Local Literacy Plan
Moose Lake Community School
Local Literacy Plan
Reading Well by Third Grade
Last Revised/Updated: April 2023
District 97, Moose Lake Community School Local Literacy Plan-
Local Literacy Plan Requirements Specified in Statute 120B.12:
Literacy Goal: It is the goal of the Moose Lake Elementary School to have all students reading proficiently (eg. at or above grade level) no later than the end of grade three and that teachers provide comprehensive, scientifically based reading instruction.
Reading Proficiency Goals and Objectives
The purpose of this document is to outline how the Moose Lake Community School district plans to address each of these requirements for our students in kindergarten through third grade.
The Moose Lake Elementary School will conduct reading instruction in each classroom every school day and through a variety of different instructional means.
Career and College Readiness
As per MDE, “Every Student Succeeds Act (ESSA) expects state and local education agencies to set “high expectations for all children and subgroups of children.” This is part of a call to ensure students are career and college ready. Moose Lake Community Schools Local Literacy Plan helps ensure students enter junior high and high school with the literacy skills needed to be successful.
As per MDE (Minnesota Department of Education), research “shows the positive and lasting impact that high quality early childhood education has on children, including those who may struggle with literacy skill development in school. The need for strong early experiences is recognized in the first goal of the WBWF [World’s Best Workforce - Minnesota Statute 120B.11], all children meeting school readiness goals.” Moose Lake Community School uses our Local Literacy Plan to integrate critical literacy and language experiences into the early learning program day. This benefits children in terms of knowledge and skill acquisition as well as ensures a smoother transition to kindergarten.
Our literacy plan for all of our ECFE (birth – age 5) and School Readiness classes, is that we teach parents the importance of reading to their children and teach children the enjoyment of reading. We do this through many parenting resources. A few of these resources include early childhood websites, curriculum for infants, toddlers and preschoolers. We also use shared resources from workshops and other programs. We base our entire curriculum for families and children on the Minnesota Early Childhood Indicators of Progress. Our goal for all of the families is that by the end of the ECFE and School Readiness year, each family has as many ideas and activities as they need/want to take home for their children. Our goal for the children is that they begin showing interest in songs, rhymes, and stories. We also want to see them developing an interest in books and are starting to recognize and understand symbols (words, print signs, etc.). We accomplish these goals by providing as many books as we can for the children, both inside and outside of the classroom. At circle time we sing songs, read stories, and do finger plays together with our parents, children, and staff. All of these things are done each day to meet our literacy plan for our ECFE and Preschool classes.
Our literacy plan for the school readiness children is based on the Minnesota Early Childhood Indicators of Progress. We make sure that all of the activities and curriculum relate to these indicators. We do this by checking daily lesson plans with the ECIP’s and making sure that we are teaching all domains. Our School Readiness program focuses on a different letter of the alphabet each week. We plan many activities, books, and lessons around that specific letter of the week. The lesson ideas come from many different sources: DLM Express, Starfall, My Big World, resources from websites and other publishing companies. Our main goal is that each of these lessons correlates with the ECIPs domains. Our desired outcome is that by May each of our children in the School Readiness program will meet the indicators of progress outlined in the ECIPs Language and Literacy Development Domain. We also want them to score in the above-average score in the Language Development and Literacy Domain using the Brigance Screening Tool. This is the screening tool we have chosen to use in Carlton County to assess children in kindergarten readiness.
Core Literacy Instruction K-6
The core reading curriculum in Scholastic ELA (English Language Arts) curriculum. Screening/assessment systems used are Scholastic NSGRA. In addition STAR assessments are used for universal screeners. A Multi-Tiered System of Support (MTSS) is used school-wide while also instituting Positive Behavioral Interventions and Support (PBIS) with students.
Moose Lake Community School is committed to ensuring success in reading for all students by:
Kindergarten – Grade 2 – 120 minutes minimum
Grades 3 – 6 – 90 minutes minimum
In our special education program, an ongoing analysis of current practices is done including effectiveness of core literacy instruction for all and, more specifically, student groups that have not been making adequate growth to meet grade level objectives. In grades K-3, SLD students receive all of the direct core education instruction that their grade level peers receive. Students receive inclusion SLD services in their reading homeroom or resource room services during non-core reading instructional times. An analysis is done of current practices and supports that have demonstrated success using progress monitoring data which is intended to lead to improved results for students not yet proficient. Students K-3 who receive SLD resource room services in reading, participate in a scientifically researched-based curriculum that includes the reteach portion of the curriculum adapted by the school for their grade level. Additionally, they work with a scientifically evidence-based curriculum along with best practice strategies that focus on mastering grade level standards and standards that are specific to that student’s present level of performance as determined by the IEP team.
