2011 – 12
Reading Sufficiency Act (RSA)
Tahlequah Public Schools
Name of District
Cherokee County
County Name
_11_
County
Code
I035
District
Code
Section 1
I.
COMMITTEE
a.
Please identify the person to be contacted if there are any questions or updates
regarding the RSA plan.
Anita Lightcap
b.
Special Programs Coordinator
RSA Contact Name
RSA Contact Title
(918) 458-4100
lightcapa@tahlequah.k12.ok.us
RSA Contact Telephone
RSA Contact E-Mail
Please identify the RSA committee members by name and title. Identify a
committee of school administrators, teachers, and parents and if possible, a
reading specialist, who have input to the RSA plan. (Copy form as needed)
CHEROKEE ELEMENTARY
RSA Committee Member Name
RSA Committee Member Title
Parent(s)
Classroom Teacher
Special Needs Teacher(s)
Literacy Coach
Literacy Coach
Counselor
Principal
Cari Murray
Pat Hubbard
Liza Warren
Lacie Davenport
1
GREENWOOD ELEMENTARY
RSA Committee Member Name
RSA Committee Member Title
Parent(s)
Classroom Teacher
Special Needs Teacher(s)
Literacy Coach
Literacy Coach
Counselor
Principal
Melissa Dodson
Lorie McGee
Donna Lewis
Susan Hull
Susan VanZant
SEQUOYAH ELEMENTARY
RSA Committee Member Name
RSA Committee Member Title
Parent
Classroom Teacher
Special Needs Teacher(s)
Counselor
Principal
Carolyn Allen
Vickie Proctor
Marissa McCoy
2
Section 1
c.
Please describe the RSA committee members’ duties, and responsibilities.
DUTIES:
Parent
*Coordinate efforts with teachers in implementing strategies to use in helping
their child meet grade level reading proficiencies. Including but not limited to
reading and writing activities with children at night, attending family reading
nights and generally supporting classroom efforts.
*Be actively involved with the Academic Literacy Team as needed.
Teacher
*Coordinate & administer Literacy 1st screening in classroom following District
Literacy Timeline.
*Report screening results to Literacy Coach/Principal.
*Write RS plans incorporating all areas of current reading laws as provided by
the state.
*Schedule parent conferences and secure parent signature on all RS plans.
*Provide progress monitoring for all classroom students and place on RS plan
as needed according to current RS Law(s).
*Provide diagnostic assessment for all students as needed to verify/confirm
students reading level.
*Maintain and complete student portfolio for each retained student.
*Fill out Individual Review of retained students each spring. (Attach at least 2
months MIRP log)
*Be actively involved with the Academic Literacy Team and schedule follow up
meetings with parent/guardian as needed
Literacy Coach
*Coordinate literacy timeline with curriculum pacing guides K-4th grade.
*Coordinate and facilitate Literacy First testing as needed.
*Review assessment data from individual teachers to confirm students
qualifying for a plan of reading instruction.
*Compile list of students qualifying for RS plan and submit to BOE per timeline.
*Review all RS plans prior to parent conference.
*Peer coaching/modeling to implement effective reading strategies and
practices.
*Provide Tier II and Tier III interventions.
*Assist classroom teachers (as needed) in administering diagnostic
assessments.
*Be actively involved with the Academic Literacy Team.
Counselor
*Assist teachers in testing as needed.
*Assist teachers in scheduling conference with parents as needed.
*Assist parents as needed.
*Coordinate Academic Literacy Team meetings with parent/guardian as needed.
*Be actively involved with the Academic Literacy Team.
Special Needs Teacher
*Be actively involved with the Academic Literacy Team.
*Write RS Plans of identified students in cooperation with the regular
classroom teacher.
Principal
*Supervise implementation of all testing, parental notification, parent meetings,
etc. as required by law.
*Approve all RS Plans prior to parent conference or parent signature.
*Facilitate scheduling and conducting of Academic Literacy Team meetings.
Section 1 - Continued
c.
