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Literacy Intervention Plan (2017-2018)

 

OVERVIEW OF STATUTORY REQUIREMENTS

 

Please note, pursuant to Idaho Code §33-1616 your Literacy Intervention Program Plan must be submitted to the State Board of Education and the effectiveness of your plan must be reported annually. You may submit your Literacy Intervention Plan as stand-alone document or appendix to your Continuous Improvement Plan. If your school district/charter school is including your Literacy Intervention Plan as part of your Continuous Improvement Plan, the complete plan must be submitted to the Office of the State Board of Education. Literacy Intervention Program Plans are due to the Office of the State Board of Education by October 1 (IDAPA 08.02.01.801) and should be submitted to plans@osbe.idaho.gov.

 

Idaho Code §33-1616 summary:

 

Each school district and public charter school shall establish an extended time literacy intervention program for students who score basic or below basic on the fall reading screening assessments (the Idaho Reading Indicator) or alternate reading screening assessment in Kindergarten through grade 3 and submit to the State Board of Education.

 

The program shall provide:

 

Proven effective research based substantial intervention including:

Phonemic awareness

Decoding intervention

Vocabulary

Comprehension and Fluency

As applicable to the student based on a formative assessment designed to, at a minimum, identify such weaknesses

 

May include online or digital instructional materials or programs or library resources

 

Must include parent input and be in alignment with the Idaho Comprehensive Literacy Plan

 

Supplemental instruction (may be embedded into the school day)

A minimum of sixty (60) hours of supplemental instruction for students in Kindergarten through grade 3 who score below basic on the reading screening assessment

A minimum of thirty (30) hours of supplemental instruction for students in Kindergarten through grade 3 who score basic on the reading screening assessment.

 

Pursuant to Idaho Administrative Code, IDAPA 08.02.01.801.05, each LEA must report on the effectiveness of the LEA's literacy intervention program by October 1 of each year and each literacy intervention plan must include, at a minimum:

 

Projected literacy plan budget for the current school year;

Metrics chosen by the LEA to determine effectiveness of the literacy plan and annual performance benchmarks; and

 

 

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Performance on metrics for at a minimum the previous academic year.

 

 

Please also note, pursuant to Idaho Code §33-1615, school districts must still report fall IRI scores to the State Department of Education. If the district chooses to use this information to show the effectiveness of the school district literacy intervention plan, then it will need to also be reported in the performance report for the plan. Annual program effectiveness reports may be reported with your annual continuous improvement plan reports when such reports are submitted to the Office of the State Board of Education. Reports are due by October 1 of each year.

 

ADDITIONAL GUIDANCE FOR USING THIS TEMPLATE

 

Brief instructions are provided prior to each of the sections of the template (you are welcome to delete the instructions prior to submission). The following represents additional guidance to aid you in providing complete information.

 

District vs. School Plans

 

Per statute, your Literacy Intervention Plan is a district/LEA plan. Districts that have more than one school serving elementary grades should submit one Literacy Intervention Program Plan for your district that appropriately summarizes the activities happening at all of your schools. You may request that your schools submit plans to you; however, individual school plans for a school district should not be submitted to the Office of the State Board of Education. LEAs consisting of a single school or charter school should submit their school plan.

 

Program Summary

 

The Literacy Intervention Program Summary must include the following:

Interventions used at each grade level or group of grades

(i.e. if the district is using the same interventions for multiple grades, you may group them in the same summary - please indicate this)

Demonstration that the program approach is research-based and includes phonemic awareness, decoding intervention, vocabulary, comprehension and fluency applicable to each grade level

Information aligned to the projected literacy budget for the current school year, adequate to demonstrate that proposed budget costs are appropriate literacy expenditures

Metrics to be chosen by the LEA to determine effectiveness of the Literacy Plan

Include current performance on these metrics if they are available

If current information is not available for a metric then the plan must include a note indicating the information is not available and when it will be available.

 

In the Program summary section, provide the details about your district's literacy intervention program with the above mentioned requirements. Please clearly outline your district's approach to literacy intervention and details related to any proposed expenditures (as outlined in the proposed budget, see Template 2). Consider including information about the following:

 

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Does your district plan to use one approach to literacy interventions (types of interventions, program/curricula, etc.) or will you offer schools in your districts options? If you will offer options, how will the district ensure that the programs / approaches are appropriate and that there is some consistency in the level and quality of interventions a student receives between programs at individual schools?

Will you use the same intervention strategies and/or curricula for all grades (K-3) or will there be differences between grades? If there are differences, please describe them.

Will interventions be facilitated during the school day, before/after school, during summer school, or some combination?

How will you ensure that students receive the minimum required hours of literacy intervention?  

Please describe the interventions (if they are group work or individual, who facilitates the interventions, etc.). If interventions will be highly individualized (by skill group or student), what process will you use to determine the appropriate interventions for individual students (RTI, individual literacy plans, etc.)?

How will the district support schools in implementing the literacy intervention program? If you plan to use literacy intervention funds for professional development or any other district-level support, please explain your plans.

