Grand Meadow Public School 495 Literacy Plan

2021-2022

 All Minnesota School Districts are required to develop (or revise) and implement a local literacy plan based on the five elements prescribed under MS section 120B.12:

Five requirements to be included in the local literacy plan include:

5. How you will ensure reading proficiency for all students by the end of Grade 3.
5. The process to assess students’ level of reading proficiency.
5. How you will notify and involve parents.
5.  How and when you will intervene with students who are not reading at or above grade level.
5. How you will identify and meet staff development needs. 

 All Minnesota School Districts are required to develop (or revise) and implement this local literacy plan so that teachers provide comprehensive scientifically based reading instruction consistent with PL 122A.06 subd. 4:

Comprehensive scientifically based reading instruction includes:

• Comprehension
• Vocabulary
• Fluency
• Phonics
•  Phonemic Awareness

Grand Meadow Public Schools Mission Statement:

Educational excellence for all learners in a global society

Grand Meadow Pubic Schools Vision Statement:

To create a safe learning environment that inspires and prepares students for a global society

Grand Meadow Public School will:

• Provide a safe and secure learning environment
• Integrate technology as a learning tool for all students
• Differentiate instruction to meet the needs of ALL learners
• Provide global perspective using real-world learning opportunities
• Provide local assessments that coordinate with Reading Goals(MCA-III Reading, Fastbridge aReading and CBM reading assessments, Rooted in Reading assessments, and Savaas Learning Assessemnts)
• Provide interventions through Fountas and Pinell leveled literacy and Great Leaps fluency programs.

Lifelong Adult and Student Learners:

• Parent/Guardian involvement for early literacy growth
  • Parent Literacy and Title I Nights
• Parents and Guardians should read each day to their child(ren)
• Teachers will learn about students prior literacy knowledge at Back to School Conferences in the fall to create a foundational knowledge based of a student’s literacy skillset
• Students will expand their literacy knowledge through reading and writing activities to enhance their literacy knowledge

All Learners Can Read:

• Research based literacy strategies will be implemented to meet the needs of all students
• Data analysis will be utilized to create small group instruction utilizing research based interventions
• Technology based interventions will be utilized as an additional instructional tool to meet the needs of all students
• Staff Development will be planned in concert with the annual Q-Comp goals to focus on literacy plans for all faculty and staff members

Focused Reading and Language Arts Instructional Time:

• Grades K-3 – 6o minute blocks of time each day to focus on Literacy Instruction
• Center –Based and small group instruction utilizing research base intervention for 30 minutes a day
• Teachers will read to student on a daily basis
• Student will read orally to peers or teacher on a daily basis
• Paraprofessional support for all students focusing on intervention work
• Reading and writing is the responsibility of all teachers, staff, parents and community members
• Implementation of New Curriculum in K-12 classrooms Rooted in Reading and Savaas

Continuous Improvement Action Plan:

Grand Meadow Public Schools is a recognized Q-Comp school in the state of Minnesota. The focus of the Q-Comp plan for Staff Development has been Reading. The focus on Reading, along with creating a systematic method of analyzing student scores based on MCA ( Minnesota Comprehensive Assessments) Grand Meadow Schools have been able to meet or exceed the State requirements for Reading. Each year the Q-Comp Team analyzes student data, along with prior year’s staff development goals and objectives. The leadership team, along with administration, decided to use FAST as the tool to assess student growth for the 2020-2021 school year. 

MCA Goals for 2020(no testing):            MCA goals for 2021 :                                              MCA (projected) goals for 2022:

District: 66.4%                                        District: 68.4%                                                        District: 68.4%

Elementary: 69.2%                                 Elementary: 71.2%                                                 Elementary: 71.2%

Middle School: 70.1%                             Middle School: 72.1%                                             Middle School: 72.1%

High School: 52.8%                                 High School: 54.8%                                                 High School: 54.8%

Plans and goals are established by the Q-Comp Leadership team; which include district administration. Weekly meetings are led by the Q-Comp leaders to discuss and implement strategies and techniques to enhance instruction. The goal for the 2019-2020 school year was to focus on continuous areas of differentiation along with implementation of Buildyourown curriculum in an effort to meet the needs of all learners along with raising each category by 3%. Our goal for 2020-2021 was to intervene on students after distance learning implementation and focus on continued growth through Build Your Own Curriculum and Multiple Methods of Instruction. Our goal is to raise our 2021 goals by 2% even though there was not testing in 2020. These goals were determined by winter FastBridge data, we will also continue to focus on improving and developing our most recent Language Arts Curriculum and using our Fountas and Pinnell intervention kits to strengthen our interventions.

In addition to Q-comp goal attainment, a staff survey will be created to ensure the efficiency and effectiveness of programs and interventions are being carried out.

For further in-depth details of Staff Development and implantation practices see the Grand Meadow Q-Comp plan on the Minnesota Department of Education website under the school support category.