2004-05 Literacy Plan for Enterprise Elementary

K

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Title 1/LAP

Special Ed.

I-728 (ELO)/ Intervention

ESL

Achievement Targets/Goals

All Students Meet District Report Card Standards (3.85% growth) Improvement Plan Developed for Students Below & Approaching Standard Adequate Yearly Progress (NCLB Goal) All Students Make AYP @ 61.5%

Description of Reading/Writing Block

60-Minute Reading Block Whole Group & Guided Reading Groups 90-Minute Reading Block (ADK) Five Component Reading Model

90-Minute Reading Block (45-min. leveled reading groups and 45 mins. w/homeroom teacher) Shared Reading/Whole Group Guided Reading Groups 1:1 Assessment (Including SSR & Read Aloud) Five Component Reading Model Focus on Guided Reading Groups (Leveled Books) Best Bet Strategies Before/After Open Court Phonics Instruction (Shared, Guided, Paired, Read Aloud, SSR)

Additional Reading Support Determined by IEP Goals Small Group or 1:1 ·Differentiated Classroom Instruction

45-Minute Block Additional Reading Support Guided Reading Groups

30-Minute Block Additional Reading Support Small Groups · Differentiated Instruction in the Classroom

Instructional Strategies Driven by Assessment & Monitoring of Student Progress

Open Court Phonemic Awareness Sight Words, Guided Reading, Shared Reading, Read Aloud DIBELS Letter Naming, Initial Sounds, Phonemic Segmentation, Nonsense Words

District Assessments Identify Areas of Need in Fluency, Phonemic Awareness & Word Attack, Vocabulary, & Comprehension Instructional Strategies Five Component Literacy Model (Shared, Guided, Paired, Read Aloud, SSR) Differentiated Instruction for Low-Achieving, ESL, & Disabled Students DIBELS/ORF Teachers will focus instruction on these strategies to match grade level expectations, essential learnings, and report cards: hmake connections, hsequence/retell, hask questions, hpredict, hinfer, hidentify story elements, hcompare and contrast, hnote non-fiction text features, hdistinguish fact/opinion, hstate main idea/theme, hidentify author's purpose, hsummarize and hexpand vocabulary, hGolden Questions, huse Strategies that Work as text resource

RAF will keep database and follow up reading progress.

IEP Goals Small Group or 1:1 (work toward individual benchmarks) · Differentiated Classroom Instruction · Inclusion--State/District assessments.

Soar to Success Best-Bet Strategies Rewards, Early Success, Open Court, Read Well (Decoding, Vocabulary, Fluency) Read Naturally

ESL Curriculum Vocabulary Focus · Differentiated Classroom Instruction · Language! · Read Well

K

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Title 1/LAP

Special Ed.

I-728 (ELO)/ Intervention

ESL

Student Assessments (What and When)

· District Assess-ments (Sept., March, May) · DRA (2x yearly)

· District Assess-ments (Sept., Dec., March, May) · DRA to all students (Sept., Dec., March, June) · DRA to below-level readers Sept. & every 8 weeks · DIBELS/ORF

· DRA to below-level readers (Sept. & every 8 weeks) · DRA (Sept., Dec., March, June) · CBM (Sept., Dec., March, June)

· STAR Test (Sept., Dec., March, May) · IRI to below-level readers (Sept. & every 8 weeks) · ORF/ CBM · ITBS (March) J DRA J

· STAR Test (Sept., Dec., March, May) · IRI to below-level readers (Sept. & every 8 weeks) · WASL (April/ May) · ORF/ CBM

· STAR Test (Sept., Dec., March, May) · IRI to all below-level readers (Sept. & every 8 weeks) · Science WASL (April/ May) · ORF/ CBM

· Testing every 8 weeks for below-level readers: DRA for K-2; IRI for 3-5 · Fluency tests every 4 weeks for below-level readers: +2 words per week expected for students in grades 1-2 +1 word per week expected for students in grades 3-5.

Resources & Training Needs/Plan

Resources Needed: Leveled Books (Grades K-5) All-Day Kindergarten Resources Readers’ Workshop Books (Grades 4-5) Book Sets for our Leveled Book Room Developmental Reading Assessment (DRA) Assessment Kits (Grades K-3) Computer Lab Set Up Individual Reading Inventory (IRI) Assessment Kits (Grades 4-5 Leveled Bookroom Set Up Training Needed: Using Assessment Data to Guide Differentiated Instruction New District Report Cards Differentiated Instruction for ESL and IEP Students in the General Ed. Classroom DRA Training Ruby Payne--Review Comprehensive Strategies Notebook Problem Solving--IDEA Computer Lab High Trust

	K	Grade 1	Grade2	Grade 3	Grade 4	Grade 5	Title 1/LAP	Special Ed.	I-728 (ELO)/ Intervention	ESL
Reading Intervention Model and Program Description	Guided Reading & Flexible Skill Groups						Grades K-3 (1:1 Tutoring) Grades 4-6 (Guided Groups) · Differentiated Classroom Instruction	IEP Goals Small Group or 1:1 (work toward individual benchmarks) · Differentiated Classroom Instruction	Small Group Instruction for Identified Students (Grades 1-5) and one-on-one tutoring Use of Ameri- Corps	Individualized & Small Group Instruction · Differentiated Classroom Instruction · Language! · Read Well
Equity and Achievement Plan	Identify Needs Based on Data in NCLB School Improvement Report Implement Improvement Plan Based on that Data (3.85 per cent growth in kindergarten goal) Develop A Plan for Implementation of a 3-4-5 GATE Program Focus on Differentiated Instruction for Low-Achieving, ESL, & Disabled Students Review Ruby Payne Materials/Strategies (Mental Model) Leveled Books Looping (two-year relationship)
Plan for Safe & Supportive Learning Environment	School-wide Behavior Improvement Plan (5% reduction in behavior referrals and suspensions) Meet with Target Groups (once a week) Staff Development on Behavior Intervention Strategies Review Bullying and Harassment with Students/Staff High Trust Training for all Staff Playground School Solution Room Emergency Drills Student-Led Conferences Communication--Web Site, Email, Telephone, Newsletters, Open House Diversity Training
Technology Plan	Computer Lab Use Reading/Vocabulary Strategies Software for Comprehension Support Computer Programs Purchase Accelerated Reader Quizzes STAR Web Site AR Report Cards Digital Video Camera--5^th Grade