Oklahoma City Public Schools Elementary Literacy Teacher Implementation Guide

1. Oklahoma City Public SchoolsElementary Literacy Teacher Implementation Guide • http://tinyurl.com/okc-rsa

2. OKCPSLiteracy Support Team Dr. Wilbur House Executive Director of Curriculum Development Jessika Hill Curriculum Coordinator for English Language Arts Passion Bradley Elementary Coordinator Response to Intervention Amy Walls Literacy / RSA Coordinator Gwyn Wert Literacy Development Coordinator Danielle Calvin Literacy Development Coordinator

3. Please, Remember to sign in for your school!

4. It matters little what else • they learn in elementary school • if they do not learn • to read at grade level. • Fielding, L., Kerr, N., & Rosier, P. (2007). • Annual growth for all students, • catch-up growth for those who are behind. • Kennewick, WA: The New Foundation Press, Inc.

5. Percentage of 4th and 8th grade students scoring proficient or above on NAEP reading standard.

6. OKCPS DIBELS 5 Year Trend data for 2007-2012 Beginning Of Year (BOY) and End Of Year (EOY)

7. Reading Sufficiency Act The purpose of the Reading Sufficiency Act is to ensure that each child attains the necessary reading skills by completion of the third grade which will enable that student to continue development of reading skills and to succeed throughout school and life. 70 O.S. § 1210.508B(B)

8. The Reading Sufficiency Act can be divided into four key components: • Early Identification of Reading Deficiencies • Clear, Consistent Parent Communication • Increased Time and Improved Literacy Instruction • Third-Grade Graduation Requirements

9. OKCPS has adopted research-proven methods for focusing on Early Identification of Reading Deficiencies

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11. Check-Up Schedule ALL OKCPS students in kindergarten - sixth grade are assessed for early literacy benchmarksin August, January, and May. The 2014-2015 easyCBM Benchmark windows are: • August 18 – August 29 • January 5 –January 16 • May 4 – May 14 Page 3

12. easyCBMBenchmark Testingfor Transfer Students Students who transfer to your school from within OKCPS will retain their previous easyCBM data. Assess incoming transfer students from outside the district with easyCBM Benchmark within first 5 days of attendance. Page 3

14. Tracking Progress In addition to benchmark checkpoints, progress monitoringis used to determine if students are making adequate growth throughout the year. Students who score at or above grade-level are progress monitored each month. Students who score in the strategicrange are progress monitored every two weeks. Students who score in the intensive range are progress monitored each week. Page 3

15. Progress MonitoringLeads to Instructional Changes

16. OKCPS requires three summative benchmark assessments for grades 2-6. The 2014-2015 Edusoft Benchmark windows are: • August 11 – September 12 • November 10 – November 21 • February 5 – February 20 These assessments provide valuable data regarding student proficiency on grade-level reading objectives. Page 7

17. Diagnostic Tools Elementary teachers will be provided diagnostic tools to help pinpoint the specific areas of reading deficiency for struggling readers. http://okcpscurriculumteam.weebly.com/assessments.html Page 7

18. OKCPS Instructional Policies Emphasize the Value of Tiered Literacy Instruction to Meet the Needs of All Learners

19. The Academic Team Each OKCPS elementary student is supported by an Academic Team composed of: • the student’s parent(s) and/or guardian(s) 2. the student’s primary reading teacher 3. a reading teacher in the subsequent grade level 4. the school principal 5. a certified reading specialist, when one is available 6. additional instructional support providers: Remedial Specialists, Special Education teachers, and English Language Development teachers. Page 9

20. Data Meetings/Conferences Fall Data Meetings September 2 – September 5 Winter Data Meetings January 20 – January 23 Page 9

21. Data Meetings/Conferences Data Meeting Committee Principal, Assistant Principal, Teacher, Special Education, Speech, ELD Teacher, Reading Specialist and Remedial Specialist Student Data to Be included in Analysis: EasyCBM Benchmark and Progress Monitoring Data, Edusoft Student Performance Data, WIDA Assessment Results, Diagnostic Data (if available) Page 9

22. Data Meetings/Conferences Data Analysis Meeting Goals: Establish student groups for Tier I differentiated instruction, Tier II Intervention and Tier III Intervention Groups Determine which services and instructional support providers are most appropriate to accelerate each student’s reading progress Page 9

23. Time on Task All students are provided with a 90 minute reading block. Students who are determined to be at risk for reading difficulties are provided with an additional 30 minute strategic intervention block. Students who experience the greatest difficulty learning to read are also provided with a 30 minute intensive intervention block. Page 10

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25. TIER I When: 90 Minute Uninterrupted*Reading Block * Students in K-3rd are required to have an uninterrupted block What: Grade level instruction, ongoing progress monitoring, and small group differentiation Who:ALL students proficient, strategic, and intensive… ELL, SPED… Page 10

26. TIER II When:Minimum of an Additional 30-45 Minutes(In Addition to Tier I) What:Small-group, targeted skills-based instruction in order to accelerate progress and achieve grade-level proficiency Who:Students identified in the strategic and intensive range based on easyCBM Students who demonstrate deficiency with only Tier I instruction Page 10

27. TIER III When: Minimum of an Additional 30 Minutes (In Addition to Tier I & II) What: Small-group, skills-based instruction; requires more systematic and intensive skill focus than previously received in Tier II Who:Students identified in the intensive range on easyCBM Students who demonstrate deficiency with only Tier I and Tier II instruction Page 10

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30. The READ Initiative Beginning with the 2011-2012 school year, each school district established a READ Initiative (Reading Enhancement Acceleration Development) to prevent the retention of third-grade students by offering intensive accelerated reading instruction to kindergarten through third grade students who exhibit a reading deficiency. Page 14

31. The READ Initiativeshall be provided: • to all kindergarten through third-grade students at risk of retentionas identified by easyCBM • during regular school hours in addition to regular reading instruction • in collaboration with a state-approved reading curriculum 4) through a Program of Reading Instruction(described in the student’s APP) Page 14

33. Requirements forRSA Retained Students Supplemental after-hourstutoring three hours per week provided by a qualified individual using a program from the OKCPS List of Approved Programs Parent-guided “Read at Home” assistance plan OR After-hours mentor or tutor with specialized reading training Page 15-16

36. 5.2 Low risk on early screening 4.9 With research-based core but with extra instructional intervention 3.2 With research-based core but without extra instructional intervention 2.5 High risk on early screening Early Intervention Changes Reading Outcomes 5 4 3 Reading grade level (GE) 2 1 1 2 3 4 Grade level corresponding to age Reading First Assessment Committee (2000), based on Torgesen longitudinal study

37. OKCPS is Working Diligently Toward Clear, Consistent Parent Communication

38. Organized Student Data Every OKCPS K-4th grade student will be provided with anAcademic Progress Folder. This folder documents each student’s literacy assessments, instruction, and academic growth. It is used throughout the year to guide conversations with parents regarding their student’s reading proficiency and instructional needs. Page 18

39. Academic Progress Folder Each student’s Academic Progress Folder will be kept in a secure location in the primary reading teacher’s classroom. Folders should be updated throughout the year and should be available to building, district, or state administration upon request. The Academic Progress Folder will travel with the student grade-to-grade and school-to-school K-4. Page 18

40. Academic Progress Folderfor Transfer Students Students who transfer to your school from within OKCPS will retain their previous Academic Progress Folder. An Academic Progress for is created for every incoming transfer student from outside the district. Teachers are responsible for documentation from the date the student is enrolled in their class. Page 18

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43. Academic Progress Plan

45. easyCBM BOY Benchmark Report

46. easyCBM Quarterly Progress Monitoring Graph

47. Diagnostic Assessment Results Currently, diagnostic assessments are not required in our district. Teachers who use diagnostic assessments should place copies of the results in the folder. Teachers who do not currently use diagnostic assessments will simply mark through this item.

48. Independent Student Work The student writing samples included in the Academic Progress Folder include only work that has been independently produced by the student at school. A writing sample should not be words that students copied from the board. Rather, it should be a true reflection of the student’s ability to correctly form letters, spell, and construct written thoughts.

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50. Documentation of Support forEnglish Language Learners The Language Instructional Educational Plan (LIEP) will be included for students who qualify as English Language Learners.