K-8 Reading Plan

Big Piney Elementary School and Big Piney Middle School are both Schoolwide Title 1 schools. Students at both schools who, through common school and district assessments or classroom monitoring, are determined to qualify for a reading intervention may receive 1:1 or small group Title 1 reading interventions, and our interventionists progress monitor students in grades K-8 at both schools. LaBarge Elementary school is not a Schoolwide Title 1 School. In addition to small class sizes (from 6-14 students), we provide reading support to tangled readers through our Early Intervention Services at LBES.  Finally, LBES, BPES, and BPMS are all Professional Learning Communities. We regularly collaborate to review data and make data-based decisions about next steps with all students.

• All K-5 students receive core instruction for 90 minutes using the Journeys Program (Houghton-Mifflin Harcourt). Those students who, through documentation and data, need Tier 2 interventions receive specialized interventions during Access time through Title 1 and Early Intervention Services (EIS) and additional pullout or push-in services as needed (pullouts are kept to a minimum). Students needing Tier 3 interventions are provided additional specialized instruction through more intensive 1:1 or small group Title 1/EIS. This may include Heggerty, LLI, or UFLI, for example. Daily minutes are determined by each child’s need. Students receiving Tier 2 and Tier 3 interventions are progress monitored at least 2x/month to ensure they are demonstrating appropriate growth.
• SCSD #9 Teachers utilize Fastbridge assessments to monitor student growth and achievement in Reading 3x/year. Students in grades K-3 are screened in particular for difficulties with Phonemic Awareness, Phonics, Fluency, and Comprehension depending on grade level.
• Big Piney Middle School 6th and 7th grade students receive literacy instruction daily through both their Language Arts and Reading periods.  8th grade students receive one period of literacy instruction through Language Arts.  Students who demonstrate reading difficulties receive interventions if the collaborative team agrees; these interventions can range from differentiated instruction in the classroom to 1:1 or small group interventions at the beginning of Language Arts class, during Focus time, or tutoring as prescribed by the team.  Our Title 1 Teacher progress monitors tangled middle school readers regularly to monitor growth.

All students who show a need (through schoolwide, districtwide, and/or statewide data) for reading interventions are documented and their parents are notified. We complete an

IRP (Individualized Reading Plan) for each struggling reader in grades K-5, and we share those plans with our families.  Parents of struggling readers in middle school receive a quarterly report on how their child is progressing .  We also comply with the WDE requirements of reporting progress annually through the WDE Data Collection System.

Our Classroom Teachers, Title 1 Teachers, EIS Interventionist, and Special Education Teachers all receive high-quality, research-based Professional Development. Currently all of our Elementary Teachers and Interventionists have been trained in LETRS through the WDE, and we have a teacher on staff who is being trained as a LETRS trainer.

SCSD #9 Individualized Reading Plan

Student: ______________________________________  Grade: __________________

Classroom Teacher: _____________________________  Entrance date:________   Exit date:_______