 

The program summary must provide enough information to determine the program is research-based and includes phonemic awareness, decoding intervention, vocabulary, comprehension and fluency applicable to each grade level.

 

Comprehensive Literacy Plan Alignment

 

In this section you should outline how your LEA's Literacy Intervention Plan and practices align to the Idaho Comprehensive Literacy Plan. We recommend you focus on the Essential Elements section of the Comprehensive Literacy Plan, and particularly, on the Strategies and Implementation sections focused on Districts, Schools, and Classrooms. Typically, districts complete this section in one of three ways (any of these approaches are acceptable):

 

Provide a general overview of your alignment to the Essential Elements, in paragraph format.

Add sub-headers within the section for each of the Essential Elements (Collaborative Leadership, Developing Professional Educators, Effective Instruction and Interventions, and Assessment and Data), then provide an overview of how your LEA's plan and practices align to each of those Essential Elements, in paragraph format.

Add sub-headers within the section for each of the Essential Elements (Collaborative Leadership, Developing Professional Educators, Effective Instruction and Interventions, and Assessment and Data), then use bullet points to indicate ways that your LEA's plan and practices align to each of the Essential Elements.

 

Performance Metrics Table

 

All of the Metrics and Benchmarks in the purple-shaded section are required. If you edit this template or choose to provide your plan in another format, you will still be required to provide this data.

Benchmarks are your LEA-specific performance targets for Spring 2018 performance on the Idaho Reading Indicator (IRI). Each Benchmark should be directly aligned to the measure / data you are providing in that row. For example, for metrics where you provide the % of

 

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students who scored proficient for a given grade, your Benchmark is your target Spring 2018 proficiency rate for that grade.

When appropriate, use negative numbers in the table. If you are reporting fewer students proficient or a lower proficiency rate in Year 2 than Year 1, your number for the Change / Improvement will be negative.

You may show the Improvement / Change for metrics that begin with "Percentage of students who scored proficient" using one of two mathematical approaches (either of these is acceptable):

 

To show the number of percentage points your proficiency rate increased / decreased from Year 1 to Year 2:

STEP 1: Yr 2 Proficiency Rate - Yr 1 Proficiency Rate = Percentage Point Change

(Example: 80% - 60% = 20 percentage points)

 

To show the percentage increase/decrease from Year 1 to Year 2:

STEP 1: Yr 2 Proficiency Rate - Yr 1 Proficiency Rate = Percentage Point Change

(Example: 80% - 60% = 20 percentage points)

STEP 2: Percentage Point Change / Year 1

(Example: 20/80 = 0.25)

STEP 3: Multiply by 100

(Example: 0.25 x 100 = 25%)

 

 

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School District

#161

Name: Clark County

Superintendent

Name: Paula L. Gordon

Phone: 208-374-5215

E-mail: gordonp@mudlake.net

Literacy Plan Contact

Name: Paula L. Gordon

Phone: 208-374-5215

E-mail: gordonp@mudlake.net

 

 

Instructions: The Program Summary (2016-2017) section is optional. However, we encourage you to use it to reflect back and provide an overview of the literacy intervention activities you implemented in the 2016-2017 school year and their effectiveness.

 

Program Summary (2016-2017)

 

It is the desire of Clark County School District #161 to comply with the State Mandated Literacy Intervention Program which requires every school district in Idaho to develop an extended hour literacy intervention program for students in grades K-3 whom score below-basic or basic on the Fall IRI assessment. The initial step to our program is to identify which students qualify and will receive these services. In order to identify these students, commencing the first full week of school, our students; grades K-3 will participate in the IRI assessment. Every student will be individually assessed by either the Title 1 teacher or the Title 1 aide. After the tests have been graded, all parents of students whom earned either a "2" Strategic or a "1" Intensive, will be notified in writing from the Title 1 department that outlines the eligibility for Title 1 additional personal assistance, and supports with Reading skills that are in addition to and does not take the place of regular classroom instruction. The parents send back the signed letter wherein they agree to giving their permission for their child to participate in the extra supports. Due to the very small class sizes we provide every student that enters the Title 1 program with 60 minutes of Title 1 Reading supports rather than 30 minutes for students earning "2's" and 60 minutes for students earning '1's". Our goal is to provide as much additional assistance, instruction, interventions, and supports to our students that result in the movement of all our students to "Benchmark". Additionally, these same students are encouraged to participate in our 21st CCLC before and after school program that provides them with an additional hour before school four days a week and two hours after school three days a week and four hours on Fridays some 125 days a year; and two weeks of Summer School at 21 hours a week. This 21st CCLC program has been designed to put aside time daily to provide additional assistance and supports in the area of Reading.

 

If a student qualifies for and accepts Title 1 services, they are required to attend their (two) thirty minute scheduled sessions of Title 1 Reading classes weekly. These classes are additional literacy assistance classes that are provided during non-core times such as computer lab, specials, and bell work time. In order for Clark County SD #161 to ensure that the required hours of intervention are met, we rely heavily on our attendance records. For regular school hours, attendance is taken daily and entered into Power School.

