Program Summary (2017-2018)

Program Summary (2017-2018)

2017-18 Hillcrest Literacy Plan: American Falls School District #381

Prior to 2016-17 the AFSD #381’s Literacy Intervention Program Plan was designed by a committee consisting of grade K - 3rd and special education team leaders, reading specialist, LEP teacher, ELA school coordinator, principal, and parent committee members. We tried to include a representational person for all school stakeholders.

As Hillcrest already had a school Literacy Intervention plan in place prior to 2016-17, the committee looked at various positive change options for our 2016-17 State Required Literacy Intervention program. Over the course of the 2016 summer, this committee defined AFSD #381 2016-17 Literacy Plan. This plan was implemented during the 2016-17 school year. The committee periodically reviewed our Literacy Plan over the course of the school year and into 2017 summer. In the spring and summer of 2017 our committee reviewed and revised our 2016-17 Literacy plan to generate the 2017-18 Literacy plan.

The following plan, submitted to the Idaho State Board of Education for approval, is the AFSD #381 Literacy Intervention Program plan for 2017-18. Having only one K-3 school in AFSD #381 the plan references Hillcrest Elementary School only.

Hillcrest K-3 students, who are below grade level reading, as determined by the Idaho Reading Indicator (IRI), will have an extended time literacy intervention program that meets their individual needs as follows:

After the statewide IRI screening identification of basic and below-basic students, diagnostic testing will be administered by Hillcrest’s Reading Clinic Interventionalists (interventional teachers and paraprofessionals) to help determine the differentiated needs of each student. Using the diagnostic testing data, students with similar needs will be grouped in appropriate skill deficit targeted interventions. As our student literacy needs vary immensely in our school, multiple researched based programs, targeting different essential reading skills will be offered. The interventions will be facilitated during the school year within the school day in most cases through our Reading Clinic. Some students will extend interventions in an afterschool program and some kindergarten students will extend intervention in an all-day kindergarten program. The plan will provide a minimum of 60 additional hours of reading instruction for K-3 students scoring below basic and a minimum of 30 hours for K-3 students scoring basic on the statewide reading assessment.

An Individualized Literacy Plan will be drafted for each qualifying student by a team consisting of the classroom teacher, parent, reading specialist and/or principal. The most appropriate intervention offering will be determined by the team and required intervention hours embedded into the student’s schedule.

The following intervention programs are research-based and include targeted work on one to all of the following reading foundational skill sets: phonemic awareness (PA), decoding intervention (DI), vocabulary (V), comprehension (C) and fluency (F) applicable to each grade level.

INTERVENTION options to students scoring BELOW BASIC include:

Intervention Program Available and Major Skill Set Addressed : Lindamood Bell Lips (PA, DI, VC, F)

Grouping Structures: Small pull out groupings and limited individual support

Facilitators: Reading Teacher, Paraprofessionals

Intervention can be offered in the following grades: Kindergarten, 1st, 2nd and in extreme cases 3rd

Intervention Program Available and Major Skill Set Addressed : Lindamood Bell Seeing Stars (PA, DI, VC, F)

Grouping Structures: Small pull out groupings and limited individual support

Facilitators: Reading Teacher, Paraprofessionals

Intervention can be offered in the following grades: Kindergarten, 1st, 2nd and in extreme cases 3rd

Intervention Program Available and Major Skill Set Addressed : Lindamood Bell Seeing Stars (F, DI)

Grouping Structures: Small pull out groupings

Facilitators: Reading Teacher, Paraprofessionals

Intervention can be offered in the following grades: 2nd and 3rd

Intervention Program Available and Major Skill Set Addressed : Lindamood Bell Visualize and Verbalize (VC, F)

Grouping Structures: Small pull out groupings

Facilitators: Reading Teacher, Paraprofessionals

Intervention can be offered in the following grades: 3rd

Intervention Program Available and Major Skill Set Addressed : Soar to Success (PA, DI, VC, F)

Grouping Structures: Small pull out groupings

Facilitators: Reading Teacher, Paraprofessionals

Intervention can be offered in the following grades: 1st, 2nd and 3rd

Intervention Program Available and Major Skill Set Addressed : Barton Reading System (PA, DI, VC, F)

Grouping Structures: Small pull out groupings and limited individual support

Facilitators: Reading Teacher, Paraprofessionals

Intervention can be offered in the following grades: 1st, 2nd and 3rd

Intervention Program Available and Major Skill Set Addressed : Phonics for Reading (PA, DI, VC, F)

Grouping Structures: Small pull out groupings

Facilitators: Reading Teacher, Paraprofessionals

Intervention can be offered in the following grades: 2nd and 3rd

Intervention Program Available and Major Skill Set Addressed : Istation (PA, DI, VC, F)

Grouping Structures: Pull-out groupings with on-going individualized support.

