District 111

Watertown-Mayer Local Literacy Plan

Watertown-Mayer Public Schools


Our Mission:
"To create an environment where each student feels connected and experiences
multiple educational opportunities that will encourage and facilitate a lifelong
desire to learn."





Reading well by third grade is one of many developmental milestones in a childs
educational experience. Literacy development starts at an early age and is the basis for all
academic success. Reading well by grade three ensures that a student has a solid foundation
of literacy skills to continue to expand their understandings of what they read, make
meaning, and transfer that learning across all subject areas. Instruction that provides the basis
for all students to read well by third grade and beyond will help close the achievement gap
and ensure that all students are ready for the demands of college and the workplace. From
cradle to career, a sustained effort to create quality literacy environments in all of our schools
and programs from birth through grade 12 promotes academic success.
MN Statue 120B.12




Read Well by Third Grade Minnesota State Statute 120B.12
According to the Minnesota Statute 120B.12, all school districts must create a Local Literacy Plan to
ensure student reading proficiency by third grade. Plans must be posted on the district website and
data is to be submitted to the commissioner every year.

GOALS AND OBJECTIVES
To ensure that all students will be reading proficiently by 3rd grade, Watertown-Mayer uses the
Response to Intervention (RtI) multi-tiered prevention framework with a focus on literacy. Tier I
includes high quality, differentiated core instruction for a minimum of 90 minutes. This instruction
will focus on Minnesota state standards and early literacy skills. Tier II includes evidence-based
intervention(s) of moderate intensity. Tier III includes individualized intervention(s) of increased
intensity for students who show minimal response to secondary prevention. These intervention
sessions may take place in the classroom, or as a pull-out model with a Title I teacher, and
interventionist, or a special education teacher. The Watertown-Mayer school district will regularly
analyze data to ensure growth among all students. Data will be discussed at monthly literacy meetings
and intervention changes will be made if growth is not demonstrated.


Definition of Proficiency
All students in grades K-5 will be working toward reading proficiency as defined by their grade level
expectations. Multiple data points will be collected each year to determine grade level. Classroom
teachers collect data on reading levels using the Literacy by Design benchmark assessment based on
Fountas and Pinnell reading levels. Also, all students are screened with AIMSWeb oral reading
fluency passages and NWEA grade level assessments. Grade level expectations are listed below.


Kindergarten 1
st
2
nd
3
rd

Reading Level
(Fountas &
Pinnell)
Level C or
DRA2 Level 4
Level I Level M Level P
AIMSweb
Screening

NWEA (MAP)

N/A 177 190 199







ASSESSMENT
Watertown-Mayer follows a consistent process of assessment to determine reading proficiency among
all students in kindergarten through fifth grade. This process consists of three types of assessment;
screening, diagnostic, and progress monitoring. Classroom teachers also use formative and summative
assessments on a regular basis to check levels of understanding before, during, and after instruction.

Screening Measures
The AIMSWeb CBMs are given three times a year to measure oral reading fluency progress and scores
are compared to national norms. This screening process measures accuracy and rate and is also a
strong indicator of comprehension skills. At WMES and WMPS, this screening process allows us to
identify students in need of further diagnostic testing and instructional interventions.
WMES and WMPS Screening Measures:









Diagnostic Assessments
Diagnostic assessments are conducted at any time during the school year when more in-depth analysis
of a students strengths and needs is needed to guide instruction. These assessment measures provide
data on what skills students are lacking and which type interventions are needed. Diagnostic
assessments are also used with students that are not scoring at grade level on screening measures.
WMES & WMPS Diagnostic Tests:
Phonemic Awareness Phonics Fluency Comprehension
Cool Tools Phonemic
Awareness Inventory
Cool Tools Phonics Inventory High Frequency Word
Inventory
Literacy by Design
Benchmark Testing
Words Their Way Primary &
Elementary Spelling Inventory
Instructional Fluency
Measure
NWEA (MAP) Testing

Progress Monitoring
Students that score below the 25
th
percentile on the AIMSWeb fluency screening measure will receive
reading intervention through Title I, special education, and/or additional classroom support. These
assessments will be focused on the students greatest area of need based on diagnostic testing. To
ensure interventions are appropriate and effective, students will be progress monitored weekly using
AIMSweb fluency probes. Growth will be tracked and data will be analyzed every 4-6 weeks to see if
adequate growth is being made. If growth is evident, current interventions will continue. If growth is
not being made, additional or different forms of instruction will be put into place. The goal of progress
monitoring is to monitor growth and compare the efficacy of different forms of instruction or
intervention for low progress readers and thereby design more effective, individualized instructional
programs for those at-risk learners.