Please describe the RSA committee members’ duties, and responsibilities.
RESPONSIBILITIES:
Teacher
*Teachers are responsible to keep parent, literacy coach and principal
informed of lack of progress made by students not reading on grade level.
*Teachers are responsible to keep literacy coach and principal informed of
RS Plans lacking parent conference/signature prior to deadline
Literacy Coach
*Literacy Coach is responsible to keep principal informed of individual
Reading plans completion.
*Responsible to keep principal informed of RS Plans lacking parent
signature prior to end of second 9 weeks.
*Schedule Academic Literacy Team meetings as needed and notify all team
members.
Counselor
*Responsible to keep principal informed of potential issues which may
negatively affect students academic reading progress.
Principal
*The final responsibility of overseeing parent notification of RS plan and
securing parent signature will be that of the building principal. In the event
parents do not keep appointment to review and sign RS Plans it will be the
responsibility of the Principal to follow SDE suggestions for proper
mailings and retaining of receipts.
*Pro vide “Individual Review” forms to classroom teacher(s) for ALL
retained students.
d.
Please attach a copy of the parent/guardian written notification form that will be
used by the district provided to parent/guardian regarding the identification of a
student for reading deficiencies.
1st Conference
Person (s) Responsible For Instruction: T=Teacher
Level (s) of Service:
a. In-Class Instruction
b. Computer Assisted
Instruction
c. Specialized Instruction
d. Extended Instructional Day
e. One on One Reading
f. Literacy Lab
g. Summer Academy
P=Parent
I=Interventionist
Instructional Focuses:
a. Phonemic Awareness
←In This Area→
enter person(s)
responsible for
performing the
instruction.
T=Teacher
P=Parent
I=Interventionist
←
→
h. Other
b. Phonics Skills
c. Vocabulary
d. Fluency
e. Comprehension
f. Reading Strategies
g. Spelling Patterns/Strategies
h. Written Expression
Date:
Continue Plan From Last Year:
YES
NO
Concerns/Recommendations
Reading Sufficiency Committee Signatures:
Parent:_______________________________________________________
Administrator:
Teacher:______________________________________________________
Resource Specialist:
2nd Conference
Concerns/Recommendations
Date:
Continue Plan:
YES
NO
Terminate Plan:
YES
NO
Third Grade student(s) only consideration: The Reading Sufficiency Act requires that the plan for any third grade student in need of remediation include specialized tutoring and may include a recommendation
retained in the third grade at the close of the year or attend a Summer Reading Academy.
Teacher Recommending Retention
YES
NO
Teacher Recommending Summer Reading Academy
YES
NO
Parent:_______________________________________________________
Teacher:______________________________________________________
Reading Sufficiency Committee Signatures:
Resource Specialist:______________________________________
Administrator:_________________________________________________
(When inserting this Excel document into a Word document the formatting is not the same. The original document used for parent/guardian
notification is one page front & back.)
Tahlequah Public Schools
Reading Sufficiency Plan
2011-12
Grade:_______________________
Student Name:___________________________________
Teacher Name:___________________________________
Informal (on going) Assessments:
Fall
Score
Winter
Score
Spring
Score
BEAR Spelling
Developmental Reading Assessment (DRA) Independent Level
Optional Assessments

San Diego
STAR & STAR Early Literacy
Other Reporting

Report Card/Reading Grade - (3rd grade &
above)
SAT 10 - (1st and 2nd grade only) Total Reading
Oklahoma Core Curriculum Test (OCCT) 3rd & above reading only
Median Grade Equivalent
_______________________
Date
Macmillan/McGraw Hill
Unit Skills Assessments
Unit Benchmark Assessments
Phonics
(initial placement or unit test)
Word Recognition (initial placement or unit test)
Vocabulary (initial placement or unit test)
Comprehension (initial placement or unit test)
_____________
Performance Level
Formal Assessments: (required)
Fall
Score

Winter
Score
Spring
Score
LITERACY FIRST
Phonological Awareness
Phonics
Vocabulary List A
Vocabulary List B
Vocabulary List C
FLUENCY
Other Factors Affecting Reading:
Vision_______________________________
Hearing______________________________
Bilingual Background___________________
Speech _____________________________
Attendance __________________________
Other _______________________________
(When inserting this Excel document into a Word document the formatting is not the same. The original document used for parent/guardian
notification is one page front & back.)
