the!opportunity!to!deepen!their!understanding!of!balanced!literacy!concepts!

during!the!Summer!Institute!2015!and!on!into!the!2015<2016!school!year.!

K<2!teachers!and!interventionists!will!receive!training!in!PRESS!reading!interventions!prior!to!and!during!

the!2015<2016!school!year.!!PRESS!was!developed!and!researched!by!the!Minnesota!Center!for!Reading!

Research!at!the!University!of!Minnesota.!!This!intervention!program!focuses!on!five!pillars!of!a!quality!

reading!program:!quality!core!instruction,!data<based!decision!making,!tiered!interventions,!and!

professional!learning!communities.!!The!program!addresses!four!of!the!“Big!5”!areas!in!reading!

instruction:!phonemic!awareness,!phonics,!fluency,!and!comprehension.!!Under!our!current!

implementation!plan!in!K<2,!we!will!focus!primarily!on!phonemic!awareness,!phonics,!and!fluency,!with!

the!goal!of!adding!comprehension!intervention!K<6!in!the!future.!More!information!can!be!found!at!

http://www.cehd.umn.edu/reading/PRESS/about.html!!

In!the!area!of!diversity,!Stillwater!Area!Public!Schools’!Achievement!and!Integration!Plan!has!a!three!

pronged!approach:!long<term!systemic!change,!solution!focused,!and!research!and!best!practices.!!These!

three!characteristics!are!implemented!through!a!district!team!that!works!with!outside!specialists!from!

the!field!of!Intercultural!Development.!The!program’s!foundation!is!interdisciplinary,!drawing!from!the!

fields!of!Education,!Intercultural!Communication,!Psychology,!Anthropology!and!Sociology.!!

While!drawing!best!practices!from!many!fields,!the!program!always!has!its!focus!on!all!students!

developing!their!full!potential,!having!equal!access!to!achievement,!and!preparing!them!to!be!successful!

global!citizens.!!While!the!program!recognizes!that!this!process!is!developmental!for!both!students!and!

staff,!it!also!works!to!provide!immediate!application!in!participants’!lives.!!This!focus!on!immediate!

application!leads!the!district!team!to!make!a!conscious!effort!to!model!what!they!propose!to!others.!

DistrictJWide(Professional(Development(Alignment(Our!district!calendar!is!currently!set!up!to!provide!a!limited!number!of!professional!development!days!

during!the!school!year.!!Since!strong,!ongoing,!embedded!professional!development!is!essential!to!a!

healthy!educational!system,!Stillwater!Schools!has!created!a!professional!development!schedule!to!

meet!multiple!needs.!

In!the!summer!of!2015,!all!elementary!teachers!are!invited!to!a!week<long!summer!institute!where!they!

can!choose!from!a!variety!of!options!to!meet!their!individual!needs.!!Options!include!21st!century!skills!in!

technology,!guided!reading,!conferring,!running!records,!close!reading,!and!differentiation.!!All!of!these!


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opportunities!are!supported!throughout!the!year!by!our!Innovation!and!Technology!Coaches,!our!

Instructional!Coaches,!and!the!Department!of!Teaching!and!Learning.!

The!two!professional!development!days!in!the!2015<2016!calendar!will!include!time!for!grade<level!

teachers!to!meet!to!discuss!the!implementation!of!grade<level!standards!through!curriculum!maps,!

essential!learning!outcomes,!and!learning!targets.!!In!addition!to!time!on!the!two!professional!

development!days,!teachers!will!have!two!additional!half!days!during!the!school!year!to!meet!to!

continue!this!work.!!Work!on!these!days!is!organized!by!the!grade<level!Curriculum!Support!Team!

Teachers,!Instructional!Coaches,!and!the!Department!of!Teaching!and!Learning.!!

Finally,!professional!development!opportunities!are!offered!by!Instructional!Coaches,!Innovation!and!

Technology!Coaches,!and!the!Department!of!Teaching!and!Learning.!!These!opportunities!typically!take!

place!outside!of!the!school!day!but!may!take!place!during!staff!meetings!or!when!a!teacher!is!granted!a!

substitute!day!for!professional!development.!