Should a student be picked up early from school, they will need to be checked out at the office where attendance will be adjusted in Power School immediately. The Title 1 department reviews attendance

 

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throughout the year to continually ensure that the required hours will be able to be met. The 21st CCLC program also utilizes a daily attendance system. Each child's attendance is marked for the before school, the after school, and the Summer School programs. This information is entered into Compass reports and is monitored weekly. If a student qualifies for and accepts Title 1 services, they are required to attend their two thirty minute sessions scheduled of Title 1 classes weekly.

To ensure that kids are attending these offerings both Title 1 and 21st CCLC programs are constantly monitoring attendance. Additionally, both of these programs are encouraging and motivating attendance. In terms of Title 1, all students that qualify are encouraged and motivated to attend their sessions through attendance awards, improvement recognition rewards/celebrations, parent involvement through quarterly designed Parent Nights, progress reports, Title 1 Q & A nights, etc. As for the 21st CCLC program, students are required to attend 30+ days of programming. To encourage attendance an interactive attendance chart is kept in the hallway for all to see. Students add a star to their attendance chart for every 5 days of attendance. This has been used in goal setting, competitions, awards, etc. Also, parent involvement and family nights have provided additional motivation for attendance.

The Title 1 program is designed as a pull-out class wherein the students come to the Title 1 area during their scheduled time. Every Title 1 student has been scheduled with (two) thirty-minute reading sessions. These classes are set up per grade level with the class scheduled during a non-core content time. Because of our small class sizes each Title 1 group is divided into groups based on levels or skills and then assigned to either the Title 1 teacher or the Title 1 aide. There is never a larger ratio than 5 to 1.

Curriculum is designed by the Title 1 teacher to address the following: phonemic awareness, decoding intervention, vocabulary, comprehension, and fluency applicable to the student based on a formative assessment designed to identify the weaknesses. Additionally, the Title 1 teacher is aligning all lessons with Idaho's Common Core Standards. Each grade level has a specific research-based computer program that also assists in providing remediation. For example, K-1st utilizes the Waterford program, while 2nd-3rd diligently works with the SuccessMaker program. In addition, such programs as Hooked on Phonics is utilized with individual students. Finally, monthly fluency progress monitoring is assessed and monitored to show growth.

Currently there are a couple of students whose curriculum is designed in a more individualized manner. These students have either qualified for Special Ed services or are on a 504. To determine their plan, input is provided from the team consisting of Title 1 teacher, Special Ed teacher, regular classroom teacher, student, parents, and administration.

This district works to provide professional development opportunities to the Title 1 teacher and Special Education teacher and paras. Title 1 specific conferences or early education and literacy conferences are attended. Due to funding constraints, typically one or two people are sent to a conference and then come back to provide the rest of the staff with the information they learned.

The 21

 

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st CCLC program provides no less than 30 minutes of and up to one hour of Reading assistance, interventions during programming time during the school year as well as during the summer. The Summer program consists of two weeks of Summer School at 21 hours a week, 3 days a week, for a total of 6 days. Theses 21st CCLC program have been designed to put aside time daily to provide additional assistance and supports in the area of Reading. The 21st CCLC Director is responsible for preparing all the materials for the AS and the Summer literacy interventions programs during the regular school year as well as during the summer session, however each teacher assigned to the students is responsible for facilitating the reading interventions to their specific students. This program can look like one on one practice or small group work in reading decodable books, practicing high frequency vocabulary words, read-a-louds, parent "I read-you-read" time, phonics practice, letter name, letter sound recognitions, fluency checks, reading theaters, homework help, reading skill games such as "I have who has" literacy, Waterford, and SuccessMaker, AR, and tumble library books, partnership with the local library, and much, much more. Each grade level has at least 1 teacher or student teacher per grade level with the ratio not exceeding 5 to 1. Finally, 21st CCLC has many opportunities for Parent involvement with literacy such as Family Reading nights, Reading Game Nights, and an ESL class provided 3 nights a week to any parent that wishes to learn English.

The 21st CCLC program is provided as an optional Before/After School Program as well as a Summer Program. However, our students that scored a "1" (Intensive) on the IRI assessment are strongly encouraged to enroll and be in regular attendance. The Title 1 Teacher and 21st CCLC Director personally visit with the parents of these students to encourage their participation in this program. Of the 12 total students K-3 that received a "1" (Intensive) on the Fall IRI assessment, 9 students were regular Before/After School Program students that attended between 33-91 days of regular Before/After School programming; 1 student moved back to Mexico shortly after school began and returned at the end of the school year; and 1 student was not involved with the 21st CCLC Before/After School programming due to the fact their parents opted out of this programming option, and 1 student only attended 15 days of programming. As for Summer School, 5 of the 12 students were in attendance.

Additional Reading supports were provided in the regular classroom through daily work on the computers utilizing either the Waterford or SuccessMaker programs.

This past year we have not given all of our parents the opportunity to provide input in the development of their child's additional literacy interventions and supports plan. This is an area that I will look at and address for the upcoming year.

