Literacy Plans

Dyslexia Plan

Overview

In Osseo Area Schools, all elementary sites use a structured literacy approach during literacy instruction. Structured literacy, which is implemented in all general education classrooms, supports systematic, sequential, explicit, and diagnostic instruction. All students receive high quality instruction focused on phonemic awareness, phonics, fluency, vocabulary, oral language development and reading comprehension. During instruction, teachers use the gradual release model, “I Do, We Do, You Do” to ensure that when new concepts are introduced to students, the delivery is explicit and helps lead students toward mastery of the skill. The gradual release model is an instructional framework where the teacher gradually shifts responsibility for learning from themselves to the students, building both competence and confidence. This is accomplished by introducing the skill, modeling, guided practice, and opportunities for independent practice with affirming and corrective feedback. During the literacy block, teachers also provide students opportunities for differentiation and independent practice.

According to The International Dyslexia Association, dyslexia is characterized by: “difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities”. Additionally, it is stated that “with the right instruction, almost all individuals with dyslexia can learn to read.” Students with dyslexia need direct practice reading and writing words that contain the phonics patterns. This type of explicit, systematic phonics and word work is provided through core instruction as well as through appropriately chosen interventions, as needed. To ensure mastery, teachers monitor students’ development and application of these word reading skills.

As part of the Osseo Area Schools Local Literacy Plan, every elementary student is screened in the fall, winter and spring in order to identify any possible reading difficulties. Literacy screening measures help indicate if a student has or has not acquired grade level reading skills. If a student has not successfully attained grade level skills, teachers use multiple measures to analyze student needs and determine appropriate instructional support and/or formal interventions.

Screening Assessment Tool

Osseo Area Schools screens all elementary K-5 students using FastBridge Assessments, which are Minnesota Department of Education (MDE) approved screeners.

Kindergarten	Grade 1	Grades 2-3	Grades 4-5
Fall: earlyReading, aReading Winter: earlyReading, aReading Spring: earlyReading, aReading	Fall: earlyReading, aReading Winter: earlyReading, CBM-reading, aReading Spring: earlyReading, CBM-reading, aReading	Fall: CBMreading, aReading Winter: CBMreading, aReading Spring: CBMreading, aReading	Fall: AUTOreading, aReading Winter: AUTOreading, aReading Spring: AUTOreading, aReading

Parent Notification

Parents are notified if screening results and classroom observations indicate the need for additional support. Parents will receive this communication at parent-teacher conferences or by phone at any time during the year that a need for extra support has been demonstrated.

Students who need additional reading support will be instructed using a research-based reading intervention that meets their specific needs.

Progress Monitoring

All students who are receiving a reading intervention will be monitored weekly to assess their growth and evaluate the effectiveness of the intervention that they are receiving. If a student is making progress toward grade level standards, the intervention will continue. If a student is not making the progress needed, the intervention will be adjusted to better meet the student’s needs.

Kindergarten	Grade 1	Grades 2-5
Fall, Winter & Spring: Letter Sounds	Fall: Nonsense Word Fluency Winter & Spring: CBMreading	Fall, Winter & Spring: CBMreading

Referral to Special Education

In Osseo Area Schools, we make every effort to meet diverse learning needs through our general education system using Multi-Tiered System of Support which includes providing reading interventions. This allows learning needs to be identified and addressed quickly through classroom instruction supported by additional interventions. When students have learning needs that may indicate a learning disability which are creating a gap between the student’s performance and grade-level expectations, a special education assessment is considered. If a student is determined to have a disability, a team made up of school staff and the student’s family will work together to develop an Individualized Education Plan to meet the student’s individual needs.

If your child has received a dyslexia diagnosis from an outside agency, please inform your child’s classroom teacher. This will assist the teacher in creating an appropriate plan for your child. This plan may include support in the classroom, supplementing your child’s classroom experience with a reading intervention, or referring your child to the Child Study Team for a potential special education assessment to better identify your child’s learning needs.

Resources for Information on Dyslexia

Local Literacy Plan

Osseo Area Schools mission—to inspire and prepare all students with the confidence, courage, and competence to achieve their dreams; contribute to community; and engage in a lifetime of learning—is closely tied to our Local Literacy Plan. This plan focuses on assessment, Multi-Tiered System of Support (which includes core instruction and intervention), staff development and family involvement to ensure that all students will reach reading proficiency by the end of third grade.

OSSSEO AREA SCHOOLS
LOCAL LITERACY PLAN