JobJEmbedded(Professional(Development(The!Stillwater!Schools’!MTSS!team!will!work!to!develop!a!clear!plan!for!Professional!Learning!

Communities!(PLC).!!PRESS!reading!intervention!data!analysis!will!help!to!drive!PLC!discussions.!!Once!

solidly!established,!PLC!teams!will!be!able!to!examine!student!performance!and!data!to!determine!their!

own!professional!development!needs,!learning!from!each!other!where!possible,!and!reaching!out!to!

Instructional!Coaches!and!the!Department!of!Teaching!and!Learning!for!greater!professional!

development!needs.!

Instructional!Coaches!are!in!place!at!five!of!our!nine!elementary!buildings.!!The!remaining!four!

elementary!buildings!receive!instructional!leadership!from!their!building!principals.!!!!!

Instructional!Coaches!typically!work!with!teachers!in!a!ten<week!cycle,!intensively!coaching!up!to!six!

teachers!during!one!cycle.!!Coaching!needs!are!determined!through!self<observation!and!self<evaluation!

(video)!and!through!needs!emerging!on!our!Five!Dimensions!Teacher!Evaluation!Rubric.!!Instructional!

Coaches!can!play!many!roles!during!this!intensive!process,!including!but!not!limited!to!modeling!

instruction,!collaborative!teaching,!collaborative!planning,!Cognitive!Coaching!discussions,!and!

classroom!support!for!peer!observation.!

In!addition!to!intensive!coaching,!Instructional!Coaches!work!with!principals!and!with!the!Department!of!

Teaching!and!Learning!to!provide!district<wide!and!in<building!professional!development.!

Use(of(Student(and(Teacher(Performance(Data(to(Inform(Professional(Development(Common!Quarterly!Benchmark!Assessments!(CQBA)!allow!the!Department!of!Teaching!and!Learning!to!

explore!gaps!in!curriculum!and!to!prioritize!professional!development!needs.!

In!addition!to!CQBAs,!the!district!will!use!teacher!evaluation!data!to!design!professional!development.!!

During!the!2013<2014!school!year,!the!district!piloted!a!peer<!and!teacher<evaluation!program!called!5!

Dimensions!of!Teaching!and!Learning.!!This!“growth<oriented”!teacher!evaluation!system!was!created!by!

the!Center!for!Educational!Leadership!at!the!University!of!Washington.!!The!St.!Croix!Education!


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Association!voted!to!adopt!this!evaluation!system!in!May!2014,!allowing!full!implementation!for!the!

2014<2015!school!year.!

Under!this!evaluation!system,!a!teacher’s!individual!goals,!PLC!goals,!building!goals,!and!student!

performance!data!are!collected,!allowing!building!administrators,!as!well!as!the!Department!of!Teaching!

and!Learning,!to!plan!professional!development!at!multiple!levels.!!Additionally,!teachers!who!are!

involved!in!an!intensive!coaching!cycle!will!use!the!5!Dimensions!of!Teaching!and!Learning!as!a!pre<!and!

post<coaching!tool.!!This!will!allow!teachers!to!align!their!coaching!goals!to!the!professional!evaluation!

system.!

!

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Curriculum&and&Instruction&

Horizontal(and(Vertical(Curriculum(Alignment(Over!the!past!four!years,!the!Department!of!Teaching!and!Learning!has!worked!to!create!literacy!

curriculum!maps!for!each!grade!level.!!At!this!point!in!time,!these!maps!are!in!place!for!kindergarten!

through!grade!6.!!!!

Having!clearly!articulated!curriculum!maps!in!place!provides!equity!of!instruction!for!students!across!the!

district!and!allows!for!teachers!to!work!collaboratively!in!building<level!and!cross<district!PLCs.!!

Curriculum!Support!Team!Teachers!and!Instructional!Coaches!are!working!with!the!Department!of!

Teaching!and!Learning!to!help!teachers!understand!implementation!of!these!curriculum!maps!and!their!

importance!to!an!effective!and!cohesive!education!system.!