 

The following are the results of all the hard work and effort that our students, staff, and parents have put forth this past year:

Grades K-3 IRI Test Scores: 2016-2017

 

 

1=Intensive 2=Strategic 3=Benchmark

 

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Kindergarten:

Fall IRI Scores: 4 4 2

Spring IRI Scores: 1 3 6

 

1st Grade:

Fall IRI Scores: 1 2 5

Spring IRI Scores: 0 0 8

 

2nd Grade:

Fall IRI Scores: 4 5 2

Spring IRI Scores: 2 4 6

 

3rd Grade:

Fall IRI Scores: 3 4 3

Spring IRI Scores: 2 2 6

 

In the Fall of 2016, 39 of our students K-3 participated in the IRI tests. The following were the results:

 

+12/39 students scored a "1" for a percentage of 31% of our students scoring "Intensive".

+15/39 students scored a "2" for a percentage of 38% of our students scoring "Strategic".

+12/39 students scored a "3" for a percentage of 31% of our students scoring "Benchmark".

Total = +27/39 students scored a 1 or a 2 for 69% of our students scoring either Intensive or Strategic.

 

After a year of the above mentioned interventions, 40 of our students participated the Spring 2017 IRI tests. The following were the results:

 

+5/40 students scored a "1" for a percentage of 13% of our students scoring "Intensive" which is a decrease of 18% from Fall to Spring.

+9/40 students scored a "2" for a percentage of 23% of our students scoring "Strategic" which is a decrease of 15% from Fall to Spring.

+26/40 students scored a "3" for a percentage of 65% of our students scoring "Benchmark" which is an increase of 34%.

 

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Total = +14/40 students scored a 1 or a 2 for 35% of our students scoring either Intensive or Strategic which is a decrease of 34%.

 

Additionally, because we set high expectations in learning and we are goal oriented at Clark County SD #161, the Title 1 Department met with each student K-3 individually and assisted in setting individual goals for each student based on their previous IRI or AimsWeb Benchmark results. Of the 40 students K-3 that participated, 39 of the 40 students met their literacy goal on the Spring IRI test which they set for themselves which is a rate of 98%.

 

 

Instructions: The Program Summary (2017-2018) section is required. Please provide information regarding your planned 2017-2018 Literacy Intervention Program, with a particular focus on how you will meet the requirements of Idaho law in providing literacy interventions to students in grades K-3. For additional guidance regarding information you should provide in this section, please see the recommendations and questions listed on page ii of the directions provided with this template.

 

Program Summary (2017-2018) - REQUIRED

 

The Literacy Intervention Program which requires every school district in Idaho to develop an extended hour literacy intervention program for students in grades K-3 whom score below-basic or basic on the Fall IRI assessment is very important to Clark County SD #161. It is our desire to ensure that our students are given the required skills, tools, and knowledge to become successful. Our single, most simplistic goal at Clark County, is to create literacy growth for all our students not just our K-3 students.

 

This year, Clark County School District has experienced difficulties finding a Title 1 Teacher that would be willing to travel to Dubois. Dubois is about an hour from any town and housing in Dubois is extremely hard to come by. For this reason, the Title 1/Literacy Intervention Program for 2017-2018 School Year has had to deviate from the previous year's plan despite the recent successes in the program that we have experienced. The following plan is based on a push in Title I program approach wherein the Title 1 aide working under the direction of the regular classroom teacher and the Superintendent (Title 1 Director) delivers the lessons/interventions in small groups in the regular classroom.

 

The Superintendent (Title 1 Director) and the Title 1 aide, will administer the IRI assessments to all students grades K-3 individually the first full week of school. A letter will go home to all students who have earned either a "2" Strategic or a "1" Intensive on their IRI assessment. This letter will serve to notify the parent of their child's eligibility for Title 1/Literacy Intervention Program services. These services will outline the push-in Title 1 program which will provide additional personal assistance and supports with reading skills via the Title 1 aide in the regular classroom that are in addition to and does not take the place of regular classroom instruction. This support will be provided during non-core times such as computer time, handwriting, free-work time, and bell-work time per grade level. If a student

 

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qualifies for and the parents send back the signed letter accepting Title 1 services, the students are required to attend their (four) thirty minute scheduled sessions of Title 1 Reading classes weekly. Due to our small class sizes each Title 1 student has a very individualized plan based on their levels or skills. There is never a ratio larger than 5 to 1. Due to the very small class sizes we provide every student that enters the Title 1 program with 120 minutes of Title 1 Reading supports rather than 30 minutes for students earning "2's" and 60 minutes for students earning '1's". Our goal is to provide as much additional assistance, instruction, interventions, and supports to our students which will result in the movement of all our students to "Benchmark". Additionally, these same students are encouraged to participate in our 21st CCLC before and after school program that provides them with an additional hour before school four days a week; two hours after school three days a week; four hours on Fridays some 120 days a year; and two weeks of Summer School at 21 hours a week. This 21st CCLC program has been designed to put aside time daily to provide additional assistance and supports in the area of Reading.  

