District # 2889
Lake Park Audubon
Local Literacy Plan
“The mission statement of Lake Park Audubon Elementary School is to
promote:
- the growth of the whole child (academically, intellectually,
emotionally, socially, and physically)
- the development of responsibility;
- and the desire to learn:
so that each child may make progress toward achieving his/her
potential.”
This mission statement shows our school’s commitment to the growth
of “each child.” This statement does not leave any child out. Reading is
a main key to the success of Lake Park Audubon students, and indeed all
students everywhere. All Lake Park Audubon teachers, administration,
and staff will continue to dedicate themselves to making sure that all
students are reading well by third grade.
The staff at Lake Park Audubon Elementary School has worked hard to
implement and incorporate an RtI model for instruction. This model
calls for continual testing at every grade level to identify students
needing special help or interventions in order to bring each child’s
reading skills to a level of proficiency. Students at every grade level are
given AIMSweb benchmark tests three times a year in the fall, winter,
and spring. Every student is also given Star Reading tests each month to
provide data, give direction to teaching, and to provide guidance in
giving interventions to identified students.
Goals or objectives defining how reading proficiency will be
achieved:
Pre-school:
The Lake Park Audubon ECFE staff recently received news
that they have been awarded a Minnesota Reading Corps
tutor for the 2013 – 2014 school year. This program will
help assess the pre-reading skills of the youngest children in
our school system, and provide instruction in needed skills.
This award should also help to provide a seamless
transition to our K-3 program where Minnesota Reading
Corps has already been an integral part of our reading
intervention program for the past six years.
Achievement Data: In three of the past five years less than
50% of our Lake Park Audubon students have entered
Kindergarten proficient in Letter Sound Fluency as
measured by Aimsweb Default Benchmarks.
Goal: Seventy percent of Lake Park Audubon
kindergartners will enter kindergarten above the Aimsweb
Default measure of Letter Sound Proficiency by the
beginning of the 2014-2015 school year.
Kindergarten:
Lake Park Audubon kindergartners will be assessed with
AIMSweb tests, the Boehm test of Basic Concepts and Star
Early Literacy Assessments. Data from these assessments
will be used to identify children that need interventions in
order to reach proficiency levels by the end of kindergarten.
Achievement Data: Data from the past school year indicates
that an average of 32% of our kindergartners finished the
school year classified as “transitional” or “probable” readers
according to the Star Early Literacy test.
Goal: 60% percent of Lake Park Audubon kindergartners
will be classified as “transitional” or “probable” readers by
the end of the 2013 – 2014 school year as measured by Star
Early Literacy Tests.
Goal: Eighty percent of our kindergartners will reach
AIMSweb Default targets for Letter Sound Fluency by the
end of the 2013 – 2014 school year.
Goal: Ninety percent of kindergarteners will know 40 or
more of the basic concepts as measured by the Boehm test.
First Grade:
All Lake Park Audubon first graders will be assessed with
AIMSweb tests and Star Reading Assessments. Data from
these assessments along with the Reading Recovery
Observation Survey will be used to identify children that
need interventions in order to reach proficiency by the end
of first grade. Lake Park Audubon first grade teachers base
instruction on the five essential areas of reading: phonemic
awareness, phonics, vocabulary, fluency, and
comprehension using guided reading techniques. They have
also incorporated small guided reading groups for twenty
minutes each day.
Achievement Data: Data from the past year shows sixty-six
percent of First Graders finished the year as Probable
Readers based on the STAR Early Literacy Test. Data from
the past six years shows that on average fifty percent of first
graders finish the year at or above Oral Reading Fluency
targets as measured by Aimsweb Default targets (an 80%
predictor of 2nd grade reading proficiency).
Goal: Sixty percent of Lake Park Audubon first graders will
reach Oral Reading Fluency proficiency targets as measured
with AIMSweb probes by the end of the 2013-2014 school
year.
Goal: Eighty percent of Lake Park Audubon first graders
will finish the year classified as Probable Readers as
measured by the STAR Test of Early Literacy.
Goal: Eighty percent of Lake Park Audubon first graders
will be reading at the 40th percentile or above on the Star
Reading Test at the end of their the 2013-2014 school year.