Curriculum!maps!are!based!on!Essential!Learning!Outcomes!(ELOs)!and!Learning!Targets!(LTs),!which!are!

based!on!the!2010!Minnesota!State!Literacy!Standards.!!Curriculum!Support!Team!Teachers!have!

worked!to!revise!these!ELOs!and!LTs!to!ensure!clarity!for!teachers,!students,!and!parents,!and!to!ensure!

that!skills!are!clearly!scaffolded!across!grade!levels.!!Instructional!Coaches!work!with!teachers!

throughout!the!year!to!integrate!this!information!into!instruction.!ELOs!and!LTs!are!available!to!

teachers,!to!parents,!and!to!community!members!via!each!building’s!website.!

Curriculum(Resources(In!addition!to!our!curriculum,!as!set!out!in!our!curriculum!maps,!teachers!rely!on!curriculum!resources!

to!teach!students.!!Our!primary!resource,!which!was!adopted!during!the!2012<2103!school!year,!is!

Houghton!Mifflin!Harcourt’s!Journeys*!series.!!Curriculum!Support!Team!Teachers!(CSTs)—collaborative,!

cross<district,!teacher!teams—are!working!to!ensure!that!curriculum!maps!clearly!identify!possible!

resources!within!Journeys!for!each!of!the!curricular!requirements.!!!

The!Stillwater!school!board!also!approved!the!purchase!of!high<interest,!ability<appropriate!books!

during!the!2013<2014!school!year!for!classroom!independent<reading!libraries.!!This!purchase!supports!

district!efforts!in!differentiation,!and!it!helps!teachers!to!meet!the!need!for!informational!text!as!defined!

by!the!Common!Core!Standards.!!!

Finally,!the!Partnership!Plan!purchased!three!online!subscriptions!for!our!elementary!schools!to!help!

support!personalized!learning.!!Storia,!an!online!e<book!program!curated!by!Scholastic!books,!is!

available!for!all!preK<6!students!through!June!2017.!!Vocabulary/Spelling!City,!a!customizable!vocabulary!

and!spelling!program,!is!available!for!all!students!K<6.!!The!third!program,!Study!Island,!a!standards<

based!customizable!program,!is!available!for!all!students!grades!3<6.!

Alignment(and(Collaboration(with(Statutory(Requirements(District!curriculum!maps!and!instructional!resources!align!with!Minnesota’s!2010!Literacy!Standards,!

which!incorporates!the!‘Big!5’!(phonemic!awareness,!phonics,!fluency,!vocabulary,!and!comprehension)!

as!well!as!oral!language!development!and!critical!thinking.!


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Student&Support&System&for&EL&Learners!Professional(Development(for(teachers(of(English(Learners(Our!Student!Support!Services!Department!provides!specialized!support!for!the!English!Learners!Instructional!Department.!!!District!English!Learner!teachers!meet!for!one!day!each!month!to!coordinate!curriculum,!instruction,!resources,!and!services.!!Principals!support!the!unique!needs!of!the!EL!department!at!a!building!level.!!!!!The!EL!Department!utilizes!the!Sheltered!Instruction!Observation!Protocol!(SIOP)!professional!development!model!and!assesses!English!Proficiency!Levels!using!WIDA!(World<class!Instructional!Design!&!Assessment).!!All!students!are!assessed!immediately!after!enrollment!to!ensure!proper!student!placement!within!their!grade!level,!WIDA!standards,!and!EL!courses.!!The!plan!of!service!delivered!to!each!student!depends!upon!grade!level!as!well!as!their!proficiency!level!(Entering,!Beginning,!Developing,!Expanding,!or!Bridging).!Instructional!support!time!related!to!number!of!days!per!week!and!number!of!instructional!minutes!also!varies.!!!

Professional(Development(for(General(Education(teachers(Our!Office!of!Equity!&!Integration!(OEI)!has!developed!and!implemented!an!Inter<cultural!Coaching!Professional!Development!framework!for!the!past!five!years.!!Inter<cultural!coaches!support!teaching!staff!within!buildings!to!develop!cultural!awareness!and!cultural!sensitivity!while!incorporating!culturally!responsive!teaching!techniques!and!lesson!plans.!!!!An!area!in!which!we!could!improve!upon!related!to!EL!learners!is!the!amount!of!training!and!resources!available,!and!the!reach!of!OEI!inter<cultural!training!for!general!education!staff.!!!!!


