2014-15 Literacy Plan

 

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2014-2015 Literacy Plan HOPE Community Academy 720 Payne Ave., St. Paul, MN 651-796-4500

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Statement of Goals and Objectives Proficient readers have positive attitudes and habits about reading and can read a variety of texts for a variety of purposes. They read fluently, using their knowledge of words, craft, and structure to understand what they read. Proficient readers develop an understanding and appreciation of what they read by integrating, elaborating, analyzing, and evaluating the meaning of the texts they read. •  Proficient readers K-3 meet or exceed the 2010 MN ELA benchmarks as well as grade level reading targets in oral language, benchmark text level/comprehension, fluency, print concepts, letter recognition, phonemic awareness, letter-sound correspondence, word knowledge, and vocabulary. Aligned with the Read Well By Third Grade Goal, HOPE will reduce the achievement gap by 50% by the year 2017. Proficiency will be ensured for all HOPE students at each grade level K-3 through implementation of five essential elements: ● ● ● ● ●   Aligned Standards, Curriculum & Instruction   Data Management & Diagnostics Family Partnerships Multi-tiered Systems of Support   Professional Capacity HOPE provides rigorous, scientifically-based literacy curriculum and instruction that is aligned to the MN 2010 ELA Academic Standards. Instructional Framework HOPE uses the Instructional frameworks of Jan Richardson’s Guided Reading in order to provide balanced, standards-based, differentiated instruction for all elementary students. The HOPE Elementary Literacy Block creates a schedule that devotes 2 hours of uninterrupted time each day for literacy: 90- minute Literacy Block and a 30- minute Differentiated Skills/Word Study Block (Power ½ Hour). 1

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All classrooms begin the Literacy block with a mini-lesson: 10-15 minute explicit, focused direct instruction taught whole-group through shared reading or read aloud. The mini-lesson is followed by a Guided Reading work period. The Pre-Emergent Guided Reading framework consists of: working with letters and names, working with sounds, working with books, interactive writing Emergent (levels A-C) Guided Reading lessons consist of sight word review, introduction of new book, text reading with prompting, teaching points after reading (strategy), teaching a new sight word and word study. Early (levels D-I) Guided Reading lessons consist of sight word review, introduction of new book, text reading with prompting, teaching points after reading (strategies) , word solving strategies, discussion prompt, teaching a new sight word and word study. 3

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Transitional (levels J-P) Guided Reading lessons consist of an introduction of a new book, decoding or vocabulary strategies, fluency & phrasing or comprehension strategies , discussion questions and word study. The Literacy Block concludes with a whole-group closure activity recapping the day’s learning. Core Components of Reading Within the instructional framework, HOPE core literacy curriculum addresses the 5 areas of reading (phonemic awareness, phonics, fluency, vocabulary and comprehension) as listed in the National Reading Panel Report in addition to oral language in the following ways: Oral Language – Oral language is a precursor to reading comprehension. Teachers build students’ oral language capacity and strengthen their growing ability to distinguish print and build print concepts. Language generation is the primary instructional focus at the outset of the oral-language reading sessions. Oral language is the focus of all instruction including participatory structures and cooperative routines during shared reading, small group shared reading, read to, guided instructional reading, and reciprocal reading. Phonemic Awareness – Instruction focuses on blending and segmenting, and follows a careful scope and sequence that progresses from easier skills, such as blending onsetrimes and isolating the first sound in a word, to more difficult skills of blending phonemeby-phoneme and segmenting a word into all of its phonemes. Explicit routines and scaffolding are integrated into the skills block. Phonics – The scope and sequence of the HOPE core curriculum introduces new skills gradually. Easier skills are taught before more difficult ones, confusing skills are separated and cumulative review occurs throughout the lessons. Skills are immediately applied in targeted word lists and decodable text. Instructional activities in teacher-led small groups, teacher-led whole groups, partner practice, and independent practice are linked to clearly stated objectives that are observable and measurable. Fluency – Effective instruction for readers at all stages of reading development includes explicit teaching of fluency and phrasing. Through teacher support, students have opportunities to either listen to fluent and phrased reading or to engage in repeated oral reading and practice instructional fluency skills and strategies in: Whole group and small group shared reading, guided instructional reading and independent reading. The foundations for fluency instruction are also built into the core curriculum’s phonics program. Students increase the number of individual words they can recognize quickly 4