Curriculum is designed by the regular classroom teacher to address the following: phonemic awareness, decoding intervention, vocabulary, comprehension, and fluency applicable to the student based on a formative assessment designed to identify the weaknesses. Additionally, the regular classroom teacher aligns all lessons with Idaho's Common Core Standards. Each grade level has a specific research-based computer program that also assists in providing remediation. For example, K-1st utilizes the Waterford program and ABC Mouse, while 2nd-3rd diligently works with the SuccessMaker program. In addition, such programs as Hooked on Phonics is utilized with individual students. Finally, every 1st Tuesday of each month AIMSweb fluency progress monitoring is administered by the Title 1 aide and monitored to show growth. Additional Reading supports are provided in the regular classroom through daily work on the computers utilizing either the Waterford, ABC Mouse, or SuccessMaker programs.

Something new this year that the elementary staff has committed to in order to ensure that we provide as much support and interventions possible is what we call "Power Hour". "Power Hour" services our first through fifth grade students (not Kindergarten since we have a half day Kinder program and the "Power Hour" is the last 30 minutes of every day). After our students take the IRI test the first week of school, the students that receive a "2" or a "1" are identified as Title 1/Literacy Intervention Plan eligible. The elementary staff, Title 1 aide, ESL teacher, Special Education teacher, and the Superintendent meet as a very informal RTI group to review and design a plan for each student based on their strengths, weaknesses, and interventions needed. "Power Hour" is set up to maximize each students' needs. "Power Hour" consists of two reading classes, a writing class, an ESL class, a Special Education club, and a S.T.E.A.M. Team. Each student is placed in a class based on their need. For example, any student that scored a "2" or a "1" is put in the appropriate reading class based on their needs. The exception to this is if the student is an ESL student which would require them to be placed in the ESL class or if the student is a special education student which would require them to be placed in the Special Education club class. The rest of the students are placed in the writing class if they need more assistance in writing mechanics or help with paragraph structure. Finally, those students that need to be challenged are placed in the S.T.E.A.M. Team class. There are two Reading classes held that concentrate on: phonemic awareness, decoding intervention, vocabulary, comprehension, and fluency utilizing high interest topics and materials applicable to the students' individual needs. These classes begin after Labor Day and run the entire year. However, in January, the RTI team meets again utilizing the monthly progress monitoring  

 

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reports, the easy CBM information, and the information gathered from the "Power Hour" teacher to determine if a student needs to remain in the same group the second semester or move to a different group.

 

The 21st CCLC program is provided as an optional Before/After School Program as well as a Summer Program. However, our students that scored a "1" (Intensive) on the IRI assessment are strongly encouraged to enroll and be in regular attendance. The 21st CCLC Director and the regular education teacher personally visits with the parents of these students to encourage their participation in this program. The 21st CCLC program provides no less than 30 minutes of and up to one hour daily of Reading assistance and interventions during programming time during the school year as well as during the summer. The Summer program consists of two weeks of Summer School at 21 hours a week. This consists of 3 days a week, for a total of 6 days. These 21st CCLC programs have been designed to put aside time daily to provide additional assistance and supports in the area of Reading. The 21st CCLC Director is responsible for preparing all the materials for the After School and the Summer literacy intervention programs during the regular school year as well as during the summer session, however each teacher assigned to the students is responsible for facilitating the reading interventions to their specific students. This year, "Book Clubs" have been designed and the 21st CCLC program has purchased electronic tumble library books to assist in this program. This program can look like one on one practice, or small group work, in reading decodable books, practicing high frequency vocabulary words, read-a-louds, parent "I read-you-read" time, phonics practice, letter naming, letter sound recognitions, fluency checks, reading theaters, homework help, reading skill games such as "I have who has" literacy, Waterford, SuccessMaker, AR, tumble library books, partnership with the local library, and much, much more. Each grade level has at least 1 teacher or student teacher per grade level with the ratio not exceeding 5 to 1. Finally, 21st CCLC has many opportunities for Parent involvement with literacy such as Family Reading nights, Reading Game Nights, and an ESL class provided 3 nights a week to any parent that wishes to learn English.

In order for Clark County SD #161 to ensure that the required hours of intervention are met, we rely heavily on our attendance records. For regular school hours, attendance is taken daily and entered into Power School. Should a student be picked up early from school, they are checked out at the office where attendance will be adjusted in Power School immediately. The Title 1 department reviews attendance throughout the year to continually ensure that the required hours will be able to be met. The 21st CCLC program also utilizes a daily attendance system. Each child's attendance is marked for the before school, the after school, and the Summer School programs. This information is entered into Compass reports and is monitored weekly. Additionally, both of these programs are encouraging and motivating attendance. In terms of Title 1, all students that qualify are encouraged and motivated to attend their sessions through attendance awards, improvement recognition rewards/celebrations, parent involvement through quarterly designed Parent Nights, progress reports, Title 1 Q & A nights, etc. As for the 21st CCLC program, students are required to attend 30+ days of programming. To encourage attendance an interactive attendance chart is kept in the hallway for all to see. Students add a star to their attendance chart for every 5 days of attendance. This has been used in goal setting, competitions, awards, etc. Also, parent involvement and family nights have provided additional motivation for attendance.