Reading Proficiency Assessments, Results, and Parent Communication
Moose Lake Elementary School administers various assessments throughout the year to measure Pre K through third grade student reading progress. This information is used to determine which students are not yet reading proficiently. Parents are then informed of the results.
A trained administrator collects data and tests such as MCA and Scholastic in the fall, winter and spring. Other tests such as the unit tests, fluency tests, and letter assessments are done weekly, monthly, or quarterly in the regular classroom.
These tests help the teachers make decisions for each of the students in their classroom. The information helps determine if a student needs specialized services and interventions. It also determines which reading group they are placed in, within the regular classroom. The teachers use this information to differentiate their instruction based on their class’ specific needs.
Teachers, administrators, and school staff are regularly updated and involved in regular Pdata review. The data team meets in August to review the scores from the previous year and the information is presented to the staff in the fall. The team periodically reviews the data throughout the school year as well in the form of data dives. The staff also meet once a month on PLC days and are shown how to access scores, how to share this information with parents, and how to use this information to help with differentiation in their classroom.
In addition to the assessments listed in the table, kindergarten students are also given an evaluation five times a year that includes letter recognition, sounds, and rhyming words in the fall, a writing assessment involving their name, the alphabet, and numbers. Based on these assessments, the goal by the end of kindergarten is that every student recognizes upper and lowercase letters and their sounds as well as beginning phoneme segmentation in order.
In grade one these tests will result in a reading level, phonics needs, and comprehension knowledge. Students will also be given one minute fluency tests given several times a year. If a student is reading below grade level the fluency assessment will be replaced by a one minute nonsense word fluency assessment (NWF). This NWF will also be used for progress monitoring if a student is reading below grade level. Based on these tests, the goal by the end of grade one is that every student should be reading at or above level I/J on the NSGRA, should know and apply grade level phonics and word analysis skills in decoding words. The emergence of beginning readers is fostered by students utilizing their independent skills through reading grade level and skill level appropriate fiction, non-fiction, and picture books with accuracy and fluency. Progress monitoring is also applied and then taken a step further if the need is greater than what is expected.
Second grade also has various measures of reading assessments that focus on fluency and reading comprehension. These measures include one minute fluency tests given several times a year, weekly spelling tests, the Scholastic Benchmark test (NSGRA), and curriculum unit tests throughout the year. In addition to testing and progress monitoring, second grade teachers make informal reading observations and skills assessments to determine a student’s proficiency. Based on these assessments and observations, the goal by the end of grade two is that every student is reading at grade level M/N fluently as well as having strong comprehension in order to be proficient.
Third grade has a wide range of assessments given over the course of the year that measure a student’s reading proficiency. These include the Scholastic Benchmark test (NSGRA), weekly assessments, unit assessments, and fluency assessments given throughout the year. The results of these tests are administered weekly for the selection assessments. In addition to these tests along with Progress Monitoring, spelling tests are given weekly, unit assessments are completed every six weeks, fluency tests are done three times a year for tier 1 students, monthly for tier 2 students and weekly for tier 3 students. These results are shared at conferences and posted on the parent portal. Based on these assessments, the goal by the end of grade three is that every student is reading level P/Q fluently and independently as well as having a strong comprehension in order to be proficient.
Every week, intervention students are progress monitored by the Title 1 Coordinator/Teacher using running records and one minute probes to keep track of progress as stated above. If kids fail to make adequate progress, they will then be referred to the CARE Team for further evaluation.
Special education identifies diagnostic assessment processes and data that support staff in matching student needs with instructional practices that have the greatest likelihood of closing the gap. SLD diagnostic assessment tools include the Woodcock-Johnson Tests of Achievement. The data that may be collected from this assessment tool include: basic reading skills, reading comprehension, and broad reading skills. Sub-tests include: letter-word identification, reading fluency, story recall, passage comprehension, story recall-delayed, word attack, reading vocabulary and sound awareness. This data is matched with instructional practices and curriculum that best meet the student’s needs.
Also included is the progress monitoring process and data that support staff use in evaluating the effectiveness of instruction and adjusting instruction as needed to maximize growth towards proficiency. SLD student’s IEP goals and objectives in reading are determined by the IEP team and are based on the student’s needs and present level of performance. Objectives are updated when a student meets the criteria of the objective based on the IEP goal/objective requirement. Progress reports on goals and objectives are required for SLD students at the same rate as report cards are delivered to general education students. They are delivered to parents based on the methods determined on the student’s current IEP. A communication plan is outlined and timelines are put in place for sharing screening, diagnostic, and progress monitoring data and results with parents or caregivers for all students not meeting grade level proficiency expectations. SLD students must have an annual IEP meeting during which annual reading goals/objectives are discussed and planned by the IEP team based on the student’s present level of performance. Progress reports on reading goals/objectives are delivered at the same rate as report cards are delivered to general education students.