Literacy Timeline
2011-12
August 11 – August 19/2011
Set up Literacy Lab Groups
Review OCCT/SAT 10
August 22 – September 1
1st Grade to Literacy Lab (these dates only)
(Replace with Kinder on September 6)
August 31
Fall Writing Prompt given to 3rd & 4th Graders
Handwriting/Writing sample for K-2nd Graders
(See Portfolio Contents)
September 6, 2011
Begin Literacy 1st testing & DRA for RS students
(DRAs are given to students on a RS Plan and are given once a school year. If
students are put on a RS plan and have a DRA from the previous spring – a new
one is NOT needed. However, if there is no DRA in the portfolio then it must be
given to RS students).
Update Data Zone by 10/7/11
Continue One to One testing
September 6, 2011
Tier II Literacy Lab begins
(Kinder, 2nd, 3rd & 4th)
September 12, 2011
1st grade labs begins
One to One sessions begin
September 28, 2011
All teachers complete list of RS students
Due to LRS/Principal by end of day
September 30, 2011
LRS sends RS#s to BOE
September 30, 2011
RS Plans due to principal
for review & approval
October 6,
October 7, 2011
Parents sign RS Plans at parent/teacher conferences
Last day to enter Fall testing in Data Zone
End of first 9 week period
December 1, 2011
Begin Literacy 1st Testing, DRA
Update Data Zone by 1/6/12
December 9, 2011
All teachers complete list of RS students
Due to LRS/Principal by end of day
December 12, 2011
All new RS plans to site principal for approval
Parents sign before holiday break
December 16, 2011
January 6, 2011
Last day for Literacy 1st testing
End of second 9 week period
Last day to enter Winter testing in Data Zone
January 13, 2011
LRS sends RS#s to BOE
March 9, 2012
End of third 9 week period
April 23 or after OCCTs
3rd grade ONLY
Begin Literacy 1st testing and DRA
RS plans to site principal for approval by May 10
Parents sign RS plan before May 24
April 27, 2012
3rd grade ONLY
All teachers complete list of RS student
due to LRS by end of day
April 30, 2012
LRS send Reading Academy (3rd grade only) numbers to BOE
April 30, 2012
Literacy 1st Testing and DRA begins (excludes 3rd)
RS plans due to site principal by May 16
Parents sign RS plans before May 24
April 30 – May 4
1st – 4th grade NO LITERACY LAB
(Kinder labs ARE in session this week)
May 7, 2012
Fall Writing Prompt given to 3rd & 4th Graders
Handwriting/Writing sample for K-2nd Graders
(See Portfolio Contents)
May 14, 2012
Teachers complete list of RS Students
Due to LRS by end of day
May 17, 2012
ALL RS Plans to principal for approval
May 18, 2012
LRS sends RS#s to BOE
Last day to update Data Zone for the 2011-12 year
Last day for Literacy Lab – ALL GRADES
May 24, 2011
Last day for parents to sign RS plans
Original in students’ cumulative folder
Revised August, 2011
Section 2
II.
RSA Goal
District Goal (One hundred percent of Third grade students scoring satisfactory, proficient or
above
On the Oklahoma Core Curriculum Test and the Oklahoma Modified Alternate Assessment
Program for Reading is the established goal.)
■ Calculate the district RSA achieved goal for 2011. (Use goal calculation worksheet to
determined achieved goal.)
District Achieved Goal for 2011:
67%
Site Goal (One hundred percent of Third grade students scoring satisfactory, proficient or above
On the Oklahoma Core Curriculum Test and the Oklahoma Modified Alternate Assessment
Program for Reading is the established goal.)