Second Grade: All Lake Park Audubon second graders will be
assessed with AIMSweb tests and Star Reading Assessments.
Data from these assessments will be used to identify
students that need interventions in order to reach
proficiency by the end of second grade. Lake Park Audubon
second grade teachers will use the Daily Five Literacy Model
involving the five pillars of reading instruction, in addition
to basal instruction. Accelerated Reader is used extensively
to encourage children to read independently on their level,
and comprehension is checked through the use of AR tests.
Achievement Data: Data from the past six years has shown
that an average of fifty-nine percent of Lake Park Audubon
second graders have reached proficiency in Oral Reading
Fluency as measured by AIMSweb Default targets. Over the
past three years an average of forty-nine percent of second
graders have been measured as reading at or above the
50th %ile as measured by Star Reading Tests. Over the past
two years 82 percent of Lake Park Audubon second graders
have averaged at or above 90% accuracy as measured by
Aimsweb Oral Reading probes.
Goal: Seventy percent of all Lake Park Audubon second
graders will reach Oral Reading Fluency proficiency as
measured by AIMSweb probes by the end of the 2013-2014
school year.
Goal: Eighty percent of Lake Park Audubon second graders
will be reading at the 40th %ile or above as measured by
Star Reading tests.
Goal: Ninety percent of Lake Park Audubon second graders
will read at or above ninety percent accuracy as measured
by Aimsweb Reading probes.
Third Grade: All Lake Park Audubon third graders will be tested
using AIMSweb tests, Star Reading Assessments, and MCA
tests. Data from these assessments will be used to identify
students that need interventions in order to reach
proficiency by the end of third grade. Lake Park Audubon
third grade teachers begin emphasizing the skills necessary
to learn from reading, rather than learning to read for most
students. The ability to comprehend what is read is of
primary importance. The skills connected with reading in
the content areas of Social Studies and Science begin to be
more important at the third grade level.
Achievement Data: Data from the past four years of MCA
third grade reading tests is as follows: 2009 – 95.5%
proficient, 2010 – 97.95% proficient, 2011 – 95.1%’ 2012 –
91.1% proficient. Lake Park Audubon Elementary School
students have scored at a very high level on the MCA
reading tests. Over the past two years Lake Park Audubon
third graders on average finished the school year with sixtytwo percent of students above the 50th %ile based on STAR
Reading assessments. The current group of third graders
finished the school year with seventy-three percent above
the 40th %ile based on STAR Reading Assessments. Over
the past four years Lake Park Audubon third graders have
averaged forty-eight percent above oral reading proficiency
goals as measured by Aimsweb Default scores.
Goal: All Lake Park Audubon third graders will read with a
90% accuracy rate as measured by AIMSweb benchmarks at
the end of third grade.
Goal: Fifty percent of Lake Park Audubon third grade
students will meet or exceed Oral Reading Fluency
proficiency targets as measured using Aimsweb probes by
the end of the 2013 – 2014 school year.
Goal: Eighty percent of Lake Park Audubon third grade
students will read above the 40th percentile as measured by
STAR Reading tests by the end of their third grade year.
Goal: Lake Park Audubon third grade students will reach
100% proficiency on the spring 2014 MCA reading test.
Lake Park Audubon third graders will reach eighty percent
of students above the 40th percentile as measured by STAR
Reading assessments. Fifty percent of Lake Park Audubon
third graders will meet Aimsweb Default targets for Oral
Reading Fluency.
Current Practices Demonstrating Success:
1. Quality core reading instruction stressing the pillars of
reading: phonics, phonemic awareness, vocabulary,
fluency, and comprehension through guided reading is
emphasized at all grade levels.
2. Lake Park Audubon has adopted an RtI model for
instruction where students are tested consistently at
every grade level, and interventions are prescribe on the
basis of identified need. Interventions demonstrating
success at Lake Park Audubon include Minnesota
Reading Corps, Reading Recovery, Read Naturally, Soar
to Success, small group and one to one instruction, Great
Leaps, and intensive phonics instruction.
