Reading well by third grade 2012

INTRODUCTIONall students are unique. each student has special abilities and needs, as well as individual learning styles, paces, preferences, cultural backgrounds and support systems. in edina Public Schools, we expect, embrace and celebrate these differences. Some children arrive in Kindergarten reading fluently, others come to Kindergarten developing print awareness. the edina Public Schools community is committed to ensuring that each student reach or exceed grade level standards and benchmarks. these benchmarks are especially critical in reading, as research suggests that students who are not reading at or above grade level by third grade have difficulty catching up later in school.

COMMiTMenT TO liTeRaCY

The goal of Integrated Language Arts in the Edina Public Schools in the Edina Public Schools is to, “develop literate, life-long learners who read, write, speak, listen, view, visually represent, and think in order to communicate and contribute to society effectively by engaging them in rigorous, relevant curricula.” Reading is foundational to literacy and is integrated throughout the goal.

In Edina Public Schools, we believe that literacy is the fundamental academic asset and that literacy skills are among the most critical skills our students learn. The ability to read, write, speak, listen, view, visually represent, and think in order to communicate and contribute to society has a direct bearing on the quality of our students’ lives. More than any other ability, the ability to use language and read defines the parameters of a student’s potential to learn as well as his or her ability to demonstrate proficiency in standards across the curriculum.

In Edina Public Schools, our commitment to having students reading well at all grades— but especially by the end of third grade—is not new, as is evidenced by our 1999-2000 Literacy Task Force Plan. Each year, we make gains toward this goal, and more students are proficient, but we have not yet reached the goal of all children reading at grade level. As an Edina Press Release regarding MCA testing from September 14, 2011 states:

Edina’s overall reading proficiency rate was 91.5 percent, increasing from 90.3 percent last year and compared to the state average of 74 percent. Reading proficiency increased at the elementary level by 2 percentage points over last year....Edina Public Schools has started to see results that indicate a narrowing of the achievement gap. Several student groups as defined by federal No Child Left Behind legislation, including Black, Free-Reduced Price Meal, and Limited English Proficient, have shown double-digit gains in reading proficiency over the last four years. These improvements in proficiency have appeared at the same time that overall student performance in reading has remained at or near the top of the state.

Our ongoing commitment to excellence in teaching and learning is grounded in:

• Comprehensive, ongoing assessment of each student

• The 2010 Minnesota K-12 Academic Standards in English Language Arts , which use the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects as a base

• Classroom curriculum and materials that are research-based for effectiveness and chosen, implemented and revised through a comprehensive Curricular Review Process

• Research-based teaching and learning protocols

• Utilizing the Response to Instruction and Intervention (RtI) Framework (RtI is a multi-level framework for student growth in the classroom. The framework provides a process for teachers to ensure personalized learning for all students to reach their potential.

• School Improvement Plans that address reading goals at every site and level

• Professional Learning Communities (PLCs) that focus on improving literacyNote: Results determined by percentage of students who meet or exceed

Minnesota State Standards across all grades tested.

*Indicates tie.

TOP five MinnesOTa disTRiCTs in Reading

State Rank 2007-08 2008-09 2009-10 2010-11

1 Edina Edina* Minnetonka Edina*

2 Minnetonka Minnetonka* Edina Minnetonka*

3 Wayzata Wayzata Wayzata Wayzata

4 Orono Westonka St. Croix Pre Mahtomedi

5 Westonka St. Croix Pre Mahtomedi Westonka

ensuRing Reading PROfiCienCY

lITeRaCy gOals

assessINg & sUPPORTINg lITeRaCy PROfICIeNCy

asessMenTsEdina uses a wide variety of data to make instructional determinations and to assess students’ level of reading proficiency. These assessments give teachers, parents/guardians and students specific information starting the first month of Kindergarten and continuing each year. Assessments are administered in both whole-class and individual settings throughout the year by the students’ classroom teacher(s). They include a variety of standardized tools as well as classroom-based and teacher-designed measures.

sCReening In a process informed by the RtI (Response to Instruction and Intervention) framework which includes universal screening, progress monitoring and problem-solving, we screen all kindergarten students with AIMSweb probes (Letter Names and Letter Sounds, phonemic awareness, and nonsense words (phonetically decodable words) three times annually. We use the Measures of Academic Progress (MAP) for Primary Grades reading assessment to screen all non-immersion first graders both in the fall and spring. Finally, we also use the MAP reading assessment to screen all second thru fifth graders in the fall and spring.