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and read text that is specifically designed to represent taught phonics skills and sight words. Vocabulary – Effective vocabulary instruction includes both implicit and explicit teaching at all stages of reading development. The core curriculum offers instructional strategies for vocabulary in specific areas such as compound words and onomatopeia as well as strategies for analyzing unknown vocabulary in context. The core offers opportunities for all students to increase their vocabulary as they encounter familiar texts in shared reading and through independent practice with read along CD’s, partner pr actice and individual reading. Shared and guided instructional reading put a focus on explicit teaching of vocabulary as part of the comprehension monitoring and provide a range of word-learning strategies to apply during instructional and independent reading. Comprehension - Effective instruction for readers at all stages of reading development includes explicit teaching of comprehension strategies. The HOPE core curriculum includes shared reading lessons linked to enlarged texts that offer opportunities for the explicit teaching of comprehension strategies in a whole class setting. These same strategies are reinforced in small group guided instructional reading and reciprocal reading sessions. Lesson plans include explicit instruction for a variety of comprehension strategies that gradually increase in complexity: applying background knowledge, forming and confirming of predictions, self-monitoring for understanding, question-generating, clarifying, analyzing and summarizing. In the core curriculum for each of these six areas, reading indicators spell out the specific strategies that are being taught in both whole group and small group lessons. Differentiated Skills Block In kindergarten and first grade, Power ½ Hour focuses on five essential early literacy strands: phonological awareness, phonemic awareness, letter recognition, phonics, and word recognition. The teacher meets with two small groups for approximately 15 minutes per group. Students are grouped based on the degree of instructional intensity required: Intensive Intervention (4x per week), Strategic Instruction (3x per week), or Benchmark Instruction (2x per week) as determined by their skill level (a synthesis of the data points from phonemic awareness, letter-sound correspondence, word knowledge, and fluency). In grades 2-3, Power ½ Hour focuses on word study, phonics, vocabulary and spelling. Programs such as the Word Their Way Spelling Inventory identify students’ developmental stage of word knowledge or instructional level. Students are grouped for instruction based on developmental stages. 5

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Students in grades 2-3 with text level/comprehension, fluency, and/or advanced lettersound correspondence scores below grade level receive intensive phonics intervention. Intervention sessions include short-term intensive (80 lessons or less) instruction focused on phonemic awareness, phonics, word analysis, high frequency words, structural analysis, syllable types, decoding skills, and strategic and fluent reading in daily differentiated small groups with partner practice. Ongoing assessment and progress monitoring through daily guided instruction, flexible grouping, and intervention. Data Management & Diagnostics HOPE uses an aligned assessment system to inform instruction, ensure personalization of learning through differentiated small group instruction, monitor and support each student’s rate of progress towards and beyond grade level proficiency, to measure individual student growth, and to inform professional development and programmatic decisions. HOPE uses a systematic assessment procedure that includes screening all students PreK-5, diagnostic assessments for students at risk for reading failure, benchmark assessments three times a year for all students K-3 and on-going progress monitoring for all students K-3. In grades K-3, the HOPE Core Reading Assessment Battery is: ● Administered one-to-one by classroom teachers or Reading Specialists to K-3 students ● Differentiated by grade level and stages of reading development ● Based on multiple data points to determine each student’s stage of reading development and to create Individual student profiles ● Used as a screening tool, diagnostic tool, formative assessment, and summative assessment The HOPE Core Reading Assessment Battery provides multiple data points to establish diagnostic profiles for each student that are used to establish starting points and pathways for individualized instruction. The benchmark assessments in the HOPE Core Reading Assessment Battery are administered three times per year: fall, winter, and late spring. During the fall and winter assessment periods, the analysis of multiple data points informs decisions regarding instructional strategies, small group rotations, and teaching foci during the literacy block. The spring assessment provides multiple data points to determine individual student growth. 6