3. Lake Park Audubon has a Targeted Services after school
program, and the needs of identified children are
addressed through interventions delivered by licensed
teachers during this time.
4. Intervention periods are scheduled throughout the day
at each grade level, and reading interventions are
provided based on the needs identified with our
screening assessments.
5. The Lake Park Audubon Accelerated Reader program is
used throughout our elementary school. This program
encourages children to read high interest books on their
reading level.
6. RtI grade level meetings are held monthly. Grade level
teachers and administration meet with our RtI coach and
study data as it relates to individual students and groups
of students.
7. Title I teachers and special education teachers are a part
of our RtI team, and work together to meet the reading
needs of individual students by providing individual and
small group interventions.
Processes used to assess reading proficiency:
Lake Park Audubon Elementary School has a continual process to assess
reading proficiency throughout our school from kindergarten through
sixth grade. The notification Lake Park Audubon has received that our
ECFE programs have also been awarded services through Minnesota
Reading Corps will help us assess pre-reading skills at the preschool
level as well. Beginning in kindergarten, students are assessed for letter
naming and letter sounds starting in the fall of the school year.
AIMSweb benchmarks are given three times a year to all students at all
grade levels in the fall, winter, and spring of each school year. Star Early
Literacy tests are given in kindergarten and first grade, and Star
Reading tests are administered monthly in grades 2- 6. These tests
provide Lake Park Audubon staff members with the data needed to
identify students for interventions and adjust instruction to identified
needs for both groups and individuals. Students identified as needing
interventions are given AIMSweb progress monitoring probes each
week in order to assess progress and/or the success of the particular
intervention being used.
Levels of proficiency are determined using the norms of each test
administered. AIMSweb predetermined state and local target scores are
used for identifying students needing interventions. Students below
target are matched with appropriate interventions. Star Early Literacy
tests give designations of “emergent,” “transitional” and “probable.”
“Emergent” readers are given a high priority for certain interventions.
Star Reading tests give grade level designations, and students who
demonstrate that they are reading significantly below grade level are
targeted for interventions.
Star test results, AIMSweb results, and other data are collected and
studied at monthly grade level RtI meetings. Individual student results
are discussed and interventions are recommended based on the data
observed. The success of Lake Park Audubon reading programs at each
grade level is also discussed using accumulated data, and decisions are
made to adjust programs and instruction in order to meet the needs of
our students.
The following chart shows the tests that are used at each grade level,
along with a schedule as to when they are given:
Kind.
1st Grade
2nd Grade
3rd Grade
through
6th Grade
Fall (Sept. 3 - 20)
· Letter Naming Fluency
· Letter Sound Fluency
- BOEHM
· Oral Reading Fluency
· Letter Sound Fluency
· Nonsense Word
Fluency
- Star Early Literacy
· Oral Reading Fluency
(3 passages)
Star Math & Reading
(Monthly)
· Oral Reading Fluency
(3 passages)
- Star Reading (Monthly)
Winter (Jan. 12 - 23)
· BOEHM
· Letter Sound Fluency
· Nonsense Word
Fluency
- Star Early Literacy
· Nonsense Word Fluency
· Oral Reading Fluency
(3 passages)
- Star Early Literacy
Spring (April 27 – May 14)
· Letter Naming Fluency
· Letter Sound Fluency
· Nonsense Word Fluency
- Star Early Literacy
- BOEHM
· Oral Reading Fluency
(3 passages)
- Star Early Literacy
· Oral Reading Fluency
(3 passages)
Star Math & Reading
(Monthly)
· Oral Reading Fluency
(3 passages)
Star Reading (Monthly)
· Oral Reading Fluency
(3 passages)
Star Math & Reading (Monthly)
· Oral Reading Fluency
(3 passages)
Star Reading (Monthly)
MCA Tests - Spring
It is important to remember that children identified for interventions
are continually monitored for progress until they show success, and can
exit the particular intervention provided. Star tests separate out
reading skills according to strands, and these results can help Lake Park
Audubon staff to identify if interventions are needed in phonics, fluency,
vocabulary, or comprehension.
