Components of Reading

What data is being collected?

Assessment Type

How is the data being collected?

How often is the data being collected?

Oral Language

Oral Reading Fluency assesses advanced phonics and word attack skills, accurate and fluent reading of connected text by collecting a student’s number of words read correctly in a minute on a grade level passage

SEL (Biliteracy schools) assess this information in both English and Spanish

Universal Screener

Benchmark

Progress Monitoring

Data Tracker

Determined by Schools/ Departments (ELA/MLL)

Phonemic Awareness

PSF assesses a student’s ability to segment words into individual phonemes by collecting the number of phonemes segmented correctly in a minute

Biliteracy schools assess both PSF/FSF and DSA in both English and Spanish

Universal

Benchmark

Progress Monitoring

NHPS Early Literacy Data Portal

District Data Tracker to SDE

Fall, Winter, Spring

Phonics

Unit assessments for Fundations assesses a student’s mastery of skills taught in the unit; data collected varies by unit and level

WADE (Wilson) assesses a students decoding and encoding skills correlated to the word structures taught in Wilson Reading System

DSA-(Spanish) is a feature screener directly connected to a student’s orthographic knowledge by collecting the number of word features and total number of words spelled correctly

Oral Reading Fluency assesses advanced phonics and word attack skills, accurate and fluent reading of connected text by collecting a student’s number of words read correctly in a minute on a grade level passage

Formative

Progress Monitoring

Schools define collection

Data tracker

Varies from 1- 4 weeks correlated to the scope and sequence

Letter Name/ Rapid Letter Naming Fluency

Letter ID assesses the students knowledge/ identification of letters by collecting the number of letter identified correctly

Letter ID- Spanish- biliteracy schools assess this information in both languages

Letter Name Fluency assesses the student’s knowledge/ identification of letters by collecting the number of letter identified correctly in a minute

Benchmark

Progress Monitoring

Weekly in small group

TBD

Vocabulary

RI (Reading Inventory) is a computer-based close-reading assessment that assesses

Universal Screener

Benchmark

NHPS Early Literacy Data Portal

Fall, Winter, Spring

readability and text complexity and provides student Lexile level and growth goals

Progress Monitoring

District Data Tracker to SDE

Reading Fluency

ORF assesses advanced phonics and word attack skills, accurate and fluent reading of connected text by collecting a student’s number of words read correctly in a minute on a grade level passage

Recording Students’ Reading is a tool which provides an insight into a student's reading as it is happening which allows teachers to teach into the points of difficulty by collecting anecdotal notes related to student reading behaviors, fluency, etc.

FLO (Biliteracy schools) assesses the accuracy of fluency in Spanish by collecting a student’s number of words read correctly in a minute on a grade level passage in Spanish

Universal Screener

Formative

NHPS Early Literacy Data Portal

District Data Tracker to SDE

Fall, Winter, Spring

Comprehension

Recording Students’ Reading is a tool which provides an insight into a student's reading as it is happening which allows teachers to teach into the points of difficulty by collecting anecdotal notes related to student reading behaviors, fluency, etc.

SEL (Biliteracy schools) assesses a student using a Spanish text to collect student oral reading rate, oral reading fluency and comprehension

Formative

Small Group Lesson Plan

NHPS Early Literacy Data Portal

Daily Observation (focus student)

Progress Monitoring Tool

What data is being collected?

Assessment Type

How is the data being collected?

How often is the data being collected?

RI (Reading Inventory)

READ 180 Universal software components and skills reports

RI (Reading Inventory) is a computer-based

close-reading assessment that assesses readability and text complexity and provides student Lexile level and growth goals

Comprehension, fluency and word study skills are monitored through student software data

Universal Screener

Benchmark

Progress Monitoring

NHPS Early Literacy Data Portal (Gr. 3)

District Data Tracker to SDE

District tracker

On going process

Interim Assessment Blocks (IABs)

Read Literary Text

Informational Text

Student responses to grade level comprehension questions in order to conduct an item analysis to define Tier 1 instruction

Formative

School based collections

Fall, Winter, Spring

ORF FLO

Assesses advanced phonics and word attack skills, accurate and fluent reading of connected text by collecting a student’s number of words read correctly in a minute on a grade level passage

(gr. 3)

FLO (Biliteracy schools)

Universal Screener

Benchmark

Progress Monitoring

NHPS Early Literacy Data Portal (Gr. 3)

District Data Tracker to SDE

Fall, Winter, Spring

assesses the accuracy of fluency in Spanish by collecting a student’s number of words read correctly in a minute on a grade level passage in Spanish

(gr. 3)

Recording Student’s Reading

SEL EDL

Recording Students’ Reading is a tool which provides an insight into a student's reading as it is happening which allows teachers to teach into the points of difficulty by collecting anecdotal notes related to student reading behaviors, fluency, etc.