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Communication&System&for&Annual&Reporting&

Systems(Accountability(On!an!annual!basis!our!school!district!submits!a!Systems!Accountability!Report!to!MDE.!!This!report!details!our!academic!and!student!performance!data!which!includes!all!data!related!to!Language!Arts!instruction!and!programming.!!The!Stillwater!Area!Public!Schools!Board!of!Education!as!well!as!community!stakeholders!review!the!data!and!it!is!published!on!our!website.!!!!

Students(Results(Policy(The!Board!of!Education!is!also!updating!our!Student!Results!Policy!to!incorporate!key!components!within!the!World's!Best!Workforce!Policy!related!to!language!arts!instruction,!performance,!and!programming.!!These!key!components!include:!Kindergarten!Readiness,!3rd!Grade!Literacy!Proficiency,!and!Closing!Identified!Achievement!Gaps.!!!!!


20'

!


Appendices&!

Appendix(A:((District(Mission(

Curiosity.!Partnerships.!Community.!Leadership.!Personalized.!These!are!just!some!of!the!words!a!team!

of!community!members!and!district!staff!used!to!redefine!education!in!the!Stillwater!Area!Public!School!

District.!These!words!helped!to!guide!the!development!of!a!new!mission!statement!that!will!propel!

Stillwater!Area!Public!Schools!into!the!future.!!

The'mission'of'Stillwater'Area'Public'Schools,'in'partnership'with'students,'family'and'community,'is'

to'develop'curious'individuals'who'are'active'and'engaged'leaders'in'an'ever8changing'world'by'

challenging'all'students'as'they'travel'along'their'personalized'learning'pathways.'

'

Appendix(B:((Philosophy(and(Beliefs(in(Language(Arts(

District!834!students,!pre<K!through!adult,!will!receive!educational!opportunities!to!advance!literacy!

skills!for!building!a!foundation!that!enables!them!to!become!creative!and!independent!thinkers,!

empowered!for!future!endeavors.!

We!believe:!

• All!students!have!a!need!for!continuous,!rigorous,!and!relevant!literacy!instruction!shared!by!all!

subject!areas.!

• All!students!should!receive!the!best!instruction!and!support!necessary!to!become!highly<skilled!

listeners,!speakers,!readers,!writers,!viewers,!and!critical!thinkers.!

• All!students!should!be!supported!at!school!and!at!home!to!develop!a!life<long!love!of!reading!

and!learning.!

• Literacy!instruction!must!be!aligned!with!Minnesota!English!Language!Arts!Academic!Standards.!

!

( (


21'

!


Appendix(C:((Stillwater(Area(Public(Schools(Reading(Screening(Assessment(Protocol(!

!

!

!

Fall'

'

Winter' Spring'

FAST'

earlyReading'FAST'

aReading'FAST'

earlyReading'FAST'

aReading'FAST'

earlyReading'FAST'

aReading'MCA'

Kindergarten' Concepts!of!

Print,!!

Onset!Sounds,!

Letter!Names,!

Letter!Sounds!

! Onset!Sounds,!

Letter!Sounds,!!

Word!

Segmenting,!

Deocdable!

Words!

! Letter!Sounds,!!

Word!

Segmenting,!

Deocdable!

Words,!

Sight!Words!

! !

Grade'1' Word!Segmenting,!

Decodable!

Words,!

Sight!Words,!

Sentence!Reading!

! Word!Segmenting,!

Decodable!

Words,!

Sight!Words,!

CBM!Reading!

! Word!Segmenting,!

Decodable!

Words,!

Sight!Words,!

CBM!Reading!

! !

Grade'2' CBM!Reading! All!grade!2!

students!

<40th!percentile!

ORF!

<40th!

percentile!

!

CBM!Reading! All!grade!2!

students!

!


students!

<40th!percentile!

ORF!

<40th!

percentile!!

! All!grade!3!

students!

All!grade!3!

students!


students!

<40th!percentile!

ORF!

<40th!

percentile!

!

! All!grade!4!

students!

All!grade!4!

students!


students!

<40th!percentile!

ORF!

<40th!

percentile!!

! All!grade!5!

students!