For all grades, communication with parents is shared at parent/teacher conferences three times a year. We conduct Special Education IEP meetings throughout the year, Title One parent nights three times a year, and through periodic phone/email contact with parents when necessary. The parents will also receive a letter at the end of May informing them if their child is not reading at grade level proficiency.
Interventions and Instructional Supports
Core instruction is aligned with state standards, benchmarks results and differentiated based on student needs. Students not reading at or above grade level will be provided with interventions and instructional support. Title one instruction will be provided based on student qualifications through reading probes (LSF, NWF, ORF) and Scholastic Guided Reading levels. Title one will progress monitor through reading probes (LSF, NWF, ORF). Services will be provided every day for twenty five to thirty minutes and parents will be informed of student progress throughout the year.
A collaborative plan for interventions and instructional support is implemented when students are referred to the CARE team (Children At Risk Educationally). The first step begins when assessments are reviewed. Students are identified by classroom/intervention teachers. Parents are then contacted to discuss concerns. Data is collected from the student by utilizing reading levels, classroom assessments, number of sight words known, or results from the classroom reading tests. The teacher brings the baseline data to the CARE team. Intervention qualification will be decided at the CARE team. The CARE team, along with the regular classroom teachers, will meet to discuss the student. Parents are contacted to inform them of the intervention.
After the CARE team decides Title 1 intervention is appropriate, the classroom teacher and Title 1 interventionist begin the first intervention which lasts four weeks. During this time the teacher monitors student progress by continuing to take data regarding the student’s reading skills (ie. LSF, NWF, ORF). After six weeks, the CARE team, along with the regular classroom teacher, meets to see if any progress has been made. If progress has been made, the teacher & interventionist continue the intervention. The teacher again contacts the parents to communicate whether the first intervention will continue or if a second intervention is needed. If progress was not made, then the regular classroom teacher & interventionist begin the second intervention. This intervention also lasts six weeks and the teacher again monitors progress during this time. If the team decides that neither intervention had adequate results, the student is then referred to the Child Study Team (CST). The CST team decides if special education testing is appropriate.
Instructional support is also provided to some students through the Foster Grandparent program, which includes community volunteers, and the Gene readers program. Our Gene Readers reading program is a partnership between elementary teaching staff and the Community Education Department that enhances literacy and mentoring opportunities for our second and third graders. Older adult community members are paired one-on-one with a youth, to foster a friendship and a love for reading.
Selected second and third graders meet with their mentor every other week for approximately forty-five minutes. Mentors listen to their students read, engage in story comprehension, and practice word lists with their students. This program has not only fostered friendships among the older adults and students, but among the students as well. The students feel very comfortable in this reading experience and often ask to participate more than twice a month. Our adult mentors are deeply committed and have expressed concern and affection for their young friends.
Convergence Insufficiency (CI) Screening
Convergence insufficiency (CI) is a common binocular vision disorder that is often associated with a variety of symptoms, including eyestrain, headaches, blurred vision, diplopia [double vision], sleepiness, difficulty concentrating, movement of print while reading, and loss of comprehension after short periods of reading or performing close activities." (Archives of Ophthalmology. 2008; 126(10):1336-1349). Convergence Insufficiency (CI) is an eye teaming problem in which the eyes have a strong tendency to drift outward when reading or doing close work. If the eyes do drift out, the person is likely to have double vision. To prevent double vision, the individual exerts extra effort to make the eyes turn back in (converge). This extra effort can lead to a number of frustrating symptoms which interfere with the length of time and comfort in reading and working on close tasks (Minnesota Department of Education).
As recommended by the MDE, Moose Lake Elementary School does not screen for convergence insufficiency disorder as a part of its vision screening program. Parents with concerns about the condition of CI should see their health care providers for an assessment.
Individuals with Dyslexia need support in hearing the sounds, matching sounds to letters, sounding out words, and rapidly processing progressively larger chunks of words. Individuals with CI need interventions that support coordinated eye-movement. Individuals with Dyslexia need support in matching sounds to letters, hearing the sounds, sounding out words, and rapidly processing progressively larger chunks of words. Dyslexia is a language-based learning disability. While it is possible for a child to have both Dyslexia and CI, the two are unrelated and require different interventions (Minnesota Department of Education).
Notifying Parents about Their Child’s Literacy Development
Each student at Moose Lake Elementary School is frequently assessed throughout the year in order to monitor their progress and update parents on their child’s reading proficiency.
