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 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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