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Our Vision

All Rapides Parish Schools are relentlessly committed to providing a supportive and innovative educational system that ENGAGES our community, EMPOWERS individuals, and ELEVATES our people to their maximum potential.

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We BELIEVE

We believe our students can and will achieve as well or better than any other students across our great state and across our country.

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What is our goal?

All students are reading on grade level by the end of 3rd grade.

We believe all students will have improved literacy outcomes through high-quality instruction and interactions by effective teachers supported by leaders and families.

We will focus on:

Equipping all K-2nd grade classrooms with high quality Tier 1 materials & resources and creating standard-aligned assessments.
Ensuring students receive high-quality instruction from effective teachers by supporting schools and teachers through ongoing professional development opportunities.
Setting and progress monitoring literacy goals at the school and classroom levels.
Implementing strategic, explicit instructional practices partnered with intervention and extension activities to address all learners.
Providing diverse opportunities for family literacy engagement.

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Where are we now?

3rd Grade ELA % Mastery/Advanced
Phoenix 2022 LEAP	Louisiana 2022 LEAP
90% (67% Mastery, 23% Advanced)	38%

Critical Goal 2: Students will achieve mastery level on third-grade assessments and enter fourth grade prepared for grade-level content.

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“Elevating all Students to Proficiency!”

ROAD MAP to Achieving Goal

District-wide: Tier 1 Curriculum

Systematic Support

Structure: PD & Coaching

Multi-layered RTI

Effective Scheduling Alignment Resources

Family & Community Engagement

Effective Collaboration to Support Data

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Supporting our Youngest Readers

Equipping all K-2nd grade classrooms with high quality Tier 1 materials & resources and creating standard-aligned assessments.

High Quality Instructional Materials (Tier 1)

Grounded in the Science of Reading

Curriculum-Aligned Assessments & Performance Monitoring System

Multi-tiered (RTI)

Utilizing screeners & diagnostics to determine flexible small group instruction

→ With High-Quality Instructional Materials ←

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Supporting our Youngest Readers

Ensuring students receive high-quality instruction from effective teachers by supporting schools and teachers through ongoing professional development opportunities

Pre-k Teachers & Admins will be trained on the following:

CLASS Observation Tool (Classroom Assessment Scoring System)

The CLASS provides both an assessment of effective teacher-child interactions and a set of resources for enhancing the quality of these interactions. As a result, it provides a common language and stable thread that can be woven among efforts to assess teacher effectiveness (monitoring and evaluation) and ensure teachers have the knowledge and skills to improve student learning.

”Science of Reading” Training

Training to equip teachers & leaders with the latest research, strategies, and practices on the science of reading to ensure all students are proficient reader and writers!

With Systematic Support Structure

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Supporting our Youngest Readers

Ensuring students receive high-quality instruction from effective teachers by supporting schools and teachers through ongoing professional development opportunities

K-2 ELA Content Leaders & Lead Teachers will participate in ongoing leadership training to ensure the following:

Deeply understand the components of effective literacy instruction and the foundations of reading
Deeply understand the essential elements of high quality literacy instruction
Are highly prepared to provide opportunities for students to learn through intentional interactions and opportunities
Apply best practices to enhance overall teaching and learning

With Systematic Support Structure

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Capacity

Systematic Support Structure

TEACHER

(and Students)

Expert

Coaches

Directors & Curriculum Team

On-site Coaching

District Literacy Coach

School Based Literacy Coach

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Supporting our Youngest Readers

Ensuring students receive high-quality instruction from effective teachers by supporting schools and teachers through ongoing professional development opportunities

With Systematic Support Structure

What kind of support?	Leadership Learning Series (Quarterly System Analysis)	Instructional Coaching	Weekly Data Analysis (Monday Metrics; Fab Fridays Collaboration)	Monthly Lead Teacher Meetings
Who does the support target?	School Administrative Teams and District Instructional/ Curriculum Personnel	Ongoing, on-site professional development for leadership teams and teachers. Model lessons and interventions for students.	School Administrative Teams and District Instructional/ Curriculum Personnel; feedback then delivered to teachers	School Administrative Teams and Lead Teachers

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Supporting our Youngest Readers

Guidance for development of Literacy Schedules:

Uninterrupted Literacy Block:

Strong emphasis on foundational skills: DAILY small group rotations
literacy & language instructional time

Daily intervention time~Elementary RTI

Interventions should be provided by highly effective literacy teachers or skilled individuals who can provide high quality instruction

Common planning time: Weekly grade level collaborations to take a deep dive into curriculum/standards, map out lesson plans & analyze student data to determine needs. .
No pull out during core instruction!

With effective scheduling & alignment of resources

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Supporting our Youngest Readers

Highly effective MASTER SCHEDULES utilize & maximize all resources to support K-2nd grade literacy goals.