 

LITERACY INTERVENTION PROGRAM

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This district works to provide professional development opportunities to the regular classroom teacher, the Title 1 aide, the Special Education teacher, and paras. Title 1 specific conferences or early education and literacy conferences are attended. Due to funding constraints, typically one or two people are sent to a conference and then come back to provide the rest of the staff with the information they learned. Additionally, the 21st CCLC program provides the funding for our SuccessMaker program and the district shares the expense of the Waterford program. The district has also utilized and provided a stipend for our first grade teacher whom is K-12 certified in Reading to provide guidance to our librarians in designing lessons that meet our students' needs. Finally, the district has purchased reading kits this year for the elementary library that also meet many of these intervention needs.

This district realizes the importance of giving all of our parents the opportunity to provide input in the development of their child's additional literacy interventions and supports plan. However, due to the lack of being able to secure a Title 1 teacher this year, this responsibility has fallen directly on the regular classroom teachers. Each teacher has spoken to the parents of the students that have received a "2" or a "1" on the IRI test about their strengths, weaknesses, supports, and interventions. Parental feedback and desires are valued and utilized in the designing of the individual plans. Parents will again be asked to review the student's plans in January and again the feedback and desires of the parents will help to determine additional goals or modifications. It is our hope that as this practice becomes an expectation from year to year, and when a Title 1 teacher can be hired to steer-head this practice, parents feel more willing to collaboratively design plans.

 

Instructions: Per statute, your Literacy Intervention Plan must be aligned to the State-Board approved Idaho Comprehensive Literacy Plan. This section is used to demonstrate alignment. For recommendations regarding ways to complete this section, please see the guidance provided on pages ii-iii of the directions provided with this template.

Comprehensive Literacy Plan Alignment - REQUIRED (see Instructions)

 

Collaborative Leadership:

 

Clark County SD #161 consists of a very basic RTI model. Our team is composed of all our elementary teachers, the Title 1 aide, the special education teacher, the ESL teacher,

and the Superintendent. As this is a newly formed team, this team has committed to meeting four times a year. In August, prior to the start of school to discuss the design and purpose of "Power Hour" and Title 1/Literacy Intervention Plan; in September, after IRI scores have been calculated to determine placement of and the design of individual student plans; in January to review benchmark, progress monitor scores, easy CBM data, and the modify any individual plans; and again in April or May to discuss and celebrate successes. (Additional meetings may occur as needed.) The RTI team along with the district provides guidance, support, resources and shared knowledge.

 

The Superintendent (Title 1 Director) attends all RTI meetings.

The Title 1 aide under the direction of the Superintendent (Title 1 Director) develops the

 

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benchmark and progress monitor calendar and shares that with the elementary teachers and other staff members.

Superintendent attends regional meetings to collaborate with other Superintendents.

Regular classroom teacher designs lessons to address the following: phonemic awareness, decoding intervention, vocabulary, comprehension, and fluency applicable to the student based on a formative assessment designed to identify the weaknesses all of which aligns all with Idaho's Common Core Standards.

The Superintendent (Title 1 Director) acquires the necessary resources needed for district goals.

An additional para hired in the preschool class to help support our students' educational needs and get a jump start on literacy.

Superintendent (Title 1 Director) and entire RTI staff is readily available to answer stakeholders' questions or concerns.

Progress monitoring data is prepared and sent to parents every month.

Parent Involvement during back to school conferences, quarterly parent teacher conferences, parent nights and involvement opportunities, assemblies, volunteer opportunities, Title 1 nights, etc.

One elementary faculty meeting a month is utilized to coordinate with all elementary teachers and staff to ensure that all students are progressing and to discuss any modifications.

K-12 certified Reading teacher serves as expert in the collaboration of Liberians.

Superintendent reaches out to State for guidance and support.

Developing Professional Educators:

 

Clark County SD #161 realizes and values professional development for our teachers. The district ensures that our teachers receive the necessary professional development needed to progress in the field of education. This year, the district has committed to spending most of our professional development opportunities in the area of PBIS as this is our second year of the framework and in Mathematics as that was a district concern and goal of ours. Additionally, the district provides our teachers with the opportunity to not only enhance their skills, but to also collaborate and brainstorm with other educators regarding literacy by attending conferences and encouraging the partnership of teacher buddies within other districts. Next year, the focus of our PD days will switch from Mathematics to Literacy, the vertical and horizontal alignment of curriculum, as well as how to become intentional and masterful with interpreting our data to better benefit our students' needs is our goal. We will utilize a Regional Reading Specialist to assist us.

 

New teachers are paired with experienced teachers to form Mentor Buddy relationships and rapports.

Clark County teachers and professionals are encouraged and provided with leave time to attend professional development classes or conferences paid for by the district.

Clark County teachers are required to pair up with an Accountability Buddy that helps to hold them accountable for amongst other things, reaching their goals they have set, having high expectations, and maintaining a culture for learning.

The district has provided a professional development resource section which provides our

 

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teachers with a plethora of professional development opportunities and resources that will increase teacher effectiveness, including, but not limited to book studies, webinars, conferences, classes, online resources, etc.

Teachers and Title 1 aide will receive Milepost training.

