INSTRUCTION 6142.2(b)

Reading/Language Arts

At key intervals during the year, the reading level of students in grades one through three, inclusive, shall be determined in relation to performance measurements of district standards. If a student is determined to be substantially deficient in reading based on the performance standards, the parents/guardians shall be notified, and a personal reading plan will be developed for the student. The plan shall include strategies to improve the student's reading performance, such as but not limited to, small group instruction, one-to-one instruction, or a summer reading program.

Promotion of a student from grade to grade shall be based on documented progress in achieving the goals of the personal reading plan or demonstrated reading proficiency. If a student is substantially deficient in reading at the end of grade three, the decision as to student placement and promotion shall be made by the school principal in accordance with Board Policy 5120. A personal reading plan shall be maintained for a student who is substantially deficient in reading until the student achieves a satisfactory level of proficiency.

Adopted: October 22, 2001

References:
Connecticut General Statutes

10-220a In-service training. Professional development
10-221h Plan to improve reading skills
10-265g Summer reading programs required for priority school districts. Evaluation of student reading level. Personal reading plans.

Public Act 99-288 An Act Concerning Education Accountability
Manchester Board of Education Policy 5120 Promotion/Retention/Acceleration

Administrative Guidelines for BOE Policy 6142.2(b)

Teachers will determine that a student is substantially deficient in reading using the Developmental Reading Assessment (DRA). The following table provides the State of Connecticut's recommendation DRA "substantially deficient" standard level information. In order for a student to be considered beyond the "substantially deficient" level, s/he would have to achieve both the following standards:

• The student would have to read the appropriate text with 95%-100% accuracy; and
• The student would have to receive a passing score on the DRA comprehension rubric assessing the student's ability to comprehend and retell a story.

PLEASE NOTE THAT FROM HERE TO THE END OF THIS FORM THE LAYOUT MAY APPEAR DIFFERENT FROM THE ORIGIONAL POLICY. THIS DOCUMENT WAS TRANSLATED FROM WORD TO HTML CAUSING IT TO LOOSE SOME OF THE TEXT WRAPPING AND TEXT FORMATTING.

Personal Reading Plan

Student:____________________________

Date:___________Grade:___________School:______________

Interventions: How intervention is provided (check all that apply):

1. The classroom teacher will provide daily whole group instruction and independent reading (required).

[ ] Read Alouds [ ] Shared Reading [ ] Independent Reading, i.e. SSR
[ ] Retelling [ ] Other______________________________________

2. The classroom teacher will provide small group instruction (required).

[ ] The student will participate in guided reading instruction a minimum of four times a week with materials at his/her own instructional level.

3. Staff will provide individual or small group instruction, based upon assessed strengths and needs. This could include the classroom teacher for individual instruction, a READ tutor, a Title I tutor, a LA consultant, a literacy teacher, ELL personnel, or a special education teacher for identified students.

[ ] ________________________________will provide additional instruction.
[ ] Frequency and duration of instruction_____________________________

[ ] The student has been identified through the Planning and Placement Team process, as a student in need of special education support in reading. The special education teacher will provide instruction.
[ ] Frequency and duration of instruction_____________________________

[ ] The student has been identified as an English Language Learner (ELL) student. ELL personnel will provide instruction.
[ ] Frequency and duration of instruction______________________________

4. Recommendations to parent/guardian
[ ] Have a family member or friend read to your child for a minimum of fifteen minutes per day.
[ ] Have a family member or friend listen to your child read teacher recommended books for a minimum of fifteen minutes per day.
[ ] Summer reading list provided.
[ ] Summer school for literacy recommended

SUGGESTED FOCUS FOR INSTRUCTION

Select 4 or 5 areas for the focus of instruction. Place the date (month/year) next to each item selected.

BOOK SELECTION COMPREHENSION
Introduce new stories during shared reading and Support and reinforce self-monitoring of meaning
______ guided reading ______ across extended text
______ Introduce and read simple pattern books with child Encourage and support child's responses to books,
Provide opportunities to select familiar stories for ______ stories, pictures
______ rereading ______ Support discussing stories
Model how to select new text for independent Provide opportunities to discuss characters
______ reading ______ sequence of events, problems and resolutions
Support and reinforce selection of appropriate ______ Model possible book extensions
______ reading material Support responses to literature through a variety of
USE OF STRATEGIES ______ extensions
______ Model and support moving left to right on text ______ Introduce story mapping
______ Model and support 1 to 1 matching on familiar text ______ Provide opportunities to analyze and critique stories
Demonstrate the concept of first and last, beginning Provide opportunities to compare/contrast stories,
______ and ending of a word, sentence, story ______ authors, etc.
______ Model and support using known words to monitor ______ Introduce and support literature response journals
Model and support using beginning letter(s) and ______ Model and support retelling of familiar stories
______ meaning to predict and monitor word choice ______ Introduce the elements in a good retelling
Model and support confirming and discounting ______ Support effective retelling of stories
______ word choice using meaning and visual information Support word study: compound words.
______ Model and support self-detection of miscues ______ contractions, endings, and their meanings
______ Support and reinforce self-corrections of miscues Extend word study: prefixes, suffixes, root words,
Model and support using beginning ______ and their meanings.
______ chunks/syllables in words PREDICTING
Model and support the use of analogies when ______ Model how to predict using title and illustrations
______ problem-solving new words Model and support predictions of story events and
Reinforce using a variety of strategies to problem- ______ ending during the first reading
______ solve new words ______ Model and support linking to similar stories
PREVIEWING ______ Model and support use of background knowledge
Model and support creating a story from the ORAL READING
______ illustrations Encourage joining in on familiar/repeated parts,
Model and support previewing books before phrases, words during read-alouds and shared
______ reading ______ reading
SUSTAINED READING ______ Support rereading familiar texts to gain fluency
______ Model what to do during sustained reading time ______ Model and support reading in phrases
______ Support the use of sustained reading time Model an support reading longer meaningful
______ Model and support reading with a buddy ______ phrases with appropriate intonation
______ Extend self-sustained reading time ______ Support reading punctuation
Support reading familiar as well as new stories at OTHER
_____ home ______________________________________________
______ Support involvement in book groups ______________________________________________
______ Support self-assessment and goal setting ______________________________________________
______________________________________________

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Personal Reading Plan Student: _________________________________

Current Reading Level:________ Date:________Grade:______School:____________

SUMMARY OF PROGRESS

NOTE: The school team will meet at mid-year and at year-end to determine if the personal reading plan should continue.

Team completing form:

_________________________________ _____________________________

_________________________________ _____________________________

_________________________________ _____________________________

Discussion:__________________________________________________

[ ] CONTINUE CURRENT PLAN

[ ] DEVELOP NEW PLAN AND ATTACH

[ ] DISCONTINUE PLAN