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In kindergarten, the HOPE Core Reading Assessment Battery includes letter names and sounds, sight words (Treasures), running records (starting in the winter months) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). In grades 1-3, the HOPE Core Reading Assessment Battery includes sight words (Treasures and Dolch), Writing sample (using Treasures scoring rubric), running records and Dynamic Indicators of Basic Early Literacy Skills (DIBELS). Benchmark Text Level/Comprehension (1-3) Benchmarking is the process that determines a student’s instructional text level. The instructional text level is the text a student can read with 90-94% accuracy and comprehend. A reading record is administered in a one-on-one setting, with teachers recording the reading behaviors and problem solving strategies students use while reading. Comprehension of fiction and nonfiction texts is assessed using retell/recount procedures and questions after taking the reading record. A student who fully comprehends a text can talk confidently about the main idea, theme, or author’s purpose. Oral Reading Fluency (1-3) The Fluency Assessment helps teachers determine students’ levels of oral-reading fluency as they read continuous text. This assessment follows the benchmarking procedures. The assessment is timed—teachers measure the number of words read in one minute using the same benchmark text that established the instructional level. This text is known to the student and thus provides support for phrasing, expression, and fluency. Print Concepts (K) The Print Concept Assessment measures what students know about how books work. Real books are used to observe reading behaviors that will inform instruction. The reading behaviors observable through this assessment reflect some of the key understandings necessary for reading acquisition (print tells the story, 1-to-1 match, concept of word, concept of letter, directionality punctuation marks). Phonemic Awareness (K-1) The Phonemic Awareness Assessment assesses the ability to hear and segment words into their smallest component sounds or phonemes as a precursor to the more complex skills of phonics (matching sounds to the printed word) and problem solving at the word level. This assessment contains 18 words with a total of 52 phonemes. 7

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Letter Recognition (K) The Letter Recognition Assessment helps teachers identify which upper-and-lowercase letters a student knows, and whether the student prefers to name the letter or make its sound. Unknown letters or confusions should be noted to help inform instruction. Letter-Sound Correspondence (K-2) The Letter-Sound Correspondence Assessment helps teachers assess students’ understanding of letter-sound correspondence in unknown words. Students are asked to read from a list of nonsense words made up of two or three sounds each. Word Knowledge (K-3) This assessment contains high-frequency words typically found in books for young learners. A strong bank of high-frequency words is important to students’ development as readers. Students can focus attention on developing meaning rather than decoding at the word level. Advanced Letter-Sound Correspondence (At-risk students in grades 2-3) The Advanced Letter-Sound Correspondence Assessment helps teachers evaluate students’ understanding of how to decode unknown words. The assessment is used for students in Grade 2 and above who are reading below grade level. Vocabulary—(3) The Treasures curriculum provides specific vocabulary instruction and assessments for use within the classroom. Not all parts of the HOPE Core Assessment Battery are administered to all students. The grade level and developmental reading stages of each student determine which assessments are administered. Grade level benchmark targets for each assessment determine, monitor, and support each student’s rate of progress towards and beyond grade level proficiency. An aligned system of ongoing progress monitoring includes running records, daily reading focus sheets, weekly skills focus sheets, conferring notes, and alternative phonics and skills assessments. In addition, ongoing observations of students’ reading documents text types read, what readers understand from reading, how students talk and respond to texts, and their attitudes towards reading. 8

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Family Partnership HOPE Community Academy welcomes families and invites them to work in partnership to help our students succeed. Accordingly, HOPE has developed systems and supports to communicate with and involve families and the community in accelerating the literacy development of all HOPE students. Regular progress report periods (3x per year) provide families with information regarding their child’s progress towards grade level standards and benchmarks. Conferences (at least 2x per year) between families and teachers provide valuable information about each student’s literacy growth, strengths, and instructional needs as well as strategies for accelerating learning at home. Progress monitoring reports are also sent home every three or six weeks, sharing their child’s latest progress against National norms. HOPE Resources ● After school academic support and Enrichment classes taught by HOPE staff. ● Eastside Tutors (for grades K-2) see students who fall into the strategic support category . Students are seen individually, five days per week. ● Reading Intervention teachers see students who fall into the intensive support category. Students are seen individually or in pairs, four to five days per week. External Resources Saint Paul Public Library - Student support services: Free tutoring services through a service called HelpNow, powered by Brainfuse. Services are provided in both English and Spanish, including homework, learning academic skills, and assistance in writing term papers. Students of all ages can drop in and work on their homework independently or with the help of volunteer tutors at the library. Provide websites, databases, and other homework resources for all ages Students of all ages can drop in and work on their homework independently or with the help of volunteer tutors at the library. Provide websites, databases, and other homework resources for all ages. * Reading tutors through Read With Me and Reading to Achieve 9

