WPCSD Literacy Improvement Plan (LIP)

7-18-16

Phase II of the White Pine County School District Elementary Literacy plan has been a collaborative effort involving each site administrator, teachers, District Literacy Strategist, and Superintendent. Our goal is to decrease the amount of students who are identified as being deficient in literacy skills within our general population by 10%.  Additionally, we will decrease the amount of students identified as being deficient in literacy within our sub-populations by 5% annually.  Sub-populations K-3 would include English-Learner (2.9%), students with exceptional needs (13.7%), and students in poverty (approx. 45%).  In undertaking this project the biggest concern identified revolves around developing a data-based literacy plan that guides action and produces results. Routman (2014) states, “Successful and lasting change depends on solid trust, high expertise by the change of agents, excellent resources, sufficient time and practice for adjusting learning, and a whole host of complex factors.”  White Pine County School District is developing a sustainable framework to emulate Routman’s sentiments within this proposed literacy plan.  The WPCSD goal, therefore, is to develop a literacy plan for our students which includes sufficient depth, detail, and focus to affect improvement in the classroom while avoiding the pitfalls of excessive elaboration.

NSLP Key Essential Number 1: Leadership & Sustainability

  1. Description of Baseline Score on Self-Assessment Tool

WPCSD has begun implementation of Phase I during 2015-2016 school year.  We are pleased with our results to date.  Our current overall score is a 3.29 with one score in the 2 range, and all other scores split equally between the 3 and 4 ranges.  

  1. Description of Primary Plans of Action.

All elementary schools in White Pine County have implemented a foundational phonetic approach to reading, writing, spelling, speaking, and listening along with using elements of research based programs such as reading and writing workshops.  Testing to determine current levels in reading, and needed remediation, will be given to Kindergarten-3rd Grade (K-3) students three times per year.  WPCSD will use three state approved screening tools to assess student levels:  Brigance, Developmental Reading Assessment 2 (DRA2) and Measure of Academic Progress (MAP).  The following procedures will be implemented beginning in the 2016-2017 school year for all students in K-3 as per SB391 timeline for mandatory retention using Read by Grade Three law.  (Sections 5 & 9).  The following student assessment and parent/guardian notification timeline will be used:

In addition to the student assessment timeline, we will continue to provide regular professional development for staff members to ensure effective, intensive instruction within the classroom.  We will use our current literacy coordinate and have requested funds for a 2nd literacy strategist trained in dyslexia to allow more specific coverage throughout our district as well as filling gaps missed by the lack of current dyslexia training (See budget items 6 and 13).  Both strategists and four site mentors will be involved with frequent in-class coaching (See budget item 10).  We will provide three full PD-days for teachers, literacy-aides, special education staff, and RTI specialists (See budget item 34).  We will also provide three additional days of specific training for teams needing further assistance as determined by our literacy specialists and coaches (See budget item 38).  Finally, we will also provide external learning opportunities for district K-4 staff including, training in EL, dyslexia, Early-Childhood, and additional trainings as provided by the state (Please see budget items 61, 63, 64, 66, 68, and 72).

In order to promote external shared responsibilities, we will provide parents with up-to-dated assessment information of student placement in reading three times per year.  We will also provide parent training opportunities.  These opportunities will provide parents with materials and strategies for helping children become proficient readers as well as helping parents establish authentic print-rich literacy environments at home (Section 9 of SB391, See also budget item 81).  

  1. Alignment to SB 391: Section 5, Section 6, Section 8, and Section 9

As described above, our plan aligns with Section 5 through our student assessment program for all students K-4.  Section 6 is aligned with our teacher preparation program, professional learning opportunities, and in-class coaching.  Section 8 is aligned with parent notification as can be seen in our parent letter found in Appendix B.  Section 9 is aligned with our student assessment and remediation program.

NSLP Key Essential Number 2: Data-Driven Standard-Based      Instruction & Intervention

  1. Description or Baseline score on Self-Assessment tool

Utilizing the self-assessment tool for Key Essential Number 2, our current overall score is a 3.14 with two scores in the 2 range, two scores in the 3 range and two scores in the 4 range.