WMES & WMPS Progress Monitoring Assessments:
Kindergarten
CBM Passages from AIMSweb (LNF, LSF, PSF,
NWF)
Grades 1-5
CBM Passages from AIMSweb (ORF, LF)
MAZE Passages from AIMSWeb

Grade


Screening Measure

Kindergarten Letter Name Fluency
Letter Sound Fluency
Phoneme Segmentation Fluency
Nonsense Word Fluency
1 5 Oral Reading Fluency
WMES and WMPS Intervention Flow Chart

















































Yes
N
o
Assess Phonemic Awareness Skills
Cool Tools Phonemic Awareness Inventory
Does the student have PA skills?
N
o
Yes
Yes
N
o
Phonemic Awareness Intervention
Phonemic Awareness in Young Children,
Road to the Code, FCRR Phonemic
Awareness Activities

Assess Fluency
AIMSWeb CBM (Oral Reading Fluency)
Is the student fluent?
Assess Phonetic Skills
Cool Tools Phonics Inventory, Words Their
Way Spelling Inventory, Miscue Analysis
Can the student decode?
Phonics Intervention
Making Words, Words Their Way,

Fluency Intervention
ROAR, Repeated Reading, Rasinski REAL,
Incremental Rehearsal, Pencil Tap, Great
Leaps, PALS


Comprehension Intervention
Reciprocal Teaching, QAR, Click or Clunk,
Intervention by Design

N
o
Assess Comprehension
Literacy by Design Benchmark Testing,
DRA2, QRI, MAZE
Is the student fluent?
Accuracy:
98% +: Independent
90-94%: Instructional
89 and below: Frustration

Comprehension:
90-100%: Independent
75-89%: Instructional
74% and below: Frustration

Assessment Schedule for 2014-2015 School Year
Assessments Given to All Kindergarten Students
K
i
n
d
e
r
g
a
r
t
e
n

Assessment Purpose Area(s)
Assessed
Timeline Parent/Guardian
Communication for
Students Below Level
AIMSWeb TEL Assessments
Letter Name Fluency, Letter Sound Fluency,
Phoneme Segmentation Fluency, Nonsense
Word Fluency
Screening
Phonemic
Awareness
Phonics
September
December
May
Conferences or Title I
Letter
DRA 2 Diagnostic
Formative
Summative
Phonics
Fluency
Comprehension
September
December
May
Fall letter and
conferences
Words Their Way Primary Spelling Inventory Diagnostic
Formative
Summative
Phonics
Spelling
September
December
May
Data shared after testing
High Frequency Word Inventory

Diagnostic
Formative
Summative
Oral Reading
Fluency
September
December
May
Data shared after testing

Assessments Given to Kindergarten Students Below Grade Level
Assessment Purpose Area(s)
Assessed
Timeline Parent/Guardian
Communication for
Students Below Level
Cool Tools Phonemic Awareness
Diagnostic
Phonemic
Awareness
Ongoing
Conferences or
individual calls as
needed
AIMSWeb TEL Assessments
Progress
Monitor
Oral Reading
Fluency
Ongoing
Conferences or
individual calls as
needed


Assessments Given to 1
st
3
rd
Grade Students
1
s
t

3
r
d

G
r
a
d
e

Assessment Purpose Area(s)
Assessed
Timeline Parent/Guardian
Communication for
Students Below Level
AIMSWeb Oral Reading Fluency
Screening
Oral Reading
Fluency
September
December
May
Conferences or Title I
letter
Cool Tools Phonics Inventory (1
st
Grade) Diagnostic
Formative
Summative
Phonics
September
December
May
Conferences or
individual calls as needed
Words Their Way Primary Spelling Inventory Diagnostic
Formative
Summative
Phonics
Spelling
September
December
May
Conferences or
individual calls as needed
High Frequency Word Inventory

Diagnostic
Formative
Summative
Oral Reading
Fluency
September
December
May
Conferences or
individual calls as needed
Literacy by Design Benchmark Assessment Benchmark
Diagnostic
Formative
Summative
Multiple
Measures
September
December
May
Conferences or
individual calls as needed
Measures of Academic Progress (MAP) for
Primary Grades
Formative
Summative
Multiple
Measures
October
January
May
Scores sent home after
testing session


Assessments Given to 1
st
-3
rd
Grade Students Below Grade Level
1
s
t

3
r
d

G
r
a
d
e

Assessment Purpose Area(s)
Assessed
Timeline Parent/Guardian
Communication for
Students Below Level
Cool Tools Phonemic Awareness Inventory
Diagnostic
Phonemic
Awareness
As needed
Conferences or
individual calls as needed
Cool Tools Phonics Inventory