Facilitators: Reading Teacher, Paraprofessionals

Intervention can be offered in the following grades: 1st, 2nd and 3rd

INTERVENTION options to students scoring BASIC include:

Intervention Program Available and Major Skill Set Addressed : Read Naturally Live (VC, F)

Grouping Structures: Computer lab pull out

Facilitators: Reading Specialist (Teacher) and paraprofessionals

Intervention can be offered in the following grades: 2nd and 3rd grade students can be offered this intervention.

Intervention Program Available and Major Skill Set Addressed : Lexia Core 5 (PA, DI, VC, F)

Grouping Structures: Individualized computer intervention program within classroom and small group settings. All have an individualized, as needed, component.

Facilitators: Varied – classroom teachers, reading teacher, paraprofessionals.

Intervention can be offered in the following grades: k-3rd grade students can be offered this intervention.

Intervention Program Available and Major Skill Set Addressed : Other interventions as listed above in below-basic student category.

Grouping Structures: Small pull out groupings and limited individual support

Facilitators: Varied – classroom teachers, reading teacher, paraprofessionals.

Intervention can be offered in the following grades: On a limited basis students falling in the basic category may be assessed as needing interventions in the below basic tier. If this is the case, they are placed in the appropriate intervention at this level.


Continual progress monitoring (every other week by Reading Clinic interventionalists) will be ongoing to determine if individual and/or groups of students are making adequate progress with current interventional instruction. The reading specialist, interventionalists and classroom teacher, will review progress monitoring data on early release data days. Our plan’s continuous progress monitoring and data review assure all students below grade level will move from one intervention type to the next (as warranted), throughout the year, as they gain targeted foundational skills and move toward grade level benchmark reading competencies. If data indicates a student is not progressing, the intervention team will consider options including a change in intervention, additional intervention, or referral to the school’s Response to Intervention Team.

Specific progress monitoring assessment measures will come in many forms depending on the intervention type and skill deficit of the student. For example, some 1st grade students may be progress monitored with a Letter Sound Fluency measure or a Nonsense Word Fluency measure and other 1st graders may be assessed with a grade level Reading CBM measure.

Intervention aligned progress monitoring will occur bi-monthly. Progress monitoring could include, but is not limited to, probes such as Letter Name Fluency, Letter Sound Fluency, Nonsense Word Fluency, Phoneme Segmentation and Reading Fluency passages. Student progress monitoring results will be documented in each student’s Milepost e-file for assigned teachers to access, review and take needed action.

In the Lexia Core 5 intervention, reports including individual Student Action Area, Student On-Going Progress, Student Skills and Student Usage reports are readily available to all assigned teachers. Lexia also provides a proprietary “Assessment Without Testing” technology that gathers performance data without stopping the flow of instruction to administer a test. Assigned staff then receive real-time reports on individual student progress towards mastery of standards, as well as student-specific action plans to provide intervention and improve performance on year-end assessments.

Intervention programs will be sustained the full required hours or beyond these hours as written in a student’s Individual Literacy plan. The only rare exception is if a student reaches and sustains state benchmark levels mastering foundational reading skills. If this occurs, the student will be required to successfully complete the exit protocol. Exit protocol steps are as follows:

· The student demonstrates benchmark or above during progress monitoring and sustains this status an additional 3 consecutive weeks.

· The student’s Interventional Team hold a meeting to compile and document evidence in the students e-file that interventions have been successful and student skills are consistently assessed at or above grade level benchmark. The team will determine if the current intervention services are no longer warranted.

· If the student moves out of intervention, he/she will be strategically monitored with his/her classroom and grade level through routine formative assessments. If at any point, an Interventional Team member suspects the student needs further assessment and or intervention they can call an Interventional Team meeting for the student. At this meeting the student’s current intervention needs and placement will be reevaluated.

· Changes in interventional placement will be documented in the student’s e-file in Milepost. Parents will be part of the Interventional team if possible. If parents are unable to be part of the Interventional Team, a team member will communicate the information to the parents/guardian.

The above summary of Hillcrest’s 2017-18 Literacy Intervention Program is supported by AFSD #381 on a district level as the district provides funding beyond that distributed by the state to sustain and support it. One of AFSD #381’s top goals is to improve Literacy competencies in our students. District funding for our literacy plan is used for additional needed interventional staffing and for professional development opportunities in literacy. The district also provides supplies and equipment needed to facilitate interventions, communicate with parents and support literacy events. Our district prioritizes K-3 literacy and views it as the foundation which all other district learning is based on.