All!grade!5!

students!


students!

<40th!percentile!

ORF!

<40th!

percentile!

!

! All!grade!6!

students!

All!grade!6!

students!

(

! !

!

Stillwater!Area!Schools!Department!of!Teaching!and!Learning!!2015<2016!!! P a g e !|!22!

Appendix(D:((Stillwater(Area(Public(Schools(Expectations(in(Reading(Instruction(

Daily&Literacy&(Reading&and&Writing)&Instruction& Grades!K<2:!!Schools!should!provide!120!minutes!of!daily!literacy!instruction!(includes!direct!

instruction,!guided!practice,!independent!practice,!independent!reading,!conferring,!record!

keeping,!and!assessment)!

Grades!3<5:!!Schools!should!provide!90!minutes!of!daily!literacy!instruction!(includes!direct!

instruction,!guided!practice,!independent!practice,!independent!reading,!conferring,!record!

keeping,!and!assessment)!

Grade!6:!!Schools!should!provide!daily!ELA!instruction!that!allows!time!for!direct!instruction,!

guided!practice,!independent!practice,!independent!reading,!conferring,!record!keeping,!and!

assessment.!!Time!expectations!for!grade!6!may!be!decided!by!the!Elementary!Scheduling!

Committee.!

Balanced&Literacy& Balance!time!spent!working!in!all!areas!of!literacy!development!as!developmentally!appropriate:!

Oral!language!development!

Phonemic!awareness!

Phonics!and!word!analysis!

Fluency!

Vocabulary!and!word!study!

Reading!a!balance!of!fiction!and!

informational!text!

Writing!in!response!to!reading!and!

to!generate!and!convey!ideas!

Listening!

Speaking!

!

!

Comprehension!o including!!text!structure!analysis!

(descriptive,!compare/contrast,!

cause/effect,!chronological/sequence,!

problem!solution,!concept!definition,!

and!goal/action/outcome)!

o and!critical,!close!reading!within!and!

across!text!

Assessment—ongoing!collection!of!

informal!and!formal!data!to!understand!

the!reading!development!and!needs!of!

each!student.

Balance!instructional!time!using!Gradual*Release*of*Responsibility!model:!

o I*do—teacher!modeling!

o We*do—coaching!and!guided!practice!

o You*do!—partner!or!independent!work!

Choose!your!instructional!framework:!!!

o Café/Daily!5!

o Whole!group/guided!reading/independent!practice!

o Readers’!Workshop

!


Curriculum&Maps&and&the&Common&Core& Follow!the!Stillwater!Curriculum!Maps,!adjusting!when!necessary!for!acceleration!or!

remediation.!

Follow!Stillwater’s!Essential!Learning!Outcomes!(ELOs)!and!Learning!Targets!(LTs).!!These!are!

accessed!via!the!home!page!of!your!school!website.!!Scroll!down!to!the!bottom!of!the!left<hand!

side!bar!to!find!the!link.!

Stillwater’s!Curriculum!Maps!

o Ensure!all!students!receive!instruction!and!practice!in!Common!Core!standards.!

o Allow!for!common!quarterly!benchmark!assessment!and!common!formative!

assessments,!which!in!turn!allows!for!evaluation!of!data!and!student!products!during!

PLCs.!

o Allow!for!collaboration!of!ideas!and!collaboration!of!work!effort.!

Independent&Reading&(In&School)& Grades!K<5:!!Expect!30!minutes!daily!of!independent!reading!(work!on!building!stamina!and!at!

the!primary!level!consider!breaking!the!time!into!manageable!chunks).!

Grade!6:!!Schedule!two,!weekly,!independent!reading!blocks.!

Encourage!“just<right”!and!“stretch”!texts!for!independent!reading.!!Use!leveling!as!a!starting!

point!for!partnering!students!and!to!help!identify!“just<right”!and!“stretch”!texts.!!Be!flexible!

about!text!levels!during!book!selection!as!highly!motivated!students!with!prior!knowledge!will!

be!able!to!handle!more!challenging!texts.!

As!students!mature!as!readers,!expect!them!to!use!many!selection!strategies!for!choosing!

appropriate!books.!!Text!levels!may!be!one!of!these!strategies!but!should!not!be!the!only!

strategy.!