ClassROOM assessMenT PROfiCienCY Classroom teachers individually assess students until mastery is achieved in the Minnesota Academic Standards Foundational Skills Reading Benchmarks. Houghton Mifflin Emerging Literacy Survey and Abecedarian are used to assess phonemic awareness, letter names, letter sounds, concepts of print, word reading, and sentence dictation. Additionally, the teacher uses classroom assessments and observation of class work.

defining PROfiCienCY In Edina Public Schools, we base our definition of “proficiency” on Minnesota Language Arts Standards benchmarks at each grade level. We use multiple data points, including classroom assessment and teacher observation as well as MAP, MCA, AIMSweb, YPP etc. to define proficiency. The table below further defines how we define “proficient” in reading for grades one through three:

GRADE ASSESSMENT PROFICIENCY

K AIMSweb Letter Names & AIMSweb Letter Sounds

Spring: LNF >= 41 Spring: LSF >= 28

1 MAP for Primary Grades Reading Spring: MPG >= 173 (~ 40th %ile)

2 MAP Reading Spring: MAP >= 186 (~ 40th %ile)

3 MAP Reading, MCA Reading Spring: MAP >= 196 (~ 40th %ile) Spring: MCA = Meets or Exceeds

• Teachers provide progress updates regarding student reading proficiency at least two times per year, at conferences in the fall and spring, which many parents/guardians attend.

• If a parent/guardian is unable to attend conferences, every effort is made for timely communication in person, by phone, or electronic communication. Interpreters are provided for those who request them.

• Edina uses SchoolView, a parent /guardian access portal to the district’s student information management system. This secure login portal allows parents/guardians to observe and monitor student progress and assessment results.

• The Edina Public Schools Literacy website and elementary school websites offer additional resources and tools for parents/guardians, caregivers and/or community members to support literacy practices at home.

PaRenT/guaRdian nOTifiCaTiOn and invOlveMenT

inTeRvenTiOninTeRvenTiOns aRe Based On leaRneR daTaTeachers use progress monitoring data, classroom assessments, professional observation, and diagnostic assessments to ascertain student growth, benchmark students’ achievement in grade level standards and plan instruction to target student learning goals. Achievement benchmarks are set using norms consistent across the district.

sTudenT suPPORT sYsTeM fOR english leaRneRsWhen an Edina student’s primary language is not English, the student is administered a language proficiency test to determine English Learner (EL) identification. Tests assess social, instructional, and academic English proficiency in the four domains of reading, writing, speaking, and listening.

exTended sChOOl daY and sChOOl YeaR seRviCesSuccess Center is a targeted services program providing additional aligned instructional support to students within an extended school day and school year framework. Invited students are those who are not yet meeting grade level reading targets. Students attend reading classes before or after their regular school day, two to four times a week, at no cost to the family.

insTRuCTiOn, inTeRvenTiOns and insTRuCTiOnal suPPORTsEdina’s framework for literacy development is steeped in a Response to Instruction and Intervention (RtI) philosophy, and provides for a tiered model of instruction and supports for all students. Response to Instruction and Intervention (RtI) is a multi- level framework for student growth in the classroom. The framework provides a process for teachers to ensure personalized learning for all students to reach their potential. Core elements of RtI include: clearly identifying students’ needs, designing a tiered system of support that rests on strong core instruction, frequently monitoring students that are underachieving, and changing interventions when students are not progressing to their expected level. Interventions and instructional supports are available to students not reading at or above grade level in grades Kindergarten through Grade 3. We believe that with strategic instruction and intervention strategies, all students can achieve success. The goal for all students is to make one or more year of growth in reading. All students mean those achieving below, at or above grade level standards.

CORe insTRuCTiOn: TieR One At the first tier of instruction is the core instructional program for all students. All classroom staff are expected to utilize best-practices instructional methodology and the adopted literacy frameworks and materials with fidelity. All primary students interact with grade-level and challenging text to build a foundation of strong reading skills, deep comprehen-sion strategies and critical thinking about text.

TieR TwO insTRuCTiOn The second tier of instruction includes targeted interventions for students not yet making sufficient growth. While

benefiting from whole class and flexible grouping instruction, some students need more time and sometimes different materials or instruction to accelerate growth and reach grade level benchmarks. Intervention needs occur in the areas of phonemic awareness, phonics/word study, vocabulary, fluency, and comprehension. The purpose of reading is comprehension, therefore all interventions are designed to support achieving that goal. Motivating and engaging students in the reading process is also critical to reading success.

TieR ThRee insTRuCTiOn At the third tier of instruction are targeted interventions for students not yet making sufficient growth with classroom and differentiated instruction (described in tier two above) or who have, in grade 3, substantially exceeded grade level standards. Students receive increased instruction and may use alternative curriculum to meet standards and make a year or more of academic growth. They may be taught by a special education teacher, or in grade three, study literature and reading weekly with a gifted resource teacher.

Special Education teachers choose from a base of scientifically researched reading curriculum and collaborate with classroom teachers and other educational staff. Materials are chosen after rigorous review of research influencing the design of the programs or/materials and research of the effectiveness of the materials on achievement when partnered with excellent teaching.

