Roseville Area Schools Local Literacy Plan for Reading Well by ...

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The “pyramid” refers to a series of three tiers of support that are provided for all students who need it, but as students move through the tiers, support is more specific, often in increasingly smaller group sizes, and always with the most qualified available teacher. Tier I instruction is the first and most basic form of support in the pyramid. It includes the regular daily instruction that all students receive as part of each school’s literacy program. Tier I instruction also includes differentiated support coordinated by the classroom teacher for students who read below grade level. In many cases, Tier I support might mean that the teacher increases the number of times per week she or he meets with students being supported. This is somewhat like receiving an “extra scoop” of instruction, and we recognize that many students just need extra time practicing the same things in order to understand what is being taught. Tier II support is provided in addition to Tier I instruction, meaning students receive all that was being provided in Tier I plus additional support that is part of Tier II. Tier II instruction is typically provided in small group sizes of four students or less. Students often are grouped based on similar instructional needs, and instruction both extends and intensifies beyond Tier I instruction. An example of Tier II support might be when a teacher notices that a small group of students are struggling with an area of reading like inference. These students might receive additional support in the form of specific, targeted instruction in this area. Tier III instruction is individualized one-on-one instruction for our students most in need of acceleration. Tier III instruction is intended to be provided in addition to Tier I and Tier II instruction. Currently in Roseville, Tier III support is provided in limited circumstances. For example, our district currently implements the Reading Recovery program, which provides individualized instruction but only for first grade students. Tier III support is the most difficult to provide because it typically is the most cost prohibitive and/or time intensive. We continue to explore ways to scale up opportunities for students who need this type of support. A variety of assessments are used across the year to help identify students who may need additional support, diagnose specific student needs, and monitor each student’s rate of progress (as detailed throughout this plan in other sections). When additional support is provided through the Pyramid of Interventions, accelerated growth is expected as an outcome. Typically we like to see students receiving intervention support to experience growth that is twice the national average in order for the support to be considered effective. When double growth is not seen, teachers often revise their plans to see if another approach can more strongly accelerate learning. Interventions are developed, described, and monitored through our district’s Collaborative Intervention Plans (CIP’s). The CIP is a 6-10 week model for students receiving additional support. CIP’s are developed collaboratively within grade level team meetings, most often between classroom teachers and other support teachers who either help to develop the plan and/or provide some of the intervention support for students. CIP’s include plans for progress monitoring students at least as frequently as every two weeks. This way, adjustments can be made within each CIP during the flow of instruction, and in some cases on a daily basis. Various elements of our core instruction and Pyramid of Interventions work are elaborated in other parts of this plan.
Overall and disaggregated elementary (K-6) reading trends Overall K-6 reading trends are positive over the last four years, with last school year (2010-2011) being one of our best years ever for elementary schools based on proficiency (MCA-II Reading) and growth (MAP) results. According to the MAP Reading test, Roseville elementary students (K-6) experienced the highest rates of growth ever seen at the elementary level. MCA-II Reading results for the same year reflected district proficiency rates for reading that were among our best ever. Disaggregated data show two trends significant to Reading Well by 3 rd Grade. First, within the tested grades in our elementary schools (grades 2-6 for MAP, and 3-6 for MCA-II Reading, respectively), grades 2 and 3 historically have performed below our upper elementary grades in terms of growth. This may suggest some relative need for improvement in our lower elementary grades. Second, a large, historically persistent racial achievement gap has existed for Roseville students, with white students significantly outperforming students of color every year we have tested. We have seen a slight decline in racial predictability across our elementary schools in the last four years (a reduction of about 4% in proficiency disparity between white students and students of color) and specifically in grade 3 (also about a 4% reduction), but race remains a powerful predictor of student performance in Roseville. Roseville Area Schools has selected as its district-identified proficiency measure the Benchmark Assessment System (BAS), a one-one-one assessment delivered by a teacher to an individual student. During the assessment students read a book with their teacher, and then have a conversation with the teacher to determine the student’s level of comprehension. Through BAS, each student is assigned an instructional reading level, which is the reading level that best matches each student’s current abilities. One advantage to using BAS as our district measure is its accuracy in predicting success on MCA- II Reading beginning in grade 3. Instructional reading levels in BAS are set to national average performance in each grade (50 th percentile). Local and national evidence tell us that typically between 80% - 90% of our district’s students who score at or above the 50 th percentile using other valid and reliable assessments go on to pass MCA-II Reading. Sampling of recent BAS scores suggests that the BAS is likely to give us similarly high rates of accuracy in predicting performance on MCA-II Reading. Given Roseville’s positive trends in reading (including a reduction in our racial achievement gap as measured by MCA-II Reading), our strong core program and Pyramid of Intervention work, and aligned assessments, we believe we are well positioned to help all of our students read proficiently by the end of their 3 rd grade year. Statement(s) of process to assess students' level of reading proficiency including assessments used, when administered, how proficiency is determined, and when and how results are communicated with parents of students in Kindergarten through Grade 3 Roseville utilizes the Benchmark Assessment System (BAS) to identify students in grade K-3 who need targeted assistance to achieve grade level proficiency in the fall of each school year. The Benchmark Assessment System allows us to evaluate student reading and comprehension ability with a reliable and robust universal screening, and to determine each child's instructional level for guided reading according to the Fountas & Pinnell A-Z Text Level Gradient for guided
Page 1: District 623 Roseville Area Schools
Page 6 and 7: Specific information on how element
Page 8 and 9: State standards in English language
Page 10 and 11: Roseville’s core literacy program
Page 12: development activities are being pl

Roseville Area Schools Local Literacy Plan for Reading Well by ...

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