Literacy and Reading Success
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Resources For Parents, Caregivers
The purpose of this document is to outline the actions of the Osage R1 Public School District as it relates to providing literacy instruction and support for students. This is in accordance with the Missouri Department of Elementary and Secondary Education Literacy Based SB 681/662 guidance document.
Reading Success
The District is committed to taking substantial procedures for maximizing student success in reading. As set forth in the accompanying Regulation 6215, these procedures include but are not limited to reading proficiency/readiness screening; provision of intensive reading instruction particularly to students exhibiting a substantial reading deficiency and informing and involving parents/guardians in improvement of student reading proficiency/readiness.
Assessment and Screening
Utilizing a state-approved reading assessment, the District will assess the level of reading readiness for all students enrolled in Kindergarten through grade 3. Such assessments will occur at the beginning and end of each school year. Newly enrolled students in grades 1 through 5 shall be assessed at the time of enrollment.
Reading Success Plans
At the beginning of each school year the District will provide a Reading Success Plan (hereinafter the “Plan”) to eligible students. The Plan will be consistent with the guidelines issued by DESE to include but not be limited to measures of reading proficiency, strategies for addressing reading deficiencies, timelines for measuring improvement and information on screening.
Such “Plans” will be provided to any student who:
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Exhibits a “substantial deficiency” in reading which creates a barrier to the student’s progress in learning to read. A “substantial deficiency” means a student who is one or more grade levels behind in reading or reading readiness; or
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Has been identified as being at risk of dyslexia in the statewide dyslexia screening or has a formal dyslexia diagnosis.
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Students entering the District after the start of school if indicated in the enrolling student’s most recent assessment, or as otherwise identified by teacher observation.
The student’s reading proficiency will be reassessed on the District’s assessment instrument. The student will continue to be provided with intensive reading instruction under a Reading Success Plan until the reading deficiency is remedied.
Exiting a student from an RSP
SB 681 (2022) requires that an RSP remain in place until the student demonstrates grade-level reading competency. The RSP will be updated and revised based on progress monitoring until grade-level reading competency is achieved. This guidance supports LEAs in determining when a student has reached grade-level reading competency and may exit an RSP.
Parent Communication
Osage R1 School District will provide information to parents regarding aspects of this plan. The following actions will be taken by the district.
|
Communication Action Steps |
Audience |
Format |
Dates |
|
Place notification of plan in handbook. |
Parents |
Written notification in handbook and on website. |
August annually |
|
Send parent letter |
Parents of identified students in Kindergarten through 3rd grade who exhibits a substantial deficiency in reading |
Written |
Annually as identified. |
Professional Development for Reading Instruction
The District will provide professional development services to enhance the skills of elementary teachers on responding to student’s unique reading issues and needs and to increase the use of evidence-based strategies.
District Professional Development Programs for Reading:
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LETRS Language Essentials for Teachers of Reading and Spelling
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Wilson Reading Series
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Reading Assessments and Progress Monitoring
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Data Teaming and Collaboration
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Heggerty Reading
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StudySync McGrawHill
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Curriculum Training
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DCI MTSS