Expect!students!to!read!a!balance!of!fiction!and!informational!texts.!

At?home&Reading& Expect!30!minutes!daily!of!at<home!reading!of!self<selected!books:!“just<right,”!“stretch,”!or!

“read<to”!books.!

Use!a!system!to!encourage!and!track!at<home!reading!(logs,!agendas,!reading!journals,!etc.).!

Common&Quarterly&Benchmark&Assessments& Give!completed!assessments!quarterly!(grades!2<6).!

Common!Quarterly!Benchmark!Assessments!

o Allow!teachers!to!better!understand!students’!strengths!and!needs!prior!to!end<of<the<

year!assessments!so!that!they!are!able!to!tailor!instruction.!

o Link!directly!to!Common!Core!standards!in!reading!(Informational!and!Literature)!

!


o Demonstrate!district<level!progress!toward!standards!mastery!and!predict!performance!

on!MCA!assessments.!

o Provide!data!to!drive!PLCs,!to!determine!intervention!staffing!needs,!and!to!develop!

IEPs.!

o Identify!gaps!in!district!curriculum.!

o Identify!district<level!professional!learning!needs.!

Running&Records& Ongoing!assessment!is!the!heart!of!Balanced!Literacy.!!In!order!to!accelerate!growth!by!

targeting!instruction!to!individual!students’!needs,!you!will!need!to!use!a!variety!of!assessments.!!

Running!Records!should!be!used!both!as!a!formative!and!summative!measure!in!your!classroom.!!

Expect!to!administer!formal!running!records!in!the!fall!and!spring!of!each!year.!

Complete!two!summative!Running!Records!each!year!(fall!and!spring)!on!each!student.!!

Remember,!levels!R<Z!can!be!administered!in!writing!if!a!student!demonstrates!fluency!in!

reading!and!writing.!

Using!the!Teacher!College!Running!Records!during!summative!Running!Record!assessment!

allows!for!consistency!in!communication!and!consistency!of!practice!within!grade!levels!and!

buildings,!and!across!the!district.!

When!conferring!with!students!during!independent!reading!time,!complete!formative!running!

records!using!the!student’s!independent!reading!book!and!a!generic!scoring!sheet.!

Running!Records,!both!summative!(fall!and!spring)!and!formative!(taken!during!instruction!while!

listening!to!students!read)!can!expand!teachers’!knowledge!of!students’!reading!levels,!reading!

and!language!development,!and!selection!of!“just<right”!texts.!

Running!Records!include!assessment!in!

o Fluency!(the!ability!to!read!at!a!comfortable!pace!with!prosody!while!attending!to!

meaning—not!reading!as!fast!as!possible)!

o Word!analysis!skills!(miscue!analysis!using!MSV:!meaning,!structure,!and!visual!cues)!

o Retelling!skills!(sequencing,!identification!of!big!ideas!and!key!details)!

o Answering!explicit!questions!(recall/memory!v.!look<backs/scanning!for!answers)!

o Answering!questions!requiring!inference!(making!inferences,!citing!specific!evidence!

from!the!text,!and,!elaborating!on!answers).

!


Appendix(E:((Stillwater(Area(Public(Schools(Parent(Permission(for(Interventions((

Title I Parent Permission Form September 2015- June 2016

Dear Parent(s)/Guardian(s):

Based on the results of both local and standardized research-based assessments, along

with teacher recommendations, ____________________________ qualifies for services

in the district Title I program. This supplemental program is designed to help students

understand literacy strategies, mathematical principles and fundamental concepts.

As the Title I teacher assigned to ___________________, I will work closely with

classroom teachers to provide additional instruction that will support your student’s

academic growth and success. Students may enter and/or exit the program within the

same year or remain in the program until specific goals have been achieved. Progress

will be monitored and shared with you and your child’s classroom teacher at least three

times each school year.

Based on district and state assessments, your student qualifies in the

following area(s):

Reading Skills Math Skills

Phonemic Awareness

Sight Word Identification

Comprehension

Phonics

Vocabulary

Fluency

Geometry & Measurement

Numbers & Operations

Algebra

Data Analysis

!


