Act 20

Early Literacy Remediation Plan 

1. Overview: PC's Early Literacy Support Process
2. Strategic Early Literacy Assessment System
3. Student Supports 
4. Family and Community Engagement 
5. Strategic Use of Data 

Overview: PC's Early Literacy Support Process 

Universal Approach to High Quality Instruction 

Plum City Elementary follows the structured literacy framework. Through a combination of evidenced based elements (phonology, sound-symbol, syllables, morphology, syntax, semantics) and teaching principles (systematic and cumulative, explicit, diagnostic) we deliver effective  reading instruction. Structured literacy teaches key skills to become efficient and accurate decoders which lead to both strong word identification and deep text comprehension.

Amplify Core Knowledge Language Arts (CKLA) is used in all PreK-3 classrooms. CKLA combines knowledge building and research based foundational skills to develop strong readers, writers, and thinkers. Students receive systematic and explicit instruction in phonological and phonemic awareness, phonics, background knowledge construction, oral language development, vocabulary, writing, comprehension, and fluency. 

Students in grades K-2 receive additional foundational skill building through the comprehensive phonics program University of Florida Literacy Institute, UFLI. UFLI is an explicit and systematic program that teaches students the necessary skills for proficient reading. The scope and sequence is designed for students to systematically acquire each skill and apply with automaticity. 

Links to standards: 

Wisconsin Standards for English Language Arts, DPI 2020
Wisconsin Essential Elements for English Language Arts, DPI 2022
Wisconsin Model Early Learning Standards Fifth Edition
The 2020 Edition | WIDA

Strategic Early Literacy Assessment System 

Student Supports 

Interventions: The following evidence-based interventions provide explicit and systematic instruction and are available for students in need of additional support, including students with characteristics of dyslexia: PC’s Reading Intervention Menu

• Each intervention is progress monitored using an appropriate monitoring tool from Fastbridge. The assessment is administered weekly, unless noted, to track progress. Many interventions have additional assessment or monitoring tools that are a part of the program to support tracking progress. 

Personal Reading Plans 

• Students who score below the 25th percentile on the reading readiness screener will receive a personalized reading plan. This plan includes:
  • the specific early literacy skill deficiencies,
  • goals and benchmarks for the pupils progress toward grade-level literacy skills,
  • how progress will be monitored, a description of interventions and additional instructional services being provided,
  • the science-based reading programming the teacher will use,
  • strategies for the parent to support grade-level literacy skills, and any additional services available and appropriate.
  • PC’s Personal Reading Plan Template 
• Students who are considered English learners, multilingual students, or students with IEPs are also required to receive a Personal Reading Plan, should they score below the 25 percentile on the reading readiness screener.
• The district reading specialist will lead the creation of both personal reading plans and the teams to support the development and monitoring.
  • Team members include but are not limited to; family members, reading specialist/ interventionist, classroom teachers, special education teacher, principal, pupil services director, paraprofessionals, etc.
• The school will provide a copy of the plan to families/caregivers within 10 days of a subsequent screener or diagnostic assessment requested by a parent or teacher. Families/caregivers can expect to receive updates about the student’s progress at least every 10 weeks

Wisconsin's Informational Guidebook on Dyslexia and Related Conditions: Click the following link to view the DPI Guidebook:  Wisconsin Informational Guidebook for Dyslexia and Related Conditions  

Promotion Policy: Information coming soon. Required by July 1, 2025. 

Summer Reading Support: Information coming soon. Required by July 1, 2025. 

Exit Criteria: 

• Exiting a student from a personal reading plan (PRP) is a decision based on multiple data sources and involves collaboration among educators and parents/ caregivers. Indications the child is ready to exit the personal reading plan includes but are not limited to; meeting the goals outlined in the personal reading plan, demonstrating adequate rate of progress in grade-specific skill assessments, demonstrating proficiency in classroom work, and demonstrating grade level proficiency on state screening summative assessments. 
• The following outlines the local process for determining the criteria for a student to successfully exit a PRP: PC Exit Criteria Chart

Family and Community Engagement 

As a current standard practice, all families receive their child’s results on all universal screening assessments, not just the required Early Literacy Assessments. These results will be reports from the assessment system with accompanying plain language description of the literacy skills being measured in the reading readiness assessment. In addition, staff will communicate and collaborate with families about the need for additional diagnostic assessments and the development and progress in the personal reading plan. Families will receive information about characteristics of dyslexia and information about making special education referral for students whose diagnostic assessment results indicate an at risk status. All reports will be sent in the families preferred language. 

Family & Community Engagement Strategies: Families play a critical role in their students' literacy success, with active partnerships between families and the community, we can provide resources and create opportunities for involvement to support literacy efforts at home and in the community. Examples include: 

• Title 1 Parent Events 
• School Website Literacy Hub coming soon
• Local Business Collaboration 

Strategic Use of Data 

Early Literacy Instructional Evaluation Process

• Establishing a Framework for Assessment and Evaluation
  • Assessment Schedule
  • Data Collection
  • Stakeholder Involvement
• Role of the District Reading Specialist: Annual Evaluation Process
  • Curriculum Analysis: Curriculum Crosswalk Document
  • Data Driven Insights: 
    • Identify trends, strengths, areas of improvement
    • Analyze performance of student groups
  • Instructional Recommendations: Provide recommendations for curriculum adjustment, professional development needs, and instructional strategies to better support student learning
• Using Assessment Results to Inform Instructional Practices
  • Regular Data Review: Data is reviewed after each screening period with classroom teachers, reading specialist, principal/ curriculum coordinator to discuss outcomes
  • Targeted Interventions
  • Professional Development
• Annual Report and Continuous Improvement
  • At the end of each school year the district reading specialist will  compile an evaluation report with analysis of literacy curriculum and recommendations for improvement to the curriculum coordinator
  • School adopts a continuous improvement cycle where assessment data, curriculum, instructional practices are regularly reviewed