Jackson R-2 Reading Success Plan

Jackson R-2 identified literacy assessments and instructional resources to align to each component of Scarborough's Rope. Dr. Hollis Scarborough invented the Reading Rope to help parents understand the skills their children need to master to become proficient readers. It divides the skills into two main sections: Word Recognition and Language Comprehension. Each of the main sections is broken down into individual reading skills.

mCLASS DIBELS, published by Amplify

This universal screener is designed to identify foundational reading skills and pinpoint students who may need additional literacy support. The benchmark data provided by mCLASS DIBELS measures a student's progress across critical early literacy indicators, including phonemic awareness, phonics, accuracy, fluency, and comprehension. A student's performance on these brief, one-on-one tasks enables teachers to evaluate risk levels and determine if additional testing is needed.

Phonological Awareness Screener for Intervention (PASI), published by 95% Group

This diagnostic is designed to provide information about a student that goes beyond what a literacy screener can provide. The diagnostic data provided by the PASI tells teachers why and where to begin intervention instruction. The PASI identifies which skills a student has mastered and which ones are missing within the Phonological Awareness Developmental Continuum (see below). A student’s performance on this sequence enables teachers to assess needs, place students in groups by their lowest skill, and go directly to that skill in the recommended instructional materials. Every three weeks, students are progress monitored to determine if they need more time on a skill or if they can move to a higher skill.

Lessons are sequenced in order from the simplest syllable skills with compound words to the most complex phoneme substitution tasks. Lesson Plans go beyond activities as we provide instruction and practice to make instruction explicit and systematic for struggling readers. Abstract syllables, rimes, and phonemes become concrete through the use of manipulatives to enhance awareness and manipulation of sounds.

Phonics Screener for Intervention (PSI), published by 95% Group

The PSI provides data about a student’s ability to read single syllable and multisyllable words that contain specific phonics patterns. Its purpose is to inform instruction by identifying missing skills that may impair a student’s ability to read effectively. The Phonics Continuum (see on next page) shows the order in which reading skills should be mastered, from simple to complex. PSI identifies the phonics skills students have not yet mastered and aligns with 95% Groups phonics instructional materials, so educators know exactly where to begin instruction to address the student’s skill deficits. Every three weeks, students are progress monitored to determine if they need more time on a skill or if they can move to a higher skill.

Phonics Lesson Library (PLL), published by 95% Group

The PLL is an intensive phonics intervention program that provides teachers with explicit instructions to provide effective phonics lesson that incorporate critical phonemic awareness tasks, assess student skills and move the student toward mastery of phonics skills.

Phonics Chip