Please complete the permission slip below and return it to the school office as soon as

possible. If you wish to discuss the program or your child’s needs, please feel free to

contact me. I look forward to working with your child in the District’s support program

and am very excited about his or her success!

Sincerely,

Name:

Stillwater Intervention

!


!

'Formulario de Permiso de los Padres - Título I

Septiembre 2015 - junio 2016

Estimado Padre/s / tutor/es :

Basado en los resultados de las evaluaciones locales y estandarizada basada en la investigación , junto

con recomendaciones de los maestros , ____________________________ califica para servicios en el

Título 1 de Matemáticas Conmigo y / o Título I programa nivelado de Intervención de Alfabetización. Este

programa complementario está diseñado para ayudar a los estudiantes a entender las estrategias de

alfabetización , principios matemáticos y conceptos fundamentales. Por favor, consulte la información

general sobre Título 1 adjunta que incluye respuestas a las preguntas más frecuentes .

Como maestro de Título I designado a __________________________, voy a trabajar muy de cerca con

los maestros para proporcionar instrucción adicional que apoye el crecimiento y el éxito académico de su

estudiante. Los estudiantes pueden entrar y / o salir del programa en el mismo año o permanecer en el

programa hasta que se hayan alcanzado los objetivos específicos. Se seguirá de muy cerca el progreso

y se compartirá con usted y el maestro de aula de su hijo/a al menos tres veces cada año escolar.

Por favor complete el formulario de permiso de abajo y devuélvalo a la oficina de la escuela tan pronto

como sea posible. Si desea discutir el programa o las necesidades de su hijo/a , no dude en ponerse en

contacto conmigo . Espero con interés trabajar con su hijo/a en el programa de apoyo del Distrito y estoy

muy entusiasmado con su éxito!

Basado en las evaluaciones del distrito y del estado, su estudiante califica en la/s área/s siguiente/s: Destrezas de Lectura Destrezas de Matemáticas Conciencia fonémica Geometría y Medición Fonética Números y operaciones Identificación de Palabras que se leen de memoria Álgebra Fluidez Análisis de Datos Vocabulario Comprensión

!


Atentamente,

Nombre del Maestro:

Maestro de Título I

Email: teléfono:

( ) Yo doy permiso para que participe mi hijo/a en el programa de Intervención de Título 1

( ) Yo No doy permiso para que participe mi hijo/a en el programa de Intervención de Título 1

Nombre del estudiante ________________________ Grado__________

Fecha de nacimiento____________________________

Nombre del padre/tutor ______________________________________________

Número de Teléfono de casa___________________________

Número de Teléfono celular____________________________

Email (correo electrónico) ________________________________________

Firma de padre/tutor _______________________________ fecha__________________

(

( (

!


(

Read With Me Permission Slip 2015-2016

Dear Parent/Guardian: As a result of district assessments given to all students, your child has been recommended to participate in Stillwater Area Public Schools Read With Me Program.

Read With Me is designed to improve reading achievement and build strong reading skills. Students are instructed in decoding, word analysis skills, reading and comprehension strategies, and fluency development.

If you give permission for your student to participate in the Read With Me Program, your student’s Read With Me teacher will:

● Work with your child in a small group setting.

● Provide your student instruction on word analysis, reading strategies, fluency, and comprehension.

● Send home reading activities and weekly fluency passages.

● Communicate your student’s progress to you and his/her classroom teacher.

We request that you as the parent/guardian: ● Work with your student on reading activities and fluency passages.

● Attend parent-teacher conferences.

● Have open communication with your student’s Read With Me Teacher.

Based on district and state assessments, your student qualifies in the following area(s):

Reading Skills Phonemic Awareness Sight Word Identification Comprehension

Phonics Vocabulary Fluency

! !

!


Please review this form and submit it to your child’s teacher as soon as possible.

Please indicate whether or not you give Stillwater Area Public Schools permission to work with your child in the Read With Me Program by checking the appropriate box below:

_____ I give permission for my child to participate in Read With Me.

_____I do NOT give permission for my child to participate in Read With Me.

Read With Me Teacher: __________________________________________________

Phone: ___________________ Email: [email protected]

Student Name

Grade Date

Primary/ Guardian Name

Primary/ Guardian

E-Mail

Primary/ Guardian Phone

Primary/ Guardian Secondary Phone

( (

!


