Early Literacy Remediation Plan

Edgerton School District

Universal Approach to High Quality Instruction

Our vision is to be a district of excellence for all students, families, staff, and community. We will provide a safe, inclusive environment to educate, encourage, and empower all students to reach their full potential. We will prepare students to be well-informed citizens who are equipped to thrive in an ever-changing world. This begins with a solid base of early literacy foundational skills.

Our teachers utilize Wisconsin Standards for English Language Arts to identify end of grade level expectations. They design units of study to provide systematic and explicit science-based early reading instruction. Instruction is designed to have multiple checkpoints for teachers to provide students with feedback on their progress towards grade level standards.

Wisconsin Standards for English Language Arts, DPI 2020
Heggerty Phonemic Awareness: An explicit, systematic phonemic awareness instruction covering all 8 phonological awareness skills plus 3 early literacy skills, including phoneme-grapheme connections.
UFLI Foundations: An explicit and systematic phonics program that teaches students the foundational skills necessary for proficient reading.

Strategic Early LIteracy Assessment System

Reading Readiness Screeners	Parent/Caregiver Communication
Statewide 4K Fundamental Skills Screening Assessment Pearson aimswebPLUS (phonemic awareness & letter-sound knowledge) 4K Screening Windows: Before the 45th calendar day of school (fall, 2025) and before the 45th calendar day prior to the last day of school (spring, 2025).	Parents and caregivers can expect to receive a letter that will be sent within 15 days of the scoring of the statewide early literacy screener. Reports will be sent twice per year in the fall and spring. Please notify the school of your preferred language and mode of communication.
Statewide 5K-3 Fundamental Skills Screening Assessment Pearson aimswebPLUS (phonemic awareness & letter-sound knowledge, alphabetic knowledge, decoding & oral vocabulary) 5K-3 Screening Windows: Before the 45th calendar day of school, once mid-year, and before the 45th calendar day prior to the last day of school.	Parents and caregivers can expect to receive a letter that will be sent within 15 days of the scoring of the statewide early literacy screener. Reports will be sent three times per year in the fall, winter, and spring. Please notify the school of your preferred language and mode of communication.
Diagnostic Literacy Assessments
Diagnostic assessments will be administered to students who score below the 25th percentile on the universal screener or who are referred for additional testing by a teacher or parent/caregiver.
Assessments	Skill Area(s)
Pearson aimswebPLUS	Phonological Awareness Phonemic Awareness Alphabet Knowledge/Letter Name Knowledge Letter Sound Knowledge Decoding Word Recognition Oral Language Vocabulary Oral Reading Fluency Spelling
iReady Assessment (grades 3-8)	Phonological Awareness (Phonics domain) Word Recognition (High Frequency Words domain) Spelling (Phonics domain) Vocabulary (Vocabulary domain) Listening Comprehension (Reading Comprehension: Literature and Informational Texts domains) Reading Comprehension

Student Supports

Interventions: The following evidence-based interventions provide explicit and systematic instruction and are available for students in need of additional support, including students with characteristics of dyslexia.
Literacy Skill	Intervention Strategy or Resource	Progress Monitoring Pearson aimswebPLUS
Phonological Awareness	Heggerty Phonemic Awareness Heggerty Bridge the Gap Stepping Stones to Literacy Reading Corps Interventions: Sound Awareness	Heggerty
Phonemic Awareness	Heggerty Phonemic Awareness Heggerty Bridge the Gap (grades 2 and above) PRESS Phonemic Awareness Reading Corps Interventions: Sound Awareness	Heggerty
Alphabet Knowledge/ Letter Name Knowledge	Stepping Stones to Literacy Sound Partners Wilson-Fundations PRESS Letter Sound Correspondence Reading Corps Interventions: Letter Sound Correspondence	Letter Naming Fluency
Letter Sound Knowledge	Stepping Stones to Literacy Sound Partners Wilson-Fundations Reading Corps Interventions: Letter Sound Correspondence	Letter Naming Fluency
Decoding	UFLI Sound Partners Rime Magic Secret Stories Wilson-Fundations Wilson Reading Systems Wilson Just Words PRESS Decoding Interventions Reading Corps: Letter Sound Correspondence Blending Words Word Construction	Nonsense Word Fluency Oral Reading Fluency
Word Recognition	UFLI Sound Partners Fundations Wilson Reading System Wilson Just Words Sight Word Incremental Rehearsal	Oral Reading Fluency
Oral Language, Vocabulary	PRESS Vocabulary Interventions FCRR Vocabulary Resources Small group scripts:Instructional Routines Targeted read aloud and book discussion vocabulary pre-instruction has large effects on comprehension for taught words and small effects for untaught words (Bengochea & Sembiante, 2024) explicit, context-dependent vocabulary instruction like book based interactions has greatest effects ((Bengochea & Sembiante, 2024) teaching word parts Vocabulary – Teaching Word Parts \| NSW Centre for Effective Reading Interleaved practice Word walls Semantic mapping	Vocabulary
Oral Reading Fluency	Read Naturally PRESS Fluency Interventions Reading A to Z Fluency Passages Wilson Reading System Wilson Just Words Tim Rasinski’s Fluency Strategies Reading Corps: Duet Reading Newscaster Reading Connected Text Pairs Repeated Reading with Comprehension	Oral Reading Fluency
Spelling	UFLI	Spelling

Personal Reading Plans

Students who score below the 25th percentile on the reading readiness screener will receive a personalized reading plan. This plan includes:

Specific early literacy skill deficiencies, as identified by Pearson aimswebPLUS.
Goals and benchmarks for progress toward grade-level literacy skills.
How progress will be monitored.
A description of the interventions and any additional instructional services that will be provided to the pupil to address the pupil’s early literacy deficiencies.
The programming the student’s teacher will use to provide reading instruction to the student.
Strategies the student’s parent/caregiver is encouraged to use to help achieve grade-level literacy skills.
Any additional services available and appropriate to accelerate the pupil’s early literacy skill development.

The school will provide a copy of the plan to families/caregivers no later than the third Friday in November or within 10 days of a subsequent screener or diagnostic assessment requested by a parent or teacher.

Families/caregivers can expect to receive updates about the student’s progress at least every 10 weeks.

Family & Community Resources

Wisconsin’s Informational Guidebook on Dyslexia and Related Conditions

Promotion Policy

Summer School Support

Parent and Family Member Engagement

Exit Criteria: Students performing above the 25th percentile on the reading readiness screener will be dismissed from their reading plan.

Strategic Use of Data

The Director of Teaching and Learning will complete an annual evaluation of the comprehensive literacy curriculum. This evaluation will be presented to the school board at the conclusion of each school year. The evaluation will include:

Summary of Student Data: An analysis of end-of-year data from universal screenings to identify trends in student performance across grade levels.
Curriculum Effectiveness: An assessment of how well the core curriculum and intervention strategies are addressing the needs of our students.
Recommendations for Improvement: Based on the data, we will provide strategic recommendations for curriculum adjustments, professional development, and resource allocation as needed to further enhance early literacy instruction for all students in the upcoming academic year.