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Student Support System for English Learners There are currently 233 EL students enrolled at Hope for the 2013-2014 school year. Our ELD students receive services targeted at building English language proficiency along with strong foundations in academic areas. High quality K-3 EL programs are focused on the needs of students. Whether students are newcomers or have been in the United States for a longer length of time, our programs are tailored to meet the specific needs of students at each stage of learning. Hope also offers additional support in Hmong, which helps students develop and maintain their native language and culture, based on research that has shown that strong knowledge of native language, literacy, and culture contributes to faster learning of a second language. English Language Development (ELD) is the core English Learner (EL) service for all EL-eligible K-3 students. Provided by EL teachers, ELD includes a combination of teaching listening, speaking, reading and writing skills across content areas. Accordingly, ELD service is aligned to core instruction and provided during core content time. The frequency, intensity, and focus of ELD and classroom literacy instruction for EL students is based on multiple data points: English language proficiency level, developmental reading stage, (DRA) Measures of Academic Progress (MAP) reading scores, and MCA-II reading scores. Beginning May of 2012, results from the Assessing Comprehension and 10

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Communication in English State-to-State for English Learners (ACCESS for ELLs) was used to determine K-3 EL students’ English proficiency levels and the levels of EL service. EL teachers collaborate with General Education (GE)teachers to align and provide ELD services that are appropriate and beneficial for students. During the literacy work time, GE teachers provide targeted, small group differentiated reading instruction--including oral language-reading instruction. EL teachers provide targeted, small group ELD lessons, by using language objectives targeting vocabulary, grammar, and structure. ELD program The mission of the HOPE Community Academy's English Language Development (ELD) program is to provide effective and age-appropriate English language instruction (listening, speaking, reading, and writing), and to support English language learners to achieve in all content areas, grades K-8. Through the inclusion of parents, community members, and paraprofessionals, HOPE Community Academy works to provide a well-rounded support base for our ELD students. Instruction for English Language Learners The ELD program at HOPE Community Academy offers content-based English language instructional programs, which strive to promote students’ English language proficiency and mastery of academic content. Students in the program acquire English through participation in age-appropriate instruction within the classroom that is aligned to national, state, and district content standards, as well as English language proficiency standards. The primary objective of teaching language through content is to make grade-level standards and curriculum accessible to English language learners at all levels. ELD teachers and bilingual paraprofessionals provide linguistic, graphic, visual, kinesthetic, interactive, and emotional supports to make content standards and curriculum accessible for students at all levels of proficiency. General Education (GE) and ELD licensed teachers collaborate to teach language through content using grade-level curriculum that is supported by second language acquisition strategies. Grade level content is made comprehensible using scaffolding techniques to meet individual students’ language needs and learning styles. ELD teachers provide support primarily in English language arts, but may provide additional support in math or other content areas. ELD schedules are coordinated with the classroom teacher so that children do not miss important classroom instructional time or specialists (i.e., gym, music, library, Hmong language). 11

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Multi-Tiered Systems of Support Hope Community Academy is working towards a framework for Multi-Tiered Systems of Support (MTSS) based on the goal of providing an integrated, systematic approach to meeting the needs of all students. With MTSS, our school will use data-based decision making, problem-solving, a tiered system of supports, and professional development to focus quality instruction, identify student instructional needs, continually monitor student progress, provide evidence-based intervention and adjust the intensity and frequency of intervention depending upon a student’s responsiveness to instruction. HOPE’s framework is based on four essential components: 1. A standards-based, multi-level instructional and behavioral system designed to meet the needs of all students 2. Data-based decision making for instruction and movement within the multi-tiered system 3. Use of a Problem-Solving Process- to assist in: problem identification, problem analysis, design, and implementation of strategies and structures for improving student academic and/or behavioral performance, and evaluation of effectiveness of instruction and selected interventions. 4. Professional Development to support initial MTSS training, ongoing implementation efforts, and the evaluation of instructional and behavioral practices. Standards-Based, Multi-level Instructional and Behavioral System The rigorous HOPE data-driven system provides focused instruction for all students. The MTSS framework reveals both learning and behavioral strengths as well as challenges and provides timely intervention for students who are at-risk, as well as enrichment and acceleration for all students. The MTSS system includes three levels of intensity, which represent a continuum of supports provided by classroom teachers and specialists: Tier 1: (Core Instruction) High quality instruction that is differentiated and evidencebased Tier 2: (Supplemental Instruction) Additional instruction that provides evidence-based intervention(s) of moderate intensity to address the identified needs of at-risk students Tier 3: (Intensive Instruction) Additional individualized intervention(s) of increased intensity for students who show minimal response to Tier 2 instruction 12