Results of Lake Park Audubon benchmark tests are shared with parents
at conferences in November and February. Progress relating to
particular interventions and progress monitoring data is also related at
these conferences, as well as at special education meetings involving
parents and team members.
Notification and Involvement of Parents to Accelerate literacy at
Each Grade Level (K-3):
State standards will be studied and aligned with instruction at each
grade level on teacher in-service and workshop days August 27th – 29th,
2013, and from studies done during the previous school year. Activities
and instruction necessary to meet these standards will be
communicated with parents consistently throughout the school year.
All parents are notified about the Accelerated Reader program at Lake
Park Audubon Elementary School, and encouraged to become involved
in their child’s reading through monthly newsletters from the
elementary principal. They are also informed about special reading
programs and activities such as Dr. Seuss’s Birthday, Read Across
America, and the Red Hawks Reading program.
Tools for communicating student literacy needs, goals, and activities to
parents include:
Kindergarten:
- Open house – August 29th, 2013 – Children and parents will be
invited to visit classrooms - Materials concerning curriculum
and instruction will be available for parents.
- Individual conferences – September 3rd and 4th, 2013 –
Kindergartners will be given short assessments and screenings
– Materials concerning curriculum and instruction will be
distributed. Suggestions about the encouragement of literacy
skills will be given to parents.
- Weekly newsletters – September 2013 – May 2014 – The
literacy skills being taught in the classroom will be
communicated with parents so that they can be reinforced at
home.
- Fall Parent/Teacher Conferences – November 7th and 12th,
2013 – Parents will be shown benchmark test results, and
informed about any interventions their child needs. Graphs
will be presented to parents showing progress monitoring
results. Information will be given to parents so that they can
help provide instruction and practice at home. Literacy
interventions will be demonstrated by Title I staff throughout
the evening.
- February Parent/Teacher Conferences – February 20th and 25th,
2014. Parents will be shown benchmark test results, and
informed about interventions and progress monitoring.
Information will be given to parents so that they can provide
instruction and practice at home.
First Grade:
- Open House – August 29th, 2013 – Parents and children will be
invited to visit classrooms – Materials concerning curriculum
and instruction will be available for parents.
- Weekly newsletters – September 2013 – May 2014 – The
literacy skills being taught in the classroom will be
communicated with parents so that they can be reinforced at
home.
- Fall Parent/Teacher Conferences – November 7th and 12th,
2013 – Parents will be shown benchmark test results, and
informed about any interventions their child needs. Graphs
will be presented to parents showing progress monitoring
results. Information will be given to parents so that they can
help provide instruction and practice at home. Literacy
interventions will be demonstrated by Title I staff throughout
the evening.
- February Parent/Teacher Conferences – February 20th and 25th,
2014. Parents will be shown benchmark test results, and
informed about interventions and progress monitoring.
Information will be given to parents so that they can provide
instruction and practice at home.
Second Grade:
- Open House – August 29th, 2013 – Parents and children will be
invited to visit classrooms – Materials concerning curriculum
and instruction will be available for parents.
- Weekly newsletters – September 2013 – May 2014 – The
literacy skills being taught in the classroom will be
communicated with parents so that they can be reinforced at
home.
- Fall Parent/Teacher Conferences – November 7th and 12th,
2013 – Parents will be shown benchmark test results, and
informed about any interventions their child needs. Graphs
will be presented to parents showing progress monitoring
results. Information will be given to parents so that they can
help provide instruction and practice at home. Literacy
interventions will be demonstrated by Title I staff throughout
the evening.
- February Parent/Teacher Conferences – February 20th and 25th,
2014. Parents will be shown benchmark test results, and
informed about interventions and progress monitoring.
Information will be given to parents so that they can provide
instruction and practice at home.
Third Grade:
- Open House – August 29th, 2013 – Parents and children will be
invited to visit classrooms – Materials concerning curriculum
and instruction will be available for parents.
- Weekly newsletters – September 2013 – May 2014 – The
literacy skills being taught in the classroom will be
communicated with parents so that they can be reinforced at
home.