  1. Description of Primary Plans of Action

All elementary schools in WPCSD have implemented a foundational phonetic approach to reading, writing, and spelling along with other research-based programs. This includes on-going professional learning opportunities, in methodologies in Multisensory Instruction in English language Arts (MILA) as well as planned professional learning opportunities for incorporating writing workshops into our literacy instruction. Through on-going professional learning opportunities, we are able to focus more effectively on insuring our instruction is data-driven and standards-based. The following timelines delineate professional learning and implementation strategies to address data-driven and standards-based instruction, intervention, before/after school tutoring, Friday school, and summer school:

In addition to the above timeline and activities our teachers will collaborate weekly in professional communities at the building level and across our four elementary schools using interactive technology.  This collaboration will address the effectiveness of our literacy practices and interventions for general students, students with exceptionalities, and English language learners (Seebudget line 56 and 61).

C.         Alignment to SB 391: Section 5 and Section 9

As described above, our plan aligns with Section 5 of SB 391 to ensure our school district provides intensive instruction to pupils who have been identified as deficient in reading through our student assessment program for all students K-4.  Section 9 is aligned with our student assessment and remediation program in that students will receive intensive reading instruction to ensure they achieve adequate proficiency in reading, and that they have their proficiency in reading assessed at the beginning of the next school year after receiving intensive reading interventions.

NSLP Key Essential Number 3: Literacy Assessment Systems

  1. Description of Baseline Score on Self-Assessment Tool

We are currently in the strategic planning phase for Key Essential Number 3. With grant funding, we expect to obtain a score of 4 at this time next year.  Our overall score is currently a 2.4.

  1. Description of Primary Plans of Action.

Schools in the WPCSD have been collecting monthly data, and the district literacy team has met twice monthly, but we have not established routines and protocols to analyze and respond to data findings.  Following is a plan for the implementation of each of the elements of Essential #3: Literacy Assessment Systems.

  1. Alignment to SB 391: Section 5, Section 8, and Section 9

The plan aligns with Sections 5, 8, and 9 of the law through our frequently scheduled student assessment framework for all students K-4, and parent/guardian notification

NSLP Key Essential Number 4: Professional Learning

  1.         Description of Baseline Score on Self-Assessment Tool

WPCSD is at the beginning level of our professional learning implementation plan. Our current overall score is 3, with one score in the 1 range, 1 score in the 2 range, 1 score in the 3 range, and 3 scores in the 4 range.

  1. Description of Primary Plans of Action

In February of 2016, we sent a High-Needs survey to all district K-4 educators with reference to RBG3, NVACS, NEPF, Spalding Language Arts curriculum, and data analysis. Individual school sites also surveyed staff regarding these instruments. Based upon the results of these surveys, we determined content for the 3 professional learning days. At the beginning and close of the 2016-17, we will survey all district K-4 staff to determine growth patterns and continued needs of educators.

  1. Alignment to SB 391: Section 5 and Section 6

In Section 5, subsections A-C, refer to element 3. Subsection D is specifically addressed above with collaboration among coaches and classroom teachers. Section 6, subsections 1-3 are addressed in our above plan for professional learning opportunities. Our professional learning opportunities include needs based on High-Needs’ surveys, 3 professional learning days for all district K-4 educators, Special Education staff, RTI interventionists, and paraprofessionals, in addition to specific-based professional learning opportunities, and coaching sessions.

NSLP Key Essential Number 5: Family and Community Engagement

  1.         Description of Baseline Score on Self-Assessment Tool

Essential 5 was our lowest scoring area. We are in obvious need of improvement in this area. Our overall score was only a 1.7.

  1. Description of Primary Plans of Action.

Most of the schools in WPCSD have family literacy, math, science, and leadership nights scheduled throughout the school year. These are generally well attended and include demonstrations and instruction in how we teach the standards in different content areas. We also have plans in place for notification to parents/guardians of student identified as deficient in reading. We are also in the process of planning for adult literacy programs. Following is a plan for the implementation of each of the elements of Essential 5: Family and Community Engagement.

  1. Alignment to SB 391: Section 5, Section 8, and Section 9

The plan aligns with Sections 5 and 9 law our student assessment program for all students K-4.  Section 8 is addressed with our frequent assessment of student literacy levels and parents/guardians of students who have been determined as deficit will be notified when these assessments have been completed.