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SDOJ is committed to high levels of learning for every student. This includes our pursuit of every student reading at or above grade level. The following is an overview of our process to support learners at the Grades 5K-3 level.
- Students are provided grade-level instruction in literacy using our approved literacy resources. Please see our Curriculum Crosswalk and the SDoJ Act 20 website for detailed information and alignment to the Science of Reading requirements of Act 20.
- The classroom teacher(s) provide additional instruction for students who are not meeting essential learning in a unit of study.
- Each student is administered the state-determined reading readiness screener three times per year. One is administered in the fall, one in mid-year, and one in the spring. Guardians are notified of the assessment results.
- Students who score below the 25th percentile on this assessment will have additional assessments, referred to as diagnostic assessments, administered by a trained teacher. The purpose is to more specifically determine the literacy needs of the student. Guardians are notified of the assessment results.
- Students who received diagnostic assessments will have a Personal Reading Plan developed. This plan will be developed by a classroom teacher through collaboration with qualified reading teachers and guardians. This plan will include a student-specific goal, a progress monitoring plan, and an action plan. This plan may include research-based interventions for the student in addition to their daily grade-level instruction. SDoJ will be creating and housing these plans in NextPath. Like the assessment results, these plans will be communicated with guardians to create a partnership in the student’s reading development.
- Students who, by the end of their third-grade year, do not complete their Personal Reading Plan and are performing below the 25th percentile, are recommended for a summer intervention program and also will be provided a continuing intervention plan for their 4th-grade school year.
Note: In the assessment process, it may be determined through reassessment or alternatively-approved assessments that the original screener was not accurate for the student. As a result, the student’s Personal Reading Plan will include reading progress monitoring data.
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Reading Readiness Screener (Grades 4K-3)
- The WI Department of Public Instruction selected aimswebPLUS as their reading readiness screener. Please see the SDoJ Assessment Calendar and the WI Reading Readiness Assessment Matrix for more detailed information regarding the assessments that will occur at each grade level.
- 4K: Twice per school year
- 5K-3: Three times per school year
- Parents and caregivers can expect to receive a letter within 15 days of the scoring of the statewide early literacy screener.
- 4k: Reports will be delivered in the Fall and Spring
- 5K-3: Reporting will be delivered in the Fall, Winter, and Spring
- Please notify the district of your preferred language if other than English.
Diagnostic Assessments (Grades 5K-3)
- SDoJ will be administering aimswebPLUS and Fastbridge subskill assessments to students who score below the 25th percentile on the reading readiness screener within 10 days of receiving screener results.
- For more information regarding the specific diagnostic process used, please see the SDoJ Diagnostic Assessment Workbook.
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Research-based support provided to students in need of additional support
SDoJ maintains a menu of reading interventions used in our Equitable Multi-Leveled Systems of Support (EMLSS) process. This Reading intervention menu includes interventions used to support students with personal reading plans.
Each intervention is progress monitored using an appropriate monitoring tool from Fastbridge unless otherwise noted. This assessment is administered weekly to track progress. In addition, many interventions have additional assessments or monitoring tools that are a part of the intervention system to support tracking progress.
Personal Reading Plans
Students who score below the 25th percentile on the reading readiness screener will receive a personalized reading plan. This plan includes:
- a description of the science-based early literacy programming;
- early literacy assessment data;
- overall early literacy analysis;
- student goals and support plan;
- additional services to accelerate early literacy skills;
- recommendations for culturally relevant early literacy learning;
- record of attendance and progress; and o record of communication with parent/caregiver(s).
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. Plans will be developed and communicated with families in NextPath.
Wisconsin Informational Guidebook for Dyslexia and Related Conditions
Click the following link to view the DPI Guidebook: Wisconsin Informational Guidebook for Dyslexia and Related Conditions
Promotion Policy
Information coming soon. Required by July 1, 2025.
Summer Reading Support
Students who qualify for additional reading support will be referred to Ready Set Go Reading for additional support and intervention.
Exit Criteria
Exiting a student from a personal reading plan (PRP) is a decision based on multiple data sources and involves collaboration among educators and parents/caregivers. The following outlines the local process for determining the criteria for a student to successfully exit a PRP:
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- Initial Goal Setting:
- Individualized Goals: At the onset of the PRP, specific, measurable, and achievable literacy goals are established for the student. These goals are tailored to address the student's unique needs and are aligned with grade-level expectations.
- Parent/Caregiver Involvement: Parents/caregivers are involved in the goal-setting process to ensure they understand the targets and are committed to supporting their child’s progress.
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- Ongoing Data Collection:
- Frequent Assessments: The student’s progress is monitored through regular assessments aligned to their literacy goal.
- Adequate Progress Measures: A plan is considered completed when the school and parents decide that the child has met the goals of the plan and has shown an adequate rate of progress according to grade-specific measures.