- Fall Parent/Teacher Conferences – November 7th and 12th,
2013 – Parents will be shown benchmark test results, and
informed about any interventions their child needs. Graphs
will be presented to parents showing progress monitoring
results. Information will be given to parents so that they can
help provide instruction and practice at home. Literacy
interventions will be demonstrated by Title I staff throughout
the evening.
- February Parent/Teacher Conferences – February 20th and 25th,
2014. Parents will be shown benchmark test results, and
informed about interventions and progress monitoring.
Information will be given to parents so that they can provide
instruction and practice at home.
Entrance and Exit Criteria for Students Needing Interventions:
Children will be considered for entrance into the Lake Park
Audubon literacy intervention program based on the following
criteria:
1. Children scoring below default target level on AIMSweb
Benchmarks in the fall, winter, or spring at every grade
level.
2. Children scoring below the 40th percentile on Star
Reading Tests.
3. Children receiving a literacy classification of “emergent
reader” on the Star Early Literacy Assessment at the end
of kindergarten or the beginning of first grade.
4. Recommendations from teachers or parents based on
inadequacies observed in reading and pre-reading skills.
Children will be considered for exit from the Lake Park Audubon
literacy intervention program based on the following criteria:
1. Children scoring above target aimlines according to
AIMSweb progress monitoring for at least four
consecutive weeks.
2. Children scoring at or above the 40th %ile on Star
Reading tests for two test periods.
3. Children receiving a literacy classification of “probable
reader” on the Star Early Literacy Test in kindergarten
and beginning first grade.
4. Recommendations from teachers and staff indicating a
high level of achievement on state achievement tests.
Tools to Support Literacy Practices at Home:
Resources to support literacy at home will be given to parents at
conferences throughout the school year, and they will also be
listed on the school website. These include:
- Lists of sight words connected to the reading curriculum
- Lists of letters and sounds to be reinforced at home along with
the dates they will be taught in the classroom
- Lists of important vocabulary words needing reinforcement
- Share sheets reinforcing skills taught in the classroom
- Book lists leveled according to the reading ability of the child
- Web sites that can be used to motivate and reinforce literacy
skills.
- Copies of repeated readings done in the classroom
- Suggestions for books to be read to children by parents
Interventions and Instructional Supports:
Lake Park Audubon provides core reading instruction for grades K-3
using the Scott Foresman Reading curriculum as a basis for instruction.
Kindergartners are provided with whole group instruction,
differentiated instruction, and literacy centers for reading instruction.
Lake Park Audubon second grade teachers and staff provide a small
group reading rotation, and the children rotate for differentiated
instruction including groups for phonemic awareness, phonics,
vocabulary, fluency, and comprehension instruction through guided
reading. Basal reading instruction is provided in addition to the reading
rotation.
Grade level teachers will meet each year to examine their curriculum
and the Minnesota standards to assure alignment. AIMSweb Tests and
Star Tests are used to gather data and identify students for
interventions. Students scoring below target levels or below grade level
are provided with interventions to meet their needs.
The Lake Park Audubon RtI program employs interventions with a
proven record. Many of the interventions and teaching methods that
are employed are listed on “What Works.com” and show positive
research results from several studies. Movement is provided during
and between activities following recommended research based brain
development techniques (brain gym). The teaching of the following
appropriate practices and interventions are well accepted and
researched: Letter/Sound correspondence, phoneme blending,
phoneme segmenting, blended words, repeated reading, newscaster
reading, duet reading, pencil tap, stop/go, repeated reading with
question generation, Great Leaps Reading Program, Read Naturally,
Soar to Success, Sidewalks, LIPS, individualized and small group reading
instruction, Study Island, Reading Recovery, Leveled Literacy, and
Accelerated Reading.
Monthly grade level RtI meetings will be held, and both benchmark and
progress monitoring data will be examined with the assistance of our
Lake Park Audubon RtI coach. The success of interventions provided
for individual students will be determined by noting improvement or
lack thereof according to progress monitoring data gathered through
AIMSweb and Star.
Lake Park Audubon Elementary School will seek feedback from
stakeholder groups through the use of surveys to be completed by
students, teachers, and parents. Survey results will be compiled and
studied. This data will be used to make necessary changes in the Lake
Park Audubon literacy plan, instructional interventions, teaching
methods, and curriculum.