■ Calculate the district RSA achieved goal for 2011. (Use goal calculation worksheet to
determined achieved goal. [If the district has more than one elementary site with Grade 3 in your
district, complete the information below for each site.] )
Cherokee Elementary
Site Name
Site Achieved Goal for 2011:
Greenwood Elementary
Site Name
Site Achieved Goal for 2011:
Sequoyah Elementary
Site Name
Site Achieved Goal for 2011:
110
Site Code
60%
112
Site Code
77%
110
Site Code
72%
Section 3
III.
SCREENING AND ASSESSMENT INSTRUMENTS
Approved Screening instruments by the State Board of Education
● Basic Early Assessment of Reading (BEAR)
● Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
● Literacy First Battery of Assessments
Approved diagnostic instruments by the State Board of Education
● Diagnostic Assessment of Reading (DAR)
● Developmental Reading Assessment 2 (DRA2)
● Group Reading Assessment and Diagnostic Evaluation (GRADE)
● Gray Oral Reading Test (GORT 4)
● Kaufman Test of Educational Achievement (Second Edition)
● Peabody Picture Vocabulary Test 4 (PPVT 4)
● Texas Primary Reading Inventory (TPRI)
● Woodcock-Johnson III Diagnostic Reading Battery (WJ-III)
Section 3
APPROVED SCREENING INSTRUMENT
(BEAR, DIBELS, Literacy First)
DATES OF ADMINISTRATION
FALL – 9/6/2011 thru 9/28/2011
WINTER – 12/1/2011 – 12/16/2011
LITERACY FIRST
SPRING – 4/23/2012 – 4/27/2012 3rd grade ONLY
SPRING – 4/30/2012 – 5/14/2012
PROGRESS MONITORING INSTRUMENT
LITERACY FIRST
K, 1st, 2nd & 4th
DATES OF ADMINISTRATION
As needed not less than dates above.
DIAGNOSTIC INSTRUMENT
DRA2 – Tested only one (1) time during the
school year.
OUTCOME INSTRUMENT
Oklahoma Core Curriculum Tests
OCCT
WHO WILL ADMINISTER?
Teacher, Literacy Coach, Counselors
DATES OF ADMINISTRATION
April 14, 2012 – May 4, 2012
SECTION 4
IV.
READING ENHANCEMENT AND ACCELERATION DEVELOPMENT (READ) INITIATIVE
Please describe how the district will develop and implement the READ Initiative.
● What procedures, strategies, and interventions will be developed to prevent retentions?
● How will students in Kindergarten through Grade 3 be monitored who are at risk of retention?
● When will the additional reading instruction time be implemented during the regular school day?
● What state approved reading curriculum will be used?



Beginning with students in Kindergarten all students receive service in a Literacy Lab
four/five days per week, 30 minutes per day. Teacher/Student ratio is typically 1:5 and
students are paired with students working on the same literacy skill following the Literacy
First continuum. During this 30 minute lab time, students work on designated skills using
various manipulatives, read a familiar book, write a short sentence, are introduced to a
new book and read the new book one time. Students then take the new book home, read to
parent/guardian/older sibling, etc. and return the reading bag the next day for lab.
The above practice continues in first grade only for students that are on a Reading
Sufficiency Plan. However, the exception, the lowest performing students in the first grade
are pulled in a one-to-one reading lesson with a trained Reading Recovery teacher for a 12
– 20 week period and then are typically transitioned into the lab setting after the intense
reading intervention if needed.
Second and Third grade students that are on a Reading Sufficiency Plan receive the same
Intense Literacy Lab intervention mentioned above mirroring the set up of the Kindergarten
service which is modeled from Marie Clay’s Reading Recovery lessons.
All of the above is in addition to the two and a half hour reading block students
receive in the regular classroom. Students are monitored using fiction and nonfiction leveled text during a 30 minute Monitored Independent Reading time
supervised by the classroom teacher each day. Each student will be monitored at
least once a week.
