In order to prepare all students for college and career readiness, the goal of South Washington County School (SoWashCo Schools) is for students to achieve grade level proficiency or higher by the end of third grade. To meet this goal, our focus is on increasing literacy acquisition by third grade for all students.

SoWashCo Schools will increase the percentage of all students meeting or exceeding state proficiency targets in third grade reading from 64.6% in the Spring of 2017 to 90% in the Spring of 2025, a total annual increase of 3.2%, with all student groups above 85% in the Spring of 2025.

*SoWashCo Schools had a 19% drop in participation rate for grade three Minnesota Comprehensive Assessment (MCAs) in 2021. This caused the data to be invalid and unreliable for making district-wide assumptions about student performance.

For more information, see our World’s Best Workforce report or this chart for a more detailed visual.

Students receive daily instruction in a comprehensive literacy program that includes reading and writing workshops. The workshop model provides standards-based instruction in both whole group and small group formats. Regular assessment is used to monitor student progress. Students who need additional instruction and/or time to be successful are provided with intervention support. 

The definition of proficiency in SoWashCo Schools is outlined in the following table:

*Text level indicates the level of text complexity at which reading accuracy, fluency and comprehension are within the instructional range.

All students in kindergarten through third grade are screened for reading proficiency three times each year. Diagnostic assessments are administered as needed to students who are not proficient in order to identify instructional needs. Teachers regularly monitor the progress of all students with running records, conferring and/or other formative assessments. They monitor progress of students performing below proficiency levels most frequently.

K-5 Progress Monitoring

In all grades, individual conferencing of the student's text reading are used to monitor student progress. All students are monitored regularly, with students performing below proficiency levels monitored more frequently.

Parents and families are informed of student progress at regularly scheduled parent/teacher conferences during each school year. During this time teachers will share ways they are supporting the readers in the class and if they are in any pull-out interventions.

The Independent Reading Level Assessment (IRLA), an individually-administered assessment, is used to determine reading achievement. This assessment measures reading accuracy, fluency, vocabulary, and comprehension while teachers observe student reading behaviors. Students meeting grade level expectations are on track to becoming proficient readers.

IRLA + Progress Report + Conferences + Skills Card (Ways to support at home) + District supported interventions

In addition, parents will receive their child’s progress report at the end of the year with the statement ”I can read end-of-the-year grade-level text accurately and fluently for purpose and understanding“. A four indicates they have exceeded the benchmark, a three indicates they have met the benchmark for the year, a two means they have partially met the benchmark and one means they have not met the benchmark.

Parents receive timely information and ideas from the classroom teacher and the building reading specialist on how to help their child read at home and information on other resources available within and outside of the school district. Below is an example of such communication:

All children benefit from additional reading and writing practice at home. Here are some ways you can support your child’s reading and writing development:

• Visit the local library regularly.

• Help your children choose interesting, enjoyable books that won’t be frustrating.

• Read to and with your children. Read favorite books again and again!

• Talk with your children about books they are reading.

• Encourage your child to write: make lists, write notes and/or record experiences in a journal.

• Build background knowledge and vocabulary by talking about new experiences.

Parents and families are informed of student progress at regularly scheduled parent/teacher conferences during each school year.

Children do not all learn at the same rate or on the same schedule. It is for this reason that SoWashCo Schools rely on informed teacher decision-making within a reading and writing workshop model rather than on pre-packaged, one-size-fits-all instructional programs. Many children will benefit from additional time and instruction tailored to their needs. The table below provides more detail on intervention supports we provide when needed:

In SoWashCo Schools, we believe in investing in our teachers. We have created a staff development model that ensures that all teachers have access to a high level of professional development in literacy in order to ensure highly qualified teachers in every classroom. We believe in job-embedded professional development that ensures teachers receive ongoing instruction in best practices. Below are some of the ways we work to ensure high quality instruction in the classroom:

• Reading Specialists: Each of our elementary buildings employs a licensed reading specialist. A major responsibility of the reading specialist is to provide coaching support to teachers to ensure that high quality core instruction and intervention is happening daily, in and out of the classroom, to meet the needs of all students.

• Instructional Coaches: Our instructional coaches offer support to ensure that teachers are supported in best educational practices, effectively using data to guide instruction and building a safe and supportive climate in their classrooms..

• Alternative Teacher Performance Pay System Teacher Leader (ATPPS): ATPPS is a unique school improvement program. Each District/site designs a program to meet their specific needs. There are 5 basic components that each plan must address: Career Ladder, Job Embedded Professional Development, Teacher Observation, Performance Pay, & Alternative Salary Schedule

• A professional learning community (PLC) is an organizational structure by design that meets regularly, shares expertise, and works collaboratively to improve teaching skills and the academic performance of students. In addition to our job-embedded coaches, each of our buildings meets in regular monthly PLCs. The focus of these PLCs is student achievement, where teachers regularly review student data as part of ongoing cycles.

• Literacy Training for New/Probationary Teachers: Classes are offered to new and probationary elementary teachers that focus on each of the components of a comprehensive literacy model of instruction. These classes are also open to continuing contract teachers as a refresher. Additional classes and workshops are available to all teachers during the year to ensure that all teachers are kept abreast of best practices in literacy instruction.

SoWashCo Schools Kindergarten through Grade Eight Language Arts Instructional Framework:

Curriculum is defined in SoWashCo Schools as an instructional framework guided by the Minnesota State standards and benchmarks utilizing various resources to create critical thinkers, readers and writers. Curriculum is everything that impacts learning, whether stated or unstated, explicit or implied, within our school and classroom community.

Grades K-5 daily literacy time allotment = 120+ minutes

Grades 6-8 daily literacy time allotment = 45 minutes

The following is a typical breakdown of the literacy block:

Every student who has a language other than English listed on their home language survey is evaluated by English language teachers. Children who qualify are offered English language (EL) support services. All EL students are assessed annually to determine progress and eligibility. Classroom teachers consult with the English language teacher for instructional support. Cultural competency training is available through the professional development catalog. EL teachers may co-teach with the classroom teacher, using IRLA data.

Data from the screening assessments administered at each grade level (see Grade by Grade Assessment Plan for assessments used) is used to determine proficiency. Results are posted annually on our assessments and grading page. The results are also reported to the Minnesota Commissioner of Education annually.

Data from diagnostic and progress monitoring assessments are used by grade level teams in their professional learning communities (PLCs) to identify instructional needs and to monitor student progress toward proficiency.

The South Washington County Schools Local Literacy Plan is reviewed by the District Data and Assessment Committee (DDAC), the Advisory Staff Development Committee (ASDC), and the Curriculum Advisory Council (CAC) for accessibility of information, usefulness of documents, support provided for implementing effective strategies at home and effectiveness of support provided to implement required elements of the plan.