Teacher Participation in Professional Development:
Lake Park Audubon Elementary School conducts a needs assessment
each year in order to determine priorities for staff development.
Professional development in reading has been ranked at the top of the
list each year.
Lake Park Audubon plan for professional development in reading:
1. The first grade teachers will examine their current program
with the help of our RtI coach and principal.
Recommendations for possible changes in instructional
delivery, curriculum, and interventions will be gathered, and a
plan for implementation will be developed.
2. Reading professional development will be provided as a part of
our collaborative workshop day on August 28th, 2013.
Suggestions for scientifically based reading instruction will be
gathered and recommendations for in-service will be made to
the collaborative schools.
3. Staff development requests for individual teachers and groups
of teachers will be considered throughout the 2013-2014
school year. Priority will be given to K-3 requests for
scientifically based reading professional development.
4. Time will be provided for teachers to meet regularly at
monthly grade level meetings for professional development
relating to reading best practices. Six late starts and early outs
will be built into the calendar for the 2013-2014 school year,
and opportunities for reading professional development will
be provided.
5. Staff will be trained to deliver core instruction, instructional
interventions, and scientifically based reading practices by
teacher leaders, reading coach, administration, and qualified
instructors at before school workshops in August of 2013.
Minnesota Reading Corps tutors will receive instruction during
the summer of 2013. Training sessions will be scheduled for
new testing systems and interventions through the companies
providing these services to our school.
6. Coaching supports will be provided by our RtI coach, through
observations by administrators, our Minnesota Reading Corps
internal coach, and peer teachers.
7. Performance data gathered from AIMSweb and Star testing will
be used to help define areas of weakness in our reading
program.
8. Time will be provided during workshops for curriculum
mapping activities in order to determine the educational
setting for teaching essential learner outcomes at each grade
level.
Comprehensive scientifically based reading instruction
consistently implemented throughout the elementary grades:
Lake Park Audubon Elementary School began implementing an RtI
model of instruction beginning in the 2006-2007 school year. We began
by studying AIMSweb data in kindergarten and first grade, and
gradually expanded by adding a grade level each year. All elementary
grade levels (K-6) are now a part of our RtI program, and it will be
expanded to grades seven and eight during the 2013-14 school year.
The employment of this model has helped our Lake Park Audubon staff
to provide interventions to those students showing a need. The RtI
model has helped us incorporate a multi-tiered approach to reading
instruction. Tier 1 consists of core instruction for all students, and
universal interventions that apply to all students. Tier 2 interventions
are provided for identified students that are reading below grade level
or not reaching predetermined targets. High intensity, durable
interventions are provided in tier 3 to individual students identified as
showing the highest level of need.
Scientifically based interventions with a proven record and are
provided on a consistent basis. The Lake Park Audubon teachers and
staff will continually work to refine the RtI process at our school by
providing assessments, examining and disaggregating data, and working
to match the appropriate intervention to meet the needs of each
individual student.
Performance data gathered from MCA tests, Star tests, and AIMSweb
will be gathered. This data will be examined to determine weaknesses
in our core instruction by looking at the MCA substrands of vocabulary,
comprehension, and literature. Star tests break achievement levels
down even further, and this allows the Lake Park Audubon staff to look
at assessment results including: alphabetic principals, concept of word,
visual discrimination, phonemic awareness, phonics, structural analysis,
vocabulary, sentence-level comprehension, and paragraph level
comprehension. AIMSweb data will give us continued information on
fluency, and this measure has also been a good predictor of students’
ability to reach MCA proficiency levels at the end of third grade. Staff
development opportunities will be provided especially in areas of
weakness at each grade level, or school wide.
Training and support so that elementary teachers can recognize
students’ diverse needs and serve the needs of EL students:
Lake Park Audubon Elementary School currently has no students that
are classified as English Language Learners. An ESL teacher has been
available for some students we have received in the past several years,
and those students have quickly become proficient on MCA reading
tests.
