District 623 Roseville Area Schools Local Literacy Plan Part of Roseville’s Reading Well by 3rd Grade Plan

Roseville Area Schools is committed to: Providing a rigorous, challenging and enriched learning environment for all students Selecting curricular materials that engage and interest students while also being adaptable for teachers to Using research-based curriculum and instruction strategies Providing ongoing job-embedded professional development for its staff Continually assessing student performance to provide parents and staff the instructional information they need

Whole Group Reading Establishes a common theme/content for the whole class Teacher demonstrates skills common to most students Small Group Reading Students read books at their just-right level Skill and strategies provide a comfortable stretch at each student’s developmental level Students are flexibly grouped Writing Students practice writing narrative, informative, and persuasive text Grammar and usage Other Skills Speaking/presenting Media literacy Teacher read-aloud of high quality literature (including poetry and nonfiction) What do elementary students experience during language arts instruction in Roseville? Teacher Flexibility Not all of these things happen every day Flexible pacing to meet student needs Grade level teams decide how to organize instruction and students

Literacy by Design in Grades K-4 Mixed materials in Grades 5-6 What materials are used for core language arts instruction in Roseville Area Schools? Literacy by Design in Grades K-4 Mixed materials in Grades 5-6 Daybook Write Source Voices Reading

Roseville Area Schools K-6 Language Arts Framework Core Instruction Extra Support Intensive Reading Intervention All students 90 minutes core 30 minutes intervention, as needed Includes option for students not receiving intervention support Universal Screening Cycle 1 Cycle 2 Review Meeting Reading Intervention Intensive one-on-one reading support through a personalized plan Reading Intervention Category of Need Monitor using decision-making rules Weekly Progress Monitoring 8 weeks minimum in a Cycle Review Meeting Category of Need Monitor using decision-making rules Weekly Progress Monitoring 8 weeks minimum in a Cycle Formal Evaluation for Special Education Services

How does Roseville Area Schools communicate results to families? Report cards Midterm checkpoints Ongoing communication (newsletters and other classroom communication, phone calls, written communication, family nights, etc.) District communication provided for required (state) testing (includes Reading Well by 3rd Grade letter) By family request

What professional development is provided to Roseville teachers in the area of reading? Core instruction Building level support Professional Learning Communities (PLC’s) Team planning Research-based reading interventions Understanding and interpreting data Organizing instruction Reading assessments Reports

How can families get more information about their child’s reading? The best source of information about your child is your child’s classroom teacher Your child’s classroom teacher is able to explain your child’s overall reading development and answer your questions Your child’s classroom teacher also is able to discuss what you can do at home to support your child’s learning

For more information Jake Von De Linde Director of Teaching and Learning jacob.vondelinde@isd623.org or 651-604-3743 Chris Bretz K-12 Language Arts Coordinator christopher.bretz@isd623.org or 651-604-3738 Carole Dillemuth District Assessment Coordinator carole.dillemuth@isd623.org or 651-604-3742 Minnesota Department of Education http://education.state.mn.us/mde/index.html