 

 

Effective Instruction & Interventions:

 

Effective instruction and interventions are important to Clark County SD #161. Currently, the elementary K-5 classrooms utilize the Journey's reading/literacy curriculum along with the aide of supplemental resources. The five-areas of reading (phonological awareness, phonics, fluency, vocabulary, and text comprehension are covered in the Journey's program. The elementary teachers utilize the htmhco.com common core scope and sequence online tool to determine how often, in what manner, and during which lesson each of these are taught. The "Power Hour" Reading teachers also rely heavily on these K-5 scope and sequence online tools as a guide for their lessons for instruction and interventions.

 

Regular classroom teachers, Title 1 aide, and "Power Hour" teachers use direct and explicit instructions along with small group and individual instruction.

Regular classroom teachers and "Power Hour" teachers have completed and passed the Idaho Comprehensive Literacy online course that focuses on these 5 areas of literacy.

Regular classroom teachers and "Power Hour" teachers have received (2) 1.5 hour webinar trainings in the Journey program.

The K-12 certified Reading teacher continues to take library science online classes.

Teachers use the IRI, ISAT, AIMSweb, Easy CBM, Star, SuccessMaker, Waterford, ABC Mouse, and teacher observations to determine students' strengths and weaknesses. From this, teachers are able to create effective instruction and interventions through individualized learning plans for students K-3 that scored a "2" or a "1". The same is used to determine individualized plans for grades 4-8 except IRI, ABC Mouse, and Waterford.

Teachers utilize the htmhco.com scope and sequence online tools K-5 to ensure that standards are being taught at the highest level of effectiveness.

Parents and teachers communicate to create an individualized plan for students.

Librarians receive the support and guidance of the K-12 certified Reading teacher to ensure that effective lessons are developed and delivered.

Library time is scheduled into the day to increase students' library and research skills.

Teachers use lexile appropriate reading materials in their classes.

Resources are provided to parents that can be used at home to improve literacy skills.

20 minute nightly student/parent reading homework is assigned to encourage and improve literacy skills.

 

Assessment & Data:

 

Clark County utilizes the RTI model and a comprehensive assessment plan to identify students at risk.

 

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It is our desire to ensure that our students are given the required skills, tools, and knowledge to become successful. Our single, most simplistic goal at Clark County, is to create literacy growth for all our students not just our K-3 students. Therefore, we are committed to providing as much support and interventions needed to provide academic growth. Again, we recognize that using and analyzing data has been a weakness in the past, and therefore we have chosen to be strategic in our planning. Next year, the focus of our PD days will switch from Mathematics to Literacy, the vertical and horizontal alignment of curriculum, as well as how to become intentional and masterful with interpreting our data to better benefit our students' needs is our goal. We will utilize a Regional Reading Specialist to assist us.

 

A collection of assessments are utilized to ensure that all students are benchmarked at their determined grade level. (IRI, Easy CBM, AIMSweb, STAR).

The collection of assessments is utilized to help facilitate the classroom teacher in designing the individual student plans (for students below grade level). Parental input is utilized along with the support and guidance of the RTI team.

Students identified as Title 1/Literacy Intervention Plan students are progress monitored monthly by the Title 1 aide with AIMSweb and Easy CBM assessments. This data is charted and provided to the teacher, parents, and the RTI team. Milepost will be purchased as the data management system for this information as well as the electronic Easy CBM version.

Effective instruction and interventions are determined via the variety of data collected.

The RTI team has committed to meeting four times a year. In August, prior to the start of school to discuss the design and purpose of "Power Hour" and Title 1/Literacy Intervention Plan; in September, after IRI scores have been calculated to determine placement of and the design of individual student plans; in January to review benchmark, progress monitor scores, easy CBM data, and the modify any individual plans; and again in April or May to discuss and celebrate successes. (Additional meetings may occur as needed.)

Title 1 aide and teachers will be trained on Milepost so that individualized plans and data can be stored in Milepost.

Parent Involvement - REQUIRED

Instructions: In the Parent Involvement section, provide an explanation of: 1) how the school district involved parent input in developing the school district Literacy Intervention Program Plan; and 2) how parents will be informed that their child has qualified for literacy intervention and given the opportunity to be involved in the development of their child's individual student literacy intervention plan.

 

Parent Involvement - REQUIRED

 

This district realizes the importance of giving all of our parents the opportunity to provide input in the development of their child's additional literacy interventions and supports plan. However, due to the lack of being able to secure a Title 1 teacher this year, this responsibility has fallen directly on the regular classroom teachers. Each teacher has spoken to the parents of the students that have received a "2" or a "1" on the IRI test about their strengths, weaknesses, supports, and interventions. Parental feedback and desires are valued and utilized in the designing of the individual plans. Parents will again be asked to review the student's plans in January and again the feedback and desires of the parents will help to determine additional goals or modifications. It is our hope that as this practice becomes an expectation

 

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from year to year, and when a Title 1 teacher can be hired to steer-head this practice, parents feel more willing to collaboratively design plans. Communication is key.

All communication is provided in both Spanish and English in writing. A translator is always available when necessary when personally communicating through speech.