Diagnostic Phonics As needed
Conferences or
individual calls as needed
Instructional Fluency Level Measure
Diagnostic
Oral Reading
Fluency
As needed
Conferences or
individual calls as needed
Qualitative Reading Inventory (QRI)
Diagnostic
Comprehension
Fluency
Decoding
As needed
Conferences or
individual calls as needed
AIMSWeb Oral Reading Fluency Probes Progress
Monitor
Oral Reading
Fluency
Weekly or
Monthly
Conferences or
individual calls as needed

INSTRUCTION
Tier I Core Instruction
Standards Based Instruction
Tier I core instruction at Watertown-Mayer includes high quality, differentiated core instruction for a
minimum of 90 minutes. This instruction focuses on Minnesota state standards and early literacy skills
through implementation of Making Meaning, Literacy by Design, and Words Their Way curriculums.
Teachers also use high quality supplemental materials to meet the various needs and interests of their
students and to ensure a high level of engagement. All forms of curriculum have been aligned at each
grade level with the Minnesota Language Arts Standards (2010).Minnesota State ELA Standards
Making Meaning Curriculum
Literacy by Design Curriculum
Words Their Way

Balanced Literacy
Literacy instruction at Watertown-Mayer is focused around the balanced literacy approach. Students
receive multiple opportunities to work on phonemic awareness, phonics, fluency, comprehension,
vocabulary, and writing with the implementation of Daily 5 and CAF in the elementary classrooms.
In addition to offering multiple opportunities to read and write, teachers use best practices in literacy
instruction by scaffolding the learning activities. Teachers model expectations, provide shared and
guided practice, and provide support during independent practice of skills.
Daily 5 and Daily CAFE

Differentiation
It is an expectation that teachers will meet with small groups or hold one-on-one reading conferences
during the core instruction block. Groups can be based on reading level, interest level, or focus on
specific skills. While teachers work with groups or individual students, they are providing support
specific to the students needs. This allows for all students to extend their learning.

Data Driven Instruction
Teachers use data to drive instructional goals on a regular basis at Watertown-Mayer Primary and
Elementary schools. They provide multiple opportunities to check in on students learning through the
use of formative assessments, such as exit tickets. Teachers use data from these formative assessments
to create groups or determine what to teach for whole group instruction. Grade level teams meet in
PLCs monthly to discuss literacy data. This PLC time is used to look at data from Literacy by Design
benchmark assessments, fluency assessments, and NWEA to create goals for students and to best meet
the needs of the students in their classroom. Teachers also use the time to collaborate, problem solve,
and share ideas on how to best support all learners in the grade level.

INTERVENTION
Tier II Instruction
Tier 2 includes core classroom instruction with additional evidence-based intervention(s) of moderate
intensity. These interventions may take the form of a Title I or Special Education pull-out model, or
as an intervention provided in the regular classroom by the classroom teacher. Interventions may
occur individually or in a group no more than 4-5 students. Research-based interventions will be put in
place with all Tier 2 students, based on individual needs in the areas of phonemic awareness, phonics,
fluency, and/or comprehension. To be most effective, it is recommended that interventions occur 4
days a week, minimum. Students receiving Tier II support will be progressed monitored weekly using
AIMSweb CBM fluency probes. Data will be collected and reviewed monthly at PLC meetings with
grade level team members, the Title I coordinator, the Instructional Coach, and Special Education
teachers. Students that do not show adequate growth after 4-6 weeks will have changes made to their
intervention plan.

Tier III Instruction
Tier 3instruction includes individualized intervention(s) of increased intensity for students who show
minimal response to secondary prevention. Interventions are provided by Title I, Special Education, or
Intervention teacher in a one-to-one or very small group setting. Tier 3 interventions are typically 30
minutes, 4-5 days a week. The Watertown-Mayer school district will regularly analyze data to ensure
growth among all students. Data will be discussed at monthly literacy meetings and intervention
changes will be made if growth is not demonstrated.


STUDENT SUPPORT SYSTEM FOR ENGLISH
LANGUAGE LEARNERS

At ISD #111, a student who is identified as having a first language other than English is administered
the WIDA ACCESS Placement Test (W-APT) to screen the students aptitude in the four domains of
language: reading, writing, speaking, and listening. Multiple measures of data are reviewed to
determine students eligibility for English language (EL) services, which include a combination of the
following (as determined by grade level):
Literacy By Design benchmark assessments
AIMSWeb curriculum-based measurement in reading (CBM-R) fluency screening or Test of
Early Literacy
Measures of Academic Progress (NWEA MAP)
Minnesota Comprehensive Assessment (MCA)
FCRR phonemic awareness assessment
Phonics survey
Student work
Teacher and parent input
If a student is eligible to receive EL services, the WIDA ACCESS for ELLs assessment is
administered in the winter of each school year to measure academic growth as defined by the WIDA
English language development (ELD) standards of English language proficiency. Disaggregated data
specific to ELs is analyzed and interpreted to inform EL programming to meet the needs of ELs.
The EL teacher is a vital resource for communicating with classroom teachers regarding effective
instructional strategies for ELs based on current research in the field of second language acquisition.
Resources and coaching are available to staff to reach the individual needs of ELs. Conferencing is
scheduled on a needs-basis to accelerate ELs speaking, listening, reading, and writing skills in English
within the context of the general education setting.

