Literacy Improvement Plan

 

By Lisa Robison

School Demographics440 Students K-5

K        741        762        713        754        715        73

School Demographics

20%     Hispanic80%     Non-Hispanic 49%     White16%     Asian  9%     Black  5%     Native American  2%     Pacific Islander19%     Multiracial

Race and Ethinicity 

Demographic Changes

School DemographicsFirst Language

 English                62.6%Spanish              12.5%Vietnamese         8.8%   Russian                8.3%Romanian             1.4%Ukranian               1.4%Mien                      1.2%  

Lao                0.9%Tigrinia          0.7%Bosnian         0.5%Cantonese     0.5%Chuukese       0.5%Karen              0.2%Samoan          0.2%Tagalog          0.2%Turkish            0.2%

School Demographics

68% Free and Reduced Lunch 24% ESL 28% Title I 11%  ESL and Title I

Program Assignment

2010-2011 OAKS Scores in Reading

Instructional ProgramsSchoolwide Reading

~No schoolwide written literacy plan ~ 90 minutes of reading instruction each day ~ Rigby is used for core instruction- 30 minutes       *teachers may substitue but must cover the same concepts. ~ 60 minutes in skill or ability groups         K-3: Daily 5      4/5: walk to read     ~Easy CBM given to all students 3 times per year

Instructional ProgramsTitle 1

Program placement:~EasyCBM given to all

students  

~Red and Yellow zone kids given sidewalks placement test and sometimes dibels

 ~Title I teacher meets with

classroom teachers

Instruction:~30 minutes each day

 ~pullout during reading block

*not core 

~ Title I teacher or IA 

~Sidewalks curriculum 

~progress monitor with easyCBM every 3-4 weeks

Instructional ProgramsEnglish Language Development

~Pullout instruction ~30 minutes per day  ~Grouped by grade level and level of  English proficiency ~ Instruction provided by ELD teacher ~Curriculum is teacher created but follows district scope and sequence ~ ELD is not part of literacy block

Needs AssessmentNo formal needs assessment has been conducted

 Observations and concerns from specilaists and classroom teachers:~ Many primary ELL students are being refered to special ed ~ Almost no literacy concepts upon arrival in kindergarten ~Many families have no (or minimal) literacy at home in English or Native language ~Many times progress is too slow to close "the gap" ~ We can't continue to "wait and see" what happens after English profficiency increases.

The Big Question?How can we accelarate English language acquisition and literacy instruction for our most needy English language learners?

The (partial) Answer:We would like to provide an additional intervention for our ELL students that is different from, and in addition to, ELL and Title I instruction. 

Our PlanWe will:~Schedule time for collaboration between Title I, ELL, and classroom teachers to help coordinate instruction. ~Add  additional intervention groups for some first and second grade ELL students.  -Read-Aoud Library by SRA 

 -taught by Title I EA (supervised and trianed by title I teacher) -very small groups(3-4) - literature based  -vocabulary development 

Our PlanWe will work to: ~learn more about accelerating English language and literacy for our ELL students.     proposed reading for staff:    English as an accelerated language: A call to action for reading teachers      by Kathleen A.J. Mohr    The Reading Teacher 58 no1 18-26 S 2004

 ~ develop additional interventions for our ELL students in grades K & 3-5.