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

eading. This assessment is conducted in the winter and spring for students in kindergarten, in
the fall, winter and spring for students in grade one, and is conducted at minimum in the fall and
spring in grades two and three.
Teachers use established district expectations to identify which students are predicted to be
below grade level expectations by the spring of that school year based on assessment
information from the BAS. This data is shared with parents during winter conferences in grades
K-3.
For students in kindergarten, teachers conduct a series of assessments that measure student’s
letter name and sound recognition and sight word recognition in the fall and winter, as well as
phonemic awareness assessments. These assessments identify students for whom we suspect
reading difficulty so that Tier II support can be offered to those children. This assessment data is
shared with parents during the fall conference time. In first grade, 20% of the lowest
performing first grade students are assessed using the Observation Survey by Marie Clay. These
students are assessed in the fall and again in the winter. This data is used to determine which
first grade students will receive Reading Recovery, a Tier III intervention, typically lasting for 12-
14 weeks, that is supplemental to Tier I and Tier II instruction. This assessment data is shared
with parents when their child begins Reading Recovery instruction. In second and third grade
students take the NWEA-MAP test in reading in the fall, winter and spring. Teachers use the
information from the MAP test to identify students who score at or below the 33% in reading.
Those students are then targeted for Tier II and Tier III intervention support. MAP testing data
is sent home with students in the fall, and shared with parents at winter conferences.
Once students have been identified as being as risk for not reaching grade level proficiency,
Collaborative Intervention Plans (CIP’s) are created which are designed to establish shared goals,
intervention plans, progress monitoring and communication between all teachers involved in a
child’s instruction. The intervention plans target specific reading skills and behaviors that
teachers need to accelerate in order for the child to achieve proficiency. These plans are
collaboratively developed by teams of teachers at that grade level. Progress monitoring is a
critical element of the intervention plan, in order to evaluate the effectiveness of the
interventions. The CIP is reviewed every 6-10 weeks, and progress monitoring data is used to
determine if the interventions are successfully accelerating the student’s reading progress at a
minimum of double growth.