Macmillan/McGraw Hill reading series is used Kindergarten through 4th grade.
Academic Literacy Teams will meet on as “as needed” basis for the purpose of
discussing progress of all students. Special attention will be placed on retained
students and/or those at risk of retention. Members of the Academic Literacy Team
will include those on the Reading Sufficiency Committee . (See Page 1 & 2)
SECTION 5
V.
PROGRAM OF READING INSTRUCTION
a.
Please describe how the district will provide sufficient additional in-school instructional time
for the acquisition of phonological awareness, phonics, spelling, reading fluency, vocabulary
and comprehension for students with a Program of Reading Instruction (PRI).
In additional to the Literacy Lab, students with a program of reading instruction
receive services in a computer lab where they rotate through a series of stations
which include 1) small group tutoring 2)white board activities 3) reading software
program which incorporate fluency (READING +), PA, Phonics, Spelling, Vocabulary
and Comprehension (SUCCESS MAKER & ORCHARD).
Additionally, for students who do not have parent support at home to list to students
read, we recruit volunteers to come into our buildings to listen to these students read.
b.
Please describe the tutorial instruction before and after regular school hours that will be
provided to students in need of intervention.
Tahlequah Public Schools enjoys a partnership with Boys and Girls Club that provides
before and after school tutoring in need of further intervention. Certified teachers
are paid to work with small groups of students for 30 minutes before or after school.
During this tutoring time, students receive help with homework, review skills and
read to or with teachers.
SECTION 5
c.
Please describe the Program of Reading Instruction and specialized tutoring developed
for third grade students in need of intervention and remediation.
d.
Please provide information that describes the school’s plan for continuing instruction for
third grade students who are performing below grade level at the end of the third grade.
SECTION 6
VI.
DATA ANALYSIS
a. Please provide an analysis and interpretation of testing data provided by the
Oklahoma School Testing Program (Oklahoma Core Curriculum Test and
Oklahoma Modified Alternate Assessment Program).
● What areas of strength are indicated by the data?
● What areas of weaknesses are indicated by the data?
● What was learned from data?
● How will the district use the data to drive instruction for improvement?
● Describe any challenges.
Describe the assessment data used in this RSA plan on the form on the next page.
Section 6
a.
Describe the assessment data from the Oklahoma Core Curriculum Test and Oklahoma Modified
Alternate Assessment Program.
STRENGTHS
Our strengths line in the number of students
we test and certain pockets of high
performance on PASS standards.
DATA SOURCE
ALCA
COMPREHEND
DATA
WEAKNESSES
According to the trend data in most years
there is a gap of 20% or greater between the
performance of regular education students
and students taking the OMAAP.
DATA SOURCE
ALCA
COMPREHEND
DATA
WHAT WAS LEARNED FROM DATA?
We learned there are some PASS Standards
that our students score high on across the
board and we also learned the opposite –
there are some PASS standards that our
students are weak in across the board.
DATA SOURCE
ALCA
COMPREHEND
DATA
PLAN FOR IMPROVEMENT
In implementing the Common Core State
Standards our focus will be on students’
reading a text and being able to produce
viable arguments, compare and contrast
literature/authors and provide reasoning or
documentation for their response. Move to
the D quadrant in teaching/performance.
CHALLENGES
Our challenge now and we anticipate in the
future as well is, how to provide Tier II and
Tier III instruction to all students in need.
Finding the time during the school day is a
struggle as well as we continue to deal with
budgets cuts and loss of personnel.
DATA SOURCE
ALCA
COMPREHEND
DATA
DATA SOURCE
ALCA
COMPREHEND
DATA
SECTION 6
b.
Please provide an analysis and interpretation of other reading assessments utilized by the district.
● What areas of strength are indicated by the data?
● What areas of weaknesses are indicated by the data?
● What does the data tell you?
● How will the district use the data to drive instruction from improvement?
● Describe any challenges.
Describe the assessment data used in this RSA plan on the form on the next page.