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Early Literacy Remediation Plan

Overview: SDoJ’s Early Literacy Support Process

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. 

Early Literacy Assessment System

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.
Flowchart: Screen 4K-3rd Graders. If score below 25th percentile, 15 days to notify of screening results. Within 10 days, administer diagnostic, create personal reading plan, send plan (family signs &returns), provide service, monitor progress weekly
 

Student Supports

Research-based support provided to students in need of additional support

SDoJ maintains a menu of reading interventions used in our WI Multi-Level Systems of Support (WiMLSS) 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

Board Policy po5410: Promotion, Placement, and Retention

Administrative Guideline ag5410: Promotion, Placement, and Retention

 

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:

Family & Community Engagement

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.

Strategic Use of Data

Early Literacy Instructional Evaluation Process
Early Literacy Instructional Evaluation Process