All of the reading resources used in the elementary classrooms are scientifically evidence-based and have been aligned with the Minnesota academic standards in order to make sure each student’s needs are being met and meeting the state’s expectations. The resources used in the Special Education and Title One classrooms also follow the Minnesota standards as well as focus more intensely on each child’s individual needs. The students are assessed consistently throughout the year so that struggling readers can be identified and given necessary specialized services or classroom interventions that they need. Teachers meet and discuss information regarding each struggling student to determine which services would be appropriate to meet their specific needs and monitor their progress throughout the year to determine if further services are needed. This also aids teachers in adjusting their curriculum and teaching methods to meet the needs of their specific class/students. There is a strong level of communication between the classroom teachers and specialized teachers regarding student updates. This helps when communicating with parents about their child’s progress. If the child is greatly struggling they are referred to the elementary CARE team (Children At Risk Educationally) and various additional interventions or assessments are discussed with the team and classroom teacher to further help the student.
Teachers and staff work to inform parents several times throughout the year of their child’s needs and abilities as well as additional strategies that can be used at home to help further their child’s reading proficiency. This is done through methods such as parent activity packets, reading websites and games, practice sheets, book bags, and sending reading materials home. Resources may include sight words, weekly stories, and phonetic and vocabulary stories. Parents are given this information at conferences, letters sent home, and phone calls. Each parent of a student not reading proficiently will be notified by May 30th of that school year and will be provided with a list of strategies and materials to work on reading with their child over the summer.
Students entering Kindergarten are invited to attend Kindercamp in August and Kindergarten Round up in May.
Professional Development for Teachers on Reading Instruction
The mission of the Staff Development Committee at Moose Lake Schools is to develop an environment that encourages teachers and staff to develop new methods, techniques, and strategies through researched development opportunities to better provide Moose Lake Independent School District with an educational environment that meets the goals of the district. In regards to scientifically evidence-based reading instruction, our district attempts to provide different methods of staff development opportunities to our teachers.
Teacher workdays are made available for grade levels on request to collaborate on reading and instructional strategies for their grade level needs. In addition, the Moose Lake District now has monthly staff development time, which is made available during our district’s Professional Learning Communities (PLC’s). These PLC’s allow teaching staff to collaborate and discuss reading research, student data, and assessment preparations. Typically, teachers have an additional opportunity to attend one workshop each year that aligns with our district’s staff development mission and is approved by our staff development committee. Teachers also attend an annual in-service, and multiple reading instruction sessions are made available for all staff. In addition, our special education staff has been provided specialized training opportunities for Special Education teachers through disability specific in-services that include reading strategies and available curriculum that have proven to be scientifically researched based. These strategies and curriculum could be implemented at both the intervention stage and for Special Education teachers to use in their resource rooms.
Moose Lake Elementary Reading Instruction
State statute 122A.06 focuses on providing instruction programs and practices based on valid, replicable evidence and when used, students can be expected to achieve, at a minimum, satisfactory reading progress. The programs must also provide instruction in all five areas of reading: fluency, phonemic awareness, phonics, vocabulary development, and reading comprehension.
The core instruction in the classroom has many components that focus on all areas of reading. All of the resources used are scientifically based and have been aligned by grade level teachers with the Minnesota academic standards. Teachers will implement research based strategies such as data driven decisions, mini-lessons, depth of knowledge and common assessments of MN standards, as well as small group instruction. Primary teachers use fluency and comprehension test scores taken throughout the year to place students in leveled reading groups. After each reading unit, teachers give a test to measure a student’s understanding of the content. There are also weekly spelling tests given in first through third grade based on the spelling curriculum. Using this information, teachers are able to make adjustments in their reading instruction to fit the specific needs of the students in their classroom and cover each of the five areas of reading.
In Title I/Intervention and Special Education, our scientifically based curriculum is also aligned with the standards and targets each student’s reading needs. Students are assessed throughout the year using programs such as NSGRA and STAR (ie. phonemic awareness, phonics, fluency, vocabulary, and comprehension) to determine which areas of reading the student struggles with. Instruction is then adjusted to meet these needs.
Teachers, staff, parents, and our data team process the data from the tests throughout the year. In August, the data team meets to discuss the scores of the students and how effective the tests and assessments were. They also use this information to inform staff of which areas of reading particular classes struggle with. Curriculum committees take this information and use it to determine which resources would best fit the needs of the students while continuing to align with the standards.
Teachers attend in-services and meetings throughout the year to see MN MCA testing results and learn how to access and effectively use this information to differentiate instruction in their classrooms and teaching.
Meeting Students’ Diverse Needs
In-services, workshops, and our PLC’s would be optimum collaboration times to address any student diversity and cultural setting needs when these certain situations arise. We will continue to serve any EL students as the need arises and mandated by the MDE.