Lake Park Audubon has low percentages of African American, Native
American, and Asian American students. These minority students have
not historically shown a higher level of need than students in the
majority population group according to disaggregated test results. Lake
Park Audubon does participate in cultural collaborative activities with
neighboring districts showing more cultural diversity, and this has
helped promote an understanding and appreciation of diverse cultures
and races.
There is a wide economic diversity within the Lake Park Audubon
School District. The free and reduced lunch rate has increased
significantly within recent years from approximately 35% to 46% of our
students receiving free and reduced price lunches. Training for staff in
connection with issues pertaining to economic diversity will be
provided for Lake Park Audubon Elementary School teachers and staff.
LPA has previously studied issues relating to poverty through our
Cultural Collaborative program. The elementary principal will make a
recommendation to our Cultural Collaborative director to include inservice and training for our staff pertaining to issues related to poverty.
Since the percentage of students receiving free and reduced lunches has
increased to over 40%, LPA Elementary School has instituted programs
to address the issues of poverty. Our plan is for these programs to
continue into the future. Our elementary school will continue to make
free breakfasts available to all students every day in their classrooms
before the regular school day begins. We will continue to offer a “school
wide” Title I program, so that all students can be provided with Title I
interventions based on identified needs.
Lake Park Audubon Elementary School will conduct targeted service
summer school and after school programs, and target students referred
by teachers, parents, and staff in order to address issues related to
poverty and cultural diversity. The LPA RtI team will communicate with
these programs so that students identified for interventions can
continue to be reinforced with appropriate activities during these times.
There is an achievement gap for children that are classified as coming
from low income homes. A goal for Lake Park Audubon will be to raise
the MCA percent proficient in reading from 78.1% proficient to 83%
proficient school wide on the MCA tests in the spring of 2013.
Processes used to assess reading proficiency:
Screening Data: AIMsweb benchmark tests will be given three times a
year to all Lake Park Audubon Elementary School students. Star Early
Literacy tests will be given to all kindergartners and first graders at
Lake Park Audubon and Star Reading tests will be given to all second
and third graders. The data gathered from these tests will help our staff
identify individual students needing interventions, and it will also be
used to identify areas and grade levels where our instructional reading
curriculum and delivery can be strengthened.
Diagnostic and Progress Monitoring Data: Star Early Literacy tests will
be given to all kindergartners and first graders at least three times a
year, and these test results will help our staff break down the specific
skills needing intensified instruction. Students identified as needing
interventions will be given weekly AIMSweb progress monitoring
probes to check progress relating to the particular intervention
prescribed. Star Reading tests will be given monthly at the second and
third grade levels. More focused diagnostic testing such as Miscue
Analysis may be used if current interventions are not showing success.
These tests will help us diagnose reading issues for individual students
and also monitor progress with specified interventions.
Data is used to determine proficiency: Data gathered from AIMSweb
and Star benchmarks have predetermined proficiency levels based on
local, state, and national norms. AIMSweb benchmarks give the Lake
Park Audubon staff a “target,” and this target is the proficiency level
used by our school to determine “proficiency.”
Star Early Literacy tests classify children as “emergent readers,”
“transitional readers,” and “probable readers.” Students classified as
“emergent readers” at the end of kindergarten in combination with data
labeling them as “below target” in AIMSweb would be considered for
interventions.
Star Reading tests classify students according to grade level. Students
reading below grade level in first and second grades in combination
with data labeling them as “below target” in AIMSweb will be
considered for interventions.
Minnesota Comprehensive Assessment tests will also be used to
determine proficiency for grades three through six at Lake Park
Audubon. In the future there will be optional MCA tests available for
local use that can be given twice before the test for observable growth in
the spring. Our staff plans to use those tests to identify students for
interventions. Students scoring “partially proficient” or those not
meeting standards will be considered for interventions at the third
grade level.
Lake Park Audubon teachers, administrators, and school staff will be
regularly involved in data review. MCA data and benchmark data from
the 2012 -2013 school year will be studied by each grade level team
before the start of the 2013-2014 school year. Monthly RtI meetings
will be held where grade level teachers, administrators, staff, and our
RtI coach study data and recommend interventions or improvements to
curriculum and methods. Data will be reviewed and disaggregated to
determine the need for individual interventions and program
improvements.