We believe that literacy is the fundamental academic asset. As stated in the Minnesota Comprehensice Birth to Grade 12 Literacy Plan: Implemtation Guide for Schools and Early Learning Providers, “Literacy is the cornerstone of all learning. Supporting the development of capable readers and writers at every level is our goal as educators, parents, and as com-munity.” The mission of Integrated Language Arts in the Edina Public Schools is to “develop literate, life-long learners who read, write, speak, listen, and view effectively by engaging them in rigorous, relevant curricula.” To achieve this goal, comprehensive, scientifically-based reading instruction is consistently implemented throughout the elementary grades. Here are some examples:

“Students feel so much ownership when they are able to incorporate digital literacy in their research. It is a real life experience where they are able to determine their audience and share their work all around the world. This is preparing them for their future learning.”

- Jennifer Gross, Countryside teacher

Click here to view Emma’s Road Dahl Glogster

lITeRaCy IN aCTION

“I think Glogster is really fun to do because you get to make a real life poster on the internet. You can add a lot of fun stuff. I really think it is cool that you can link videos to it. I also like that it can be shared on the internet” - Emma Richards, student

Edina teachers participate regularly in professional development on scientifically-based reading instruction, with the knowledge that supporting professional skill development and understanding positively impacts student achievement. As core materials are adopted, staff engage in training designed to support full implementation. This typically occurs in both large and small group settings. Follow-up support is provided by the Literacy Coordinator, the Elementary Curriculum Coordinator and site personnel such as the principal and Learning Specialist. Teachers new to Edina are mentored by the Literacy Coordinator and the Elementary Curriculum Coordinator.

A district-wide calendar is set to allow for a minimum of 6 days of professional learning each year. Each elementary site embeds professional learning time into a combination of meeting schedules for all staff and grade-level teams. Site Learning Specialists act as a resource to the principal and staff development chairs. They support literacy-focused staff learning at their elementary schools and collaborate with one another, the district Literacy Coordinator, Elementary RtI specialist, and Director of Enrollment and Student Improvement to enhance their learning and leadership.

PROfessiOnaldevelOPMenT

PeTeR’s vOiCe ThRead, 1sT gRade

exaMPle PROJeCTsTenZin’s CaMPing wiTh CaMeRas PROJeCT

OuR gOals:• Personalized learning for all students that includes: Power Standards at each grade level; progress measurement

and accountability; classroom assessments (formative and summative); cohesive instructional expectations and interventions; implementation and training; communications

• An up-to-date and growing Eclipse online curricular database • Curriculum maps and pacing guides at each grade level • All teachers successfully implementing the “non-negotiables” (see below) • Every K-5 student achieving or exceeding grade level standards • Every student making one year of progress or more

OuR aCOMPlishMenTs: • Reviewed new state standards and aligned current Houghton/Mifflin Reading materials to grade level standards • Identified which standards needed to be added to our curriculum and chose materials and frameworks to teach

them • Replaced some fiction with informational texts linked to our science and social studies curricula • Identified budget needs to effectively teach the new reading standards • Worked in collaboration with staff to provide professional development on computer-assisted reading interventions.

In summary, Edina Public Schools, the Houghton/Mifflin Reading series, Leveled Libraries, selected novels, and informa-tional texts in Science and Social Studies provide the foundation of teacher and student materials to meet the learner out-comes identified in the curriculum. Digital and print text chosen by students and teachers from the classroom and school media center libraries are a crucial component of our curriculum. The curriculum includes direct instruction in reading skills and strategies both in whole- class and flexible group format. Teachers use a variety of assessments to determine flexible group assignments. The groups are adjusted frequently, based on assessed needs.

Read The full RePORTTo create this literacy plan input and feedback was sought from every grade level via Language Arts teacher leaders in each elementary school, lead special education teachers, Targeted Services (i.e., Success Center) lead teachers, ELL teachers, the Language Arts Curriculum Review team, Teaching & Learning teachers on special assignment, school board, early childhood colleagues, and the authoring team. In total, seventy eight people were asked to give input on the document; it was posted in Google Apps with both editing and viewing rights granted. Many of the staff invited are also residents of Edina and parents/guardians of students in the Edina Public Schools. They were asked to respond from the different perspectives they hold.

Students are engaged in Language Arts instruction a minimum of 120 minutes each day in full day kindergarten, first, second and third grade. The Edina Language Arts Curriculum K, Gr 1, Gr 2, Gr 3, Gr 4 and Gr 5 is comprehensive and standards-based. Each aspect of the curriculum has been aligned at each grade level with the Minnesota Language Arts Standards (2010).

In order to implement the 2010 Minnesota Language Arts standards in Edina Public Schools, an Elementary Language Arts Design team was charged with creating a comprehensive, scientifically-based reading instructional program.

sUMMaRy