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In addition, a framework is in place for students with disabilities aligning individual needs with supports in the context of the core curriculum. The HOPE MTSS framework is grounded in rigorous, evidence-based literacy curriculum and instructional practices that are aligned to the MN 2010 ELA Academic Standards. Additionally, the HOPE core literacy curriculum addresses the 5 areas of reading (phonemic awareness, phonics, fluency, vocabulary and comprehension) as listed in the National Reading Panel Report in addition to oral language. The daily HOPE Elementary Literacy Block creates a schedule that devotes 2 hours of uninterrupted time each day for literacy instruction: 90-minute whole group and Guided Reading and 30-minute Differentiated Skills/Word Study Block. Tier 1 core curriculum and differentiation and Tier 2 targeted small group intervention are aligned to accelerate student achievement and are provided by classroom teachers during the daily Literacy Block. Tier 3 instruction is provided by intervention teachers and specialists outside of the daily Guided Reading and Skills Block. HOPE uses the instructional frameworks of Jan Richardson’s Guided Reading to provide balanced, standards-based, differentiated literacy instruction for all elementary students, including: EL and Special Education. The workshop framework consists of: •  Mini-Lesson: 10-15 minute explicit, focused direct instruction taught whole-group through shared reading or reading aloud •  Literacy Work Period: 80 minutes of differentiated small group instruction (Oral Language-reading, Guided Instructional Reading, Small Group Shared Reading, Read To, Reciprocal Reading) in addition to independent reading, independent writing, conferring, or word work. •  Share: 5-10 minute review, reflection, clarification or celebration of mini-lesson focus. Multiple data points from the HOPE Core Reading Assessment Battery establish a stage of reading development as well as diagnostic profiles for each student that are used to establish starting points and pathways for individualized instruction during Guided Reading. Each stage of reading development (Pre-emergent, Emergent, Early, and Transitional) aligns with appropriate small group instructional strategies and the frequency of instruction during the Literacy Work Period. Teachers use each student’s profile and stage of reading development to form instructional groups, determine small group rotations, and to plan instruction and intervention. Tier 2 supplemental small group instruction is aligned to each stage of reading development and includes Oral 13

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Language-Reading Intervention, Small Group Shared Reading, Read To, Guided Instructional Reading, Reciprocal Reading Intervention, and Phonics Skills/Word Study. Data-Based Decision Making Three types of data are gathered within the MTSS process: 1. Data as a result of universal screening (3 x per year) from the HOPE Core Reading Assessment Battery and MAP are used to identify individual students’ strengths and challenges. This serves to provide appropriate support and needed instruction for ALL students as well as to identify those students whose academic or behavioral progress is not occurring at expected rates. Data-based decision making leads to appropriate support and strategic instruction for all students. In the HOPE tiered process, the first level of data collection is universal screening. Decisions then are made to determine which students are at risk of not making adequate progress. Determinations are made regarding the existence and significance of any problem. Looking at this information a school team may decide: if the delivery of the core curriculum should be altered, if more information is needed, or if supplemental instruction needs to be added. Data that is collected throughout MTSS practices will also inform the school whether or not a particular problem exists as a result of the classroom environment, intervention, curriculum, or instruction. 2. Data as a result of diagnostic assessment (detailed in the HOPE Core Reading Assessment Battery for students at-risk) is used to determine what students can and cannot do in important academic and behavioral domains. Struggling students are identified by implementing a 2-stage screening process. The first stage, universal screening, is a comprehensive assessment for all students conducted 3 times throughout the school year. For students who score below the cut point on the universal screen, a second stage of screening is then conducted to more accurately predict which students are truly at risk for poor learning outcomes. This second stage involves additional, more in-depth testing or short-term progress monitoring to confirm a student’s at risk status. 3. Data as a result of progress monitoring is used to determine if academic or behavioral interventions are producing desired effects. Progress monitoring data are used to determine when a student has or has not responded to instruction at any level of the system. Increasing the intensity of an intervention can be accomplished in a number of ways such as lengthening instructional time, increasing the frequency of instructional sessions, reducing the size of the instructional group, or adjusting the level of instruction. 14

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