The district has a small number of students with a significant reading deficiency (SRD), below publicly reportable numbers in Kindergarten through 3rd grade. Monitoring achievement and growth of each identified student will be documented in the students’ READ Plans, or until such a time the district has enough students to include in the UIP.
Individual READ Plans for each student identified with a SRD (which is indicative of the student likely unable to meet end of year benchmarks) will take into consideration strengths, current performance, academic achievement, and any factors that contribute to goal achievement. Specific goals will be determined and strategies will be implemented to help students attain necessary reading skills. At least 90 minutes of core reading instruction is provided, and at least 30 additional minutes of specific goal-oriented supplemental instruction is provided to students. Regular progress monitoring will take place to assess and/or re-evaluate goals to meet the specific needs of the student. Supplemental materials used are Corrective Reading and Reading Mastery Universal screeners are DIBELS and NWEA. The district progress monitors using is AIMSWEB and interventions are goal oriented towards either comprehension or decoding
READ Plans remain in effect until such time as a significant body of evidence is collected indicating the student has achieved and can maintain performance benchmarks of grade-level material.