Skip to main content

Cumberland School District

Our School • Our Community • Our Future

Early Literacy Remediation Plan

Early Literacy Remediation Plan

Overview: CSD’s Early Literacy Support Process

CSD is committed to high levels of learning for every student. This includes our pursuit of every student reading at or above grade level. The following is an overview of our process to support learners at the Grades K-3 level.

  • Students are provided grade-level instruction in literacy using our approved literacy resources. 
  • The classroom teacher(s) provide additional instruction for students who are not meeting essential learning in a unit of study.
  • Each student is administered the state-determined reading readiness screener three times per year. One is administered in the fall, one in mid-year, and one in the spring. Guardians are notified of the assessment results.
  • Students who score below the 25th percentile on this assessment will have additional assessments, referred to as diagnostic assessments, administered by a trained teacher.  The purpose is to more specifically determine the literacy needs of the student.  Guardians are notified of the assessment results.
  • Students who received diagnostic assessments will have a Personal Reading Plan developed.  This plan will be developed by a classroom teacher through collaboration with qualified reading teachers and guardians. This plan will include a student-specific goal, a progress monitoring plan, and an action plan.  This plan may include research-based interventions for the student in addition to their daily grade-level instruction. CSD will be creating and housing these plans in EduClimber. Like the assessment results, these plans will be communicated with guardians to create a partnership in the student’s reading development.
  • Students who, by the end of their third-grade year, do not complete their Personal Reading Plan and are performing below the 25th percentile, are recommended for a summer intervention program and also will be provided a continuing intervention plan for their 4th-grade school year.

Note: In the assessment process, it may be determined through reassessment or alternatively-approved assessments that the original screener was not accurate for the student. As a result, the student’s Personal Reading Plan will include reading progress monitoring data.

Reading Readiness Screener (Grades 4K-3)

  • The WI Department of Public Instruction selected aimswebPLUS as their reading readiness screener. Please see the CSD assessment calendar for more detailed information regarding the assessments that will occur at each grade level.
    • 4K: Twice per school year
    • K-3: Three times per school year
    • Parents and caregivers can expect to receive a letter within 15 days of the scoring of the statewide early literacy screener.
      • 4K: Reports will be delivered in the Fall and Spring
      • K-3: Reporting will be delivered in the Fall, Winter, and Spring
      • Please notify the district of your preferred language if other than English.

Diagnostic Assessments (Grades K-3)

  • CSD will administer CORE Phonics subskill assessments to students who score below the 25th percentile on the reading readiness screener within 10 days of receiving their screener results.

Wisconsin Informational Guidebook for Dyslexia and Related Conditions

Click to view the DPI Guidebook.

 

Family Notification Process

  • Results of the reading readiness screener are shared with families via an EduClimber or mailed immediately following the screening process (within 15 days).
  • Personal Reading Plans are shared directly with families via Educlimber or mailed home. Families are asked to acknowledge their child's plan.
  • Communication about student reading progress is ongoing. Progress monitoring graphs, as well as writing documentation, are provided to families every 10 weeks (or sooner).
  • Families and staff set up individual conferences as needed to collaborate, plan, and discuss academic progress. 
  • All communication is provided in the family's first language.

Family & Community Engagement Strategies

Active partnerships with families and communities, recognizing their critical role in achieving literacy success for every learner. By providing resources, creating opportunities for involvement, and maintaining open communication, the school ensures that literacy efforts are supported both at home and within the broader community.

 

We utilize our data to make informed decisions about students' learning.  Students who are in need of additional support are given those opportunities through targeted interventions. These interventions are tracked through progress monitoring and reviewed at the end of the intervention cycle. We use academic, behavioral, and social emotional data to drive the intervention process.

 

  • Overview: CSD’s Early Literacy Support Process

    CSD is committed to high levels of learning for every student. This includes our pursuit of every student reading at or above grade level. The following is an overview of our process to support learners at the Grades K-3 level.

    • Students are provided grade-level instruction in literacy using our approved literacy resources. 
    • The classroom teacher(s) provide additional instruction for students who are not meeting essential learning in a unit of study.
    • Each student is administered the state-determined reading readiness screener three times per year. One is administered in the fall, one in mid-year, and one in the spring. Guardians are notified of the assessment results.
    • Students who score below the 25th percentile on this assessment will have additional assessments, referred to as diagnostic assessments, administered by a trained teacher.  The purpose is to more specifically determine the literacy needs of the student.  Guardians are notified of the assessment results.
    • Students who received diagnostic assessments will have a Personal Reading Plan developed.  This plan will be developed by a classroom teacher through collaboration with qualified reading teachers and guardians. This plan will include a student-specific goal, a progress monitoring plan, and an action plan.  This plan may include research-based interventions for the student in addition to their daily grade-level instruction. CSD will be creating and housing these plans in EduClimber. Like the assessment results, these plans will be communicated with guardians to create a partnership in the student’s reading development.
    • Students who, by the end of their third-grade year, do not complete their Personal Reading Plan and are performing below the 25th percentile, are recommended for a summer intervention program and also will be provided a continuing intervention plan for their 4th-grade school year.

    Note: In the assessment process, it may be determined through reassessment or alternatively-approved assessments that the original screener was not accurate for the student. As a result, the student’s Personal Reading Plan will include reading progress monitoring data.

  • Reading Readiness Screener (Grades 4K-3)

    • The WI Department of Public Instruction selected aimswebPLUS as their reading readiness screener. Please see the CSD assessment calendar for more detailed information regarding the assessments that will occur at each grade level.
      • 4K: Twice per school year
      • K-3: Three times per school year
      • Parents and caregivers can expect to receive a letter within 15 days of the scoring of the statewide early literacy screener.
        • 4K: Reports will be delivered in the Fall and Spring
        • K-3: Reporting will be delivered in the Fall, Winter, and Spring
        • Please notify the district of your preferred language if other than English.

    Diagnostic Assessments (Grades K-3)

    • CSD will administer CORE Phonics subskill assessments to students who score below the 25th percentile on the reading readiness screener within 10 days of receiving their screener results.

    Wisconsin Informational Guidebook for Dyslexia and Related Conditions

    Click to view the DPI Guidebook.

     

  • Family Notification Process

    • Results of the reading readiness screener are shared with families via an EduClimber or mailed immediately following the screening process (within 15 days).
    • Personal Reading Plans are shared directly with families via Educlimber or mailed home. Families are asked to acknowledge their child's plan.
    • Communication about student reading progress is ongoing. Progress monitoring graphs, as well as writing documentation, are provided to families every 10 weeks (or sooner).
    • Families and staff set up individual conferences as needed to collaborate, plan, and discuss academic progress. 
    • All communication is provided in the family's first language.

    Family & Community Engagement Strategies

    Active partnerships with families and communities, recognizing their critical role in achieving literacy success for every learner. By providing resources, creating opportunities for involvement, and maintaining open communication, the school ensures that literacy efforts are supported both at home and within the broader community.

     

  • We utilize our data to make informed decisions about students' learning.  Students who are in need of additional support are given those opportunities through targeted interventions. These interventions are tracked through progress monitoring and reviewed at the end of the intervention cycle. We use academic, behavioral, and social emotional data to drive the intervention process.