COMMUNICATION

Parent-Teacher Conferences
Teachers provide progress updates regarding reading abilities to parents/guardians at conferences in
the fall and spring, which the majority of parents/guardians attend. Data from MAP testing,
benchmark testing, and classroom assessments is shared at conferences, in addition to samples of
student work and teacher observations. If a parent/guardian is unable to attend conferences, efforts are
made to connect in person, by phone, or e-mail. Interpreters are provided for parents/guardians who
request them.

Ongoing Parent Contact
While conferences are typically the first face-to-face meeting with parents outside of Open House
night, teachers at Watertown-Mayer make it a goal to connect with parents/guardians much sooner if a
child is showing below level reading achievement. Many teachers stay in continuous contact with
parents/guardians through email and/or phone conferences.

Title I Communication
Title I communication occurs shortly after universal screening data indicates below grade level student
performance, if a child qualifies for Title I services. Parents of students that qualify for Title I services
receive a Parent-Teacher Compact Letter. This letter informs that parent of qualification and gives an
overview of the program. These parents also attend a Title I Introduction meeting in the fall to learn
about the entire Title I process and program. Parents receive feedback and progress from their childs
teacher in regards to progress made in Title I. At the end of the year, Title I parents receive a survey
and are asked to take part in a Parent Involvement meeting.

Parent Informational Meetings & Training
Watertown-Mayer provides two large scale opportunities for parents to connect with teachers and to
learn about how they can help their child at home with reading. In the fall, the elementary school puts
on Fathers Reading Every Day (FRED). This activity, geared towards fathers, provides tips for
reading at home. It also encourages reading among students by allowing for interaction with high
school athletes that enjoy reading. In the spring, the school puts on Muffins for Moms and Donuts for
Dads. This activity provides 3-5 breakout sessions for parents to attend with their children. Common
discussion topics have been Avoiding the Summer Slump, Books for Boys and Technology and
Reading.

Early Intervention Website & Newsletter
The Watertown-Mayer Elementary and Primary school websites also offer additional resources and
tools for parents/guardians to support literacy growth at home. This website provides links to
resources, printable activities and tip cards, and lists of popular books for students of various ages.
Parents also have access to an Early Intervention literacy newsletter monthly.

Report Cards
Parents also receive a standards-based report card in November, February, and June. This report
shows how students are performing in relation to the Minnesota state standards.


PROFESSIONAL DEVELOPMENT

Literacy PLC Critical Thinking
PLC
New Teacher
Training
Training as
Needed or
Requested
Instructional
Coach and
Reading Specialist
Training
Opportunities
Monthly grade level
meetings with
support of Reading
Specialist and
Instructional Coach.
Focus of the
meeting is on
student growth,
interventions, and
instructional best
practices.
Monthly building
level meetings led
by instructional
coach with a focus
on critical thinking
skills. Focus of the
meeting is how to
use instructional
practices to improve
student thinking,
communication,
creativity, and
collaboration.
New teachers meet
with Instructional
Coach prior to the
start of the school
year to learn about
standards and
curriculum. They
also learn about best
practices and
scientifically-based
interventions.
Grade level literacy
expectations are
discussed as well as
how to implement a
balanced literacy
approach.
Surveys are sent out
throughout the year
requesting input for
literacy training.
Meetings are held as
needed in the areas
of phonemic
awareness, phonics,
fluency, and
comprehension.
Training is provided
by the instructional
coach and/or
reading specialist.
The instructional
coach and reading
specialist attend
literacy meetings
and conferences
throughout the
school year through
MCRR, LiRN, and
the Minnesota
Department of
Education. They
bring knowledge
back to the staff in
the form of whole
group, small group,
and one-to-one
training.




Watertown-Mayer Early Literacy Website
https://sites.google.com/a/wm.k12.mn.us/watertown-mayer-early-literacy/home


Contact Information for Questions Related to Literacy Plan
Marnie Pauly, Elementary Principal: mpauly@wm.k12.mn.us 952-955-0305
Katie Thompson, Primary Dean of Students: kthompson@wm.k12.mn.us 952-955-0205
Allison Arndt, Instructional Coach and K Title Lead: aarndt@wm.k12.mn.us 952-955-0328
Holly Pfeiffer, 1-3 Title Lead and ELL Lead: hpfeiffer@wm.k12.mn.us 952-955-0346