- Documentation:
- Progress Reports: Teachers document the student's progress regularly, noting any improvements or continued challenges. These reports are shared with parents/caregivers during scheduled check-ins or parent/teacher conferences
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Family Notification Policy
Information coming soon.
Family & Community Engagement Strategies
This plan fosters active partnerships with families and communities, recognizing their critical role in achieving literacy success for every learner. By providing resources, creating opportunities for involvement, and maintaining open communication, the school ensures that literacy efforts are supported both at home and within the broader community.
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- Literacy Workshops and Resources:
- Family Literacy Nights: provide families with strategies and resources to support reading at home. Topics might include reading aloud, phonics games, and building vocabulary.
- Take-Home Literacy Kits: Provide families with take-home kits containing books, reading guides, and activities tailored to different reading levels, enabling them to reinforce literacy skills at home.
- Regular Communication:
- Monthly Newsletters: Share tips on promoting literacy, updates on what students are learning in school, and recommended reading lists.
- Parent-Teacher Conferences: Discussions on literacy progress, offering specific suggestions on how parents can support their child's reading development.
- Community Reading Programs:
- Local Library Partnerships: SDoJ collaborates with our local libraries to organize reading programs, such as summer reading challenges and book lending services that promote literacy outside the school environment.
- Volunteer Reading Mentors: SDoJ encourages community members to volunteer as reading mentors who visit the school to read with students, model fluent reading, and provide additional support to struggling readers.
- Surveys and Focus Groups: SDoJ gathers feedback from families and community members through surveys and focus groups to understand their needs, preferences, and suggestions for improving literacy support.
- Ongoing Collaboration: Encourage continuous dialogue between the school, families, and community partners to ensure that literacy initiatives are aligned with the needs and strengths of the community.
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Early Literacy Instructional Evaluation Process
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The board recognizes the importance of data-driven decision-making in ensuring high-quality early literacy instruction. To achieve this, a comprehensive framework is established that integrates assessment results, curriculum evaluation, and instructional improvements.
- Key Components:
- Assessment Schedule: A well-defined schedule for administering literacy assessments at various points during the academic year (fall, winter, and spring) is created. This includes state-mandated assessments, as well as formative and diagnostic assessments.
- Data Collection: The school collects and stores assessment data systematically to track student progress over time. The data includes phonemic awareness, phonics, fluency, vocabulary, and comprehension, aligned with state standards.
- Stakeholder Involvement: Teachers, reading teachers, the district reading specialist, and school leadership collaborate in reviewing and interpreting the assessment results.
The district reading specialist plays a pivotal role in evaluating the LEA’s comprehensive literacy curriculum. Their responsibilities include:
- Annual Evaluation Process:
- Curriculum Analysis: The reading specialist conducts a thorough analysis of the literacy curriculum, ensuring it is aligned with evidence-based practices and state standards. They examine how well the curriculum addresses the key components of reading instruction (Phonological Awareness, Phonemic Awareness, Phonics, Building background knowledge, Oral language development, Vocabulary building, Instruction in writing, Instruction in comprehension, and Reading fluency).
- Data-Driven Insights: The specialist uses assessment results to identify trends, strengths, and areas for improvement in the literacy curriculum. They analyze the performance of different student groups, such as those needing intervention, English language learners, and students with disabilities.
- Instructional Recommendations: Based on the evaluation, the reading specialist provides actionable recommendations for curriculum adjustments, professional development needs, and instructional strategies to better support student learning.
- Regular Data Review Meetings:
- Each building holds regular data review meetings with classroom teachers, reading teachers, and the reading specialist to discuss assessment outcomes.
- During these meetings, student performance is analyzed at the classroom, grade, and school levels to identify areas of need.
- Targeted Interventions:
- Assessment data is used to design targeted interventions for students who are struggling with specific literacy skills. These interventions are implemented by classroom teachers, with support from the literacy coach and reading specialist.
- Progress monitoring is conducted frequently to assess the effectiveness of these interventions and make necessary adjustments.
- Professional Development:
- The school uses assessment results to identify professional development needs for teachers. This may include training in specific instructional strategies, understanding data, or implementing the literacy curriculum more effectively.
- Ongoing coaching and support are provided to teachers based on the identified needs, with a focus on improving instructional practices.
- Annual Evaluation Report:
- At the end of each school year, the district reading specialist compiles an annual evaluation report that includes a summary of assessment results, an analysis of the literacy curriculum, and recommendations for improvement.
- The report is presented to the Director of Curriculum and Instruction, who reviews it and makes decisions regarding curriculum adjustments, resource allocation, and instructional priorities.
- Continuous Improvement Cycle:
- The school adopts a continuous improvement cycle where assessment data, curriculum evaluation, and instructional practices are regularly reviewed and refined.
- The Director of Curriculum and Instruction, in collaboration with the reading specialist and other stakeholders, sets goals for the next academic year based on the insights gained from the evaluation process.
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