SEL (Biliteracy schools) assesses a student using a Spanish text to collect student oral reading rate, oral reading fluency and comprehension

EDL (Biliteracy schools) assesses a student using a Spanish text to collect student oral reading rate, oral reading fluency and comprehension

Formative

Small Group Lesson Plan

NHPS Early Literacy Data Portal (Gr. 3)

Monthly

Progress Monitoring Tool

What data is being collected?

Assessment Type

How is the data being collected?

How often is the data being collected?

RI (Reading Inventory)

READ 180

Universal software components and skills reports

RI (Reading Inventory) is a computer-based close-reading assessment that assesses readability and text complexity and provides student Lexile level and growth goals (gr. 9-10)

Comprehension, fluency and word study skills are monitored through student software data

Universal Screener

Benchmark

Progress Monitoring

On line/In Program

District Data Tracker to SDE

Fall, Winter, Spring

Level Set assessment

Achieve3000 software components and skills reports

A student’s mastery of comprehension skills as part of the Achieve3000 program

Screener

Progress Monitoring

On line/ In Program

Fall, Winter, Spring Monthly

Common Reading and Writing Assessments

Students read a set of texts and craft an essay in order to measure a student’s mastery of:

Claim and Organization (C &EC 1)

Evidence (C & EC 3) (indicators from Cross Curricular Rubric)

Formative

Schoolnet

Fall, Winter, Spring

ML Literacy Portfolio

Writing samples with rubric

Readings

Formative

Individual portfolios

Fall, Winter, Spring

Data Analysis and Decision Making

How often is the data being reviewed and by whom?

What solution-oriented processes are in place to make decisions?

What steps is the District taking to see building and classroom level data? How is the District sharing findings with individual schools?

Who at the District level is responsible for providing plan implementation support and follow-up?

Weekly K - 8 Grade Level Meetings

Data Teams

Implementation of DecisionEd (Projected Jan 2023)

All staff will have access to data daily

Sharing

Bi-Annual Principals and Assistant Principals Meetings

Superintendent’s annual data meeting

Literacy Supervisor

Building Leadership Data Teams

Assistant Superintendents

Monthly Department

Meetings in grades 9 - 12

District Data Teams

District Literacy Coaches

State Monitoring Meetings

School Quality Reviews

(twice a year)

Scientific Research-Based Interventions

Practice

Who ensures that the practice is informed by a specific purpose?

How is the purpose communicated?

How often is the data collected?

How often is the data being reviewed and by whom?

How is the data being shared and by whom?

Classroom Walkthroughs

Executive Team and school level leadership set the purpose for walkthroughs to align with professional development and district reading plan.

The Content Supervisor met with the Executive Team to review the K-12 Reading Plan to identify the year around the 7 Components of Reading, and the district focus of small group instruction. School level leadership teams then will meet and ensure the school staff will

TBD by school

Daily logs

Monthly coaching logs

TBD by school

Weekly

Bimonthly

Bldg Leadership Team Meetings. to share school wide trends

Trends addressed at Grade Level Team Meetings.

Data from schools are shared through District Literacy

be informed.

The “Look Fors 2.0” document will provide guidance

Coach Meetings

Feedback on Data and Practice

Assistant Superintendent s and school leadership teams will define how feedback is shared with school teams to set clear goals for growth.

School leadership will leverage the 7 Week Progress Monitoring schedule and weekly grade level meetings to review data sets, create growth plans and clearly articulate expectations for best practice strategies taught within PD

TBD by school schedule for Bldg. Leadership

Every 7 Weeks

TBD by school

Every 7 Weeks

Leadership shares at school wide meetings, grade level meetings and with SPMT.

Monitoring of Plan Implementation

Content Supervisor will set the plan and criteria for reviewing alignment to the reading plan.