(

Hoja dando permiso para el programa de Lee Conmigo 2015-2016

Estimado Padre / Guardián,

Como resultado de las evaluaciones de la alfabetización que dan a todos los estudiantes, su hijo/a ha sido recomendado para participar en el programa de Lee Conmigo de las Escuelas Publicas de Stillwater Área.

Lee Conmigo está diseñado para mejorar el rendimiento en lectura y crear fuertes habilidades de lectura. Enseñan a los estudiantes la descodificación, la análisis de palabras, la lectura y estrategias de comprensión y el desarrollo de la fluidez.

Si usted da permiso para que su estudiante pueda participar en el programa Lee Conmigo maestro de su estudiante va a:

● Trabajar con su hijo/a en un grupo pequeño.

● Enseñar el alumno en el análisis de palabras, estrategias de lectura, fluidez y comprensión.

● Enviar actividades de lectura y pasajes de fluidez a casa semanalmente.

● Comunicar el progreso de su hijo/a a usted y a su maestro de aula.

Pedimos que usted como padre / tutor:

● Trabaje con su hijo/a en las actividades de lectura y los pasajes de fluidez .

● Asiste a las conferencias de padres y maestros.

● Tener una comunicación abierta con el maestro de Lee Conmigo de su hijo.

Basado en las evaluaciones del distrito y el estado, su estudiante califica en las áreas siguiente (s):

Destrezas de Lectura

Conciencia fonémica Fonética Fluidez Identificación de Palabras que se leen de memoria Vocabulario Comprensión

!


Por favor revise este formulario y entréguelo a la maestra de su hijo/a lo más pronto posible.

Por favor, indique si da a las Escuelas Públicas de el Área de Stillwater permiso para trabajar con su hijo en el programa de Lee Conmigo marcando la casilla correspondiente:

_____ Doy permiso para que mi hijo/a participe en Lee Conmigo.

_____Yo No doy permiso para que mi hijo/a participe en Lee conmigo.

Maestro de Lee Conmigo:______________________________________________

Teléfono: _______________ Email: ________________ @ stillwater.k12.mn.us

Nombre del Estudiante

Grado Fecha

Nombre de Padre / Tutor

E-Mail de

Padre / Tutor

Teléfono de Padre / Guardián

Teléfono Secundario Padre / Guardián

( (

!


(

Appendix(F:((Reading(Well(by(Third(Grade(Planning(and(Review(Committee!(

Committee!Members!Malinda!Lansfeldt,!Executive!Director!of!

Learning!Services!and!Elementary!Education!

Karen!Latterell,!Curriculum!Lead!and!

Intervention!Coordinator!

Denise!Cote,!Curriculum!Lead!and!GATE!

Coordinator!

Rachel!Larson,!Learning!Supports!Coordinator!

Open,!Assessment!and!Evaluation!Coordinator!

Paul!Lee,!Director,!Student!Support!Services!

John!Fry,!Student!Support!Services!Program!

Administrator!

Eric!Anderson,!Coordinator!of!Equity!and!

Integration!

Karen!Manske,!Administrator!for!Early!

Childhood!Family!Center!

Heather!Nelson,!Principal!!for!Rutherford!

Elementary!!

Tom!Hobert,!Principal!for!Afton<Lakeland!

Elementary!

Val!Corman,!Lily!Lake!Elementary!Instructional!

Coach!

Kimberly!Ellenbecker,!Lily!Lake!Elementary!

Reading!Specialist!

Natasha!Thorager,!Media!Specialist,!Rutherford!

Elementary!

Open,!Primary!Education!Teacher

!

Meeting!Schedule!for!2015J2016!School!Year!Specific!dates!are!to!be!determined!

!

November!

Committee!Meeting!to!Review!Plan!

!

February!

Committee!Meeting!to!Review!and!Revise!Plan!

!

May!

Committee!Meeting!to!Revise!Plan!

!

June!!

School!Board!Presentation!and!Approval!Process!

(

reading well final 2015-16 - stillwater area public schools ·...

Documents