Building Elementary Mastery Schedules

Staffing & Scheduling Best Practices

6 Best Practices: Pages 3-13 provide a more detailed overview of the 6 best practices we shared at the beginning of the session.
Scheduling Acceleration: Pages 31 and 38-39 provide details about scheduling acceleration. Pages 33, 37, 40, and 41 provide examples of schedules with time for acceleration built into the schedule.
Staffing Practices: Pages 24-26 provide details about potential methods to creatively find staff and use the staff you have to support acceleration.

Scheduling , Staffing, & Acceleration

With effective scheduling & alignment of resources

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All students receive on grade-level instruction across all standards.
Match Small Groups to Student Needs
Provide Intensive, Systematic Instruction on Foundational Skills
Maximize Impact of Feedback

Supporting our Youngest Readers

With Multi-layered RTI Plan

Tier 1: All Students Receive High-Quality Instruction

Tier 2: Increase Support for At-Risk Students

Small Group Instruction 3-5 times a week; 20-40 minutes: Up to 5 students with the Same Needs

Tier 3: Intensive Interventions

Small Group Instruction or 1:1 Instruction Daily; 20-40 Minutes

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All K-3 student are screened three times a year for reading proficiencies with Dibels Next through Acadience Learning. These screeners are a set of brief tests that measure essential skills like phonological awareness, phonics, decoding, fluency, and comprehension that are needed for students to become proficient readers.

If a student is determined below benchmark from screening results:

IRIP: Individual Reading Intervention Plan
A written plan is developed by the student’s school, parent/guardian, and teacher with the best evidence-based interventions to support improved literacy. These interventions can include:

Daily small group activities
Additional support through RTI
Before and/or after school tutoring
Summer learning programs

At-home strategies are also included to help families further support students and often parent meetings that teach these strategies are hosted at your student’s school
Access to this literacy plan is linked on the student’s school’s website and as well district’s website.

Supporting our Youngest Readers

With Individual Literacy Plans for students working below level

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Supporting our Youngest Readers

With data informed decision making

	What are we going to measure?	What assessments will we use?	How often will we progress monitor to determine if the supports are working?
Kindergarten	Foundational Skills: Phonemic Awareness, Phonics, Fluency, Vocabulary & Comprehension	Acadience Screener to determine who is at risk and in need of interventions.	3 times a year; progress monitoring every 3-4 weeks
	Progress toward meeting grade-level expectations of Foundational Reading and Reading Comprehension Skills aligned to the Louisiana State Standards	IRLA Diagnostic to determine what type of supports are needed.	Ongoing *Monday Metrics: Data Tracking Fab Fridays: Friday Celebrations (Celebrations as well as discuss any concerns or needs, & plan/focus for upcoming week)
	Progress toward meeting content standards (specific skills) throughout the year.	Standard-Based Progress Report to determine grade level mastery of standards.	Quarterly Kindergarten Progress Report

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Supporting our Youngest Readers

With data informed decision making

	What are we going to measure?	What assessments will we use?	How often will we progress monitor to determine if the supports are working?
1st Grade	Foundational Skills: Phonemic Awareness, Phonics, Fluency, Vocabulary & Comprehension	Acadience Screener to determine who is below benchmark and in need of interventions.	3 times a year; progress monitoring every 3-4 weeks
1st Grade	Progress toward meeting grade-level expectations of Foundational Reading and Reading Comprehension Skills aligned to the Louisiana State Standards	IRLA Diagnostic to determine what type of supports are needed.	Ongoing Monday Metrics: Data Tracking Fab Fridays: Friday Celebrations (Celebrations as well as discuss any concerns or needs, & plan/focus for upcoming week)

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Supporting our Youngest Readers

With data informed decision making

	What are we going to measure?	What assessments will we use?	How often will we progress monitor to determine if the supports are working?
2nd Grade	Foundational Skills: Phonemic Awareness, Phonics, Fluency, Vocabulary & Comprehension	Acadience Screener to determine who is below benchmark and in need for interventions.	3 times a year; progress monitoring every 3-4 weeks
	Progress toward meeting grade-level expectations of Foundational Reading and Reading Comprehension Skills aligned to the Louisiana State Standards	IRLA Diagnostic to determine what type of supports are needed.	Ongoing: Monday Metrics: Data Tracking Fab Fridays: Friday Celebrations (Celebrations as well as discuss any concerns or needs, & plan/focus for upcoming week)
	Student independent reading level and growth.	STAR	3 times a year

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Supporting our Youngest Readers

Community & Parent Connections

Ongoing Literacy Focused Events hosted at Phoenix Magnet Elementary
Literacy Themed Activities provided for practice and support at home
Literacy Campaigns: Read-a-thon, Reading Challenges
Training & Resources for families to support readers at home

With family & community partnerships

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Supporting our Youngest Readers

We will work to cultivate a learning environment that instills and fosters a love of reading!

Daily Reading Logs: Required 30 minutes per night
Reading Campaign: hashtag, social media, celebrations

Bulletin Boards dedicated to reading
Reading corners or classroom libraries
Enriching literacy activities that are not connected to assessments

Regular routines & supports for families

Social Media Posts
Family Literacy Events

With family & community partnerships