School leadership teams will monitor school plans for alignment to the reading plan.

Coach Meetings will have allotted time to review evidence of instructional alignment to the reading plan.

Superintendent Meetings will have an allotted time to review evidence of instructional alignment to the reading plan.

Weekly

Bimonthly

Monthly

Weekly

Bimonthly

Monthly

The data is reviewed continually by district and school leadership through school visits, reviews and ongoing professional development and small group meetings.

Topic

Audience

Timeline

Expected Outcome

7 Components of Reading Series with an emphasis on the Foundational Skills (Oral Language, Phonemic Awareness and Phonics/Word Works)

Principals, AP, Coaches, All Teachers and Paraprofessionals

9/13, 11/7, 1/9, 3/6, 5/11

Monthly Superintendent

Improve the knowledge base and skill set of all educators in order to improve the quality and fidelity of instructional implementation, resulting in improved outcomes for students.

Multilingual Learners (Biliteracy Schools)

7 Components of Reading with an emphasis of Foundational skills (Oral Language, Phonemic Awareness and Phonics/Word Works) when teaching the Spanish component to address the needs of the dual language schools

Emergent bilingual students and Reading

Principals, AP, Coaches, All Biliteracy teachers and Paraprofessionals

9/13, 11/7, 1/9, 3/6, 5/11

Improve the knowledge base and skills of all biliteracy educators in order to improve the quality and fidelity of the instructional implementation in the dual language schools so that students become biliterate in both languages: Spanish and English

Multilingual Learners (ESOL Program)

Differentiated instruction for multilingual learners specifically for students who are less than 30

ESOL Teachers, and staff

9/13, 11/7, 1/9, 3/6, 5/11

Improve the knowledge about differentiated instruction, effective small group instruction so that multilingual learners improve in the areas of literacy in the second language.

months in USA

Effective small group instruction

Progress monitoring

Structured Literacy

Special education teachers, select Literacy and ML coaches/staff

Cohort 1: 10/26, 12/7, 1/11, 2/8 Cohort 2: 10/27, 12/13, 1/17, 2/9

Improve the knowledge base and skill set of teachers around the components of structured literacy.Structured Literacy training is the systematic teaching of basic literacy skills.

Wilson

Special education teachers, select Literacy and ML coaches/staff

9/27, 9/28, 9/29

Improve the knowledge and skill set on the explicit teaching of decoding and encoding.

Specifically, Wilson Reading Program is a structured literacy program based on

phonological-coding research and Orton-Gillingham principles, WRS directly and systematically teaches the structure of the English language. Through the program, students learn fluent decoding and encoding skills to the level of mastery.

A guide to the implementation of NHPS Units of Study

Reading and Writing Workshop Model

Book Clubs

Small Group Instruction

Progress monitoring

Coaches, and Teachers

9/13, 11/1, 1/9, 3/6, 5/11

Improve the knowledge base and skill set of all educators in order to improve the quality and fidelity of instructional implementation, resulting in improved outcomes for students.

On-going professional development provided at the district and/or school levels in

Interventionists

9/13, 11/1, 11/21, 1/9, 1/23, 3/6,

3/13, 5/11, 5/22

Improve the knowledge base and skill set of all educators in order to improve the quality and fidelity of

order to provide a menu of interventions

Lexia

Structured Literacy

LLI

READ 180

System 44

Achieve 3000

instructional implementation, resulting in improved outcomes for students.

Differentiated professional development on

Calibrating common writing assessment and performance task writing

Independent reading in the classroom

Supporting reluctant readers and writers

Progress monitoring

AP course implementation

Principals, AP, High School ELA Teachers

9/13, 11/21, 1/23, 5/22

Improve the knowledge base and skill set of all educators in order to improve the quality and fidelity of instructional implementation, resulting in improved outcomes for students.

Ongoing professional development to leverage, at the district level and/or school level, in order to improve student and teacher ability to use materials supporting their research needs, educational needs across all curricula, and pleasure reading.

Library Media Specialists

8/24, 9/13, 11/7, 11/21, 1/9, 1/18.

1/23, 3/6, 3/13, 4/5, 5/8, 5/22, 6/1

Increase the usage of materials and resources provided by the district to support learning including:

Book checkouts (schools with libraries)

E-book checkouts

Database usage