A text alert in English and Spanish is sent to the parents of students whom are Title 1/Literacy Interventions Plan eligible once IRI testing is complete. This text serves to notify them of a letter coming home that contains important information about their child's education.

The letter is sent to the above mentioned parents after IRI testing is completed. This letter explains the IRI test, their child's score and what it means, the child's current level of performance, what interventions will be administered at school, when and how these interventions will be administered, by whom the interventions will be carried out by, what the parents can do at home to help support their child, and to notify them of future contact to schedule parental meetings.

This letter provides the parent with the option to all participation in or deny participation in these intervention services. Letter must be signed and returned indicating whether or not the student will be participating.

The regular education teacher personally contacts or meets with the parent to discuss the concerns and to gather feedback from the parent that can be utilized to develop an individualized plan.

The 21st CCLC Director personally visits with the parents of these students to encourage their participation in this program.

Superintendent (Title 1 Director) and entire RTI staff is readily available to answer stakeholders' questions or concerns.

Progress monitoring data is prepared and sent to parents every month.

Parent Involvement during back to school conferences, quarterly parent teacher conferences, parent nights and involvement opportunities, assemblies, volunteer opportunities, Title 1 nights, etc.

Additional text alerts, phone calls, in-person meetings, etc. are held as needed.

 

Instructions: In the Performance Metrics table below, please provide metrics that will be used for each grade level (K-3) to show the effectiveness of your Literacy Plan. Shaded metrics are required to be reported in your Continuous Improvement Plan. The unshaded (white) section is available for you to identify and provide data on district-specific metrics (we have provided examples of the types of data you may want to include). For additional guidance regarding how to complete the required section of this table correctly, please see the information provided on page iii of the directions provided with this template.

 

REQUIRED Performance Metrics (must be included in LEA Continuous Improvement Plan)

SY 2015-16 (Yr 1)

SY 2016-17 (Yr 2)

Improvement / Change (Yr 2 - Yr 1)

Benchmarks (LEA Chosen Spring 2018 Performance Targets)

 

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# of students who scored "proficient" on the Kindergarten Spring IRI

10/11

6/10

-4

5 of 6

% of students who scored "proficient" on the Kindergarten Spring IRI

91%

60%

-31pp

83%

# of students who scored "proficient" on the Grade 1 Spring IRI

7/12

8/8

1

4 of 5

% of students who scored "proficient" on the Grade 1 Spring IRI

58%

100%

42 pp

80%

# of students who scored "proficient" on the Grade 2 Spring IRI

6/10

6/12

0

4 of 4

% of students who scored "proficient" on the Grade 2 Spring IRI

60%

50%

-10 pp

100%

# of students who scored "proficient" on the Grade 3 Spring IRI

5/6

6/10

1

5 of 6

% of students who scored "proficient" on the Grade 3 Spring IRI

83%

60%

 

 

 

 

-23 pp

 

 

 

 

83%

OPTIONAL Performance Metrics  

SY 2015-16 (Yr 1)

SY 2016-17 (Yr 2)

Improvement / Change (Yr 2 - Yr 1)

Benchmarks (LEA Chosen Spring 2018 Performance Targets)

% of Kindergarten students who scored below Proficient on the Fall IRI who gained at least one performance category by the Spring IRI)

(5/5) 100%

(7/8) 88%

-12 pp

(5/6) 83%

% of 1st Grade students who scored below Proficient on the Fall IRI who gained at least one performance category by the Spring IRI)

(2/7) 29%

(3/3) 100%

71 pp

4/5 80%

% of 2nd Grade students who scored below Proficient on the Fall IRI who gained at least one performance category by the Spring IRI)

(2/4) 50%

(5/9) 56%

6 pp

(4/4) 100%

% of 3rd Grade students who scored below Proficient on the Fall IRI who gained at least one performance category by the Spring IRI)

(1/1) 100%

(4/7)57%

- 43 pp

(5/6) 83%

 

 

 

 

 

 

 

 

 

 

Performance Metrics Notes

 

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Budget Instructions: Provide the projected literacy plan budget on Template 2. Please note that the budget template includes more than one tab.

 

Please proceed to the Literacy Intervention Program Budget and Expenditures Template 2

 

 

Other Notes / Comments

 

***Please note that we have had to be flexible in designing our plan this year due to the lack of being able to secure a Title 1 teacher. However, our team has worked diligently to ensure that our students' needs, supports, and interventions are being met. In the face of this obstacle, I do believe that we have come together to create an even more effective plan through the help of everyone; administration, all elementary teachers, ESL teacher, Special Education teacher, 21st CCLC program, our librarian, and parents. I look forward to reflecting on our successes next year.

 

Moving forward, a committee will be created to review and adjust our current literacy intervention and develop the new literacy intervention program plan. It will be comprised of the RTI team, along with a para, and parents. It is our hopes that this committee will enrich our literacy intervention plan, build more buy in, and ultimately ensure that our students are given the required skills, tools, and knowledge to become successful. Our single, most simplistic goal at Clark County, is to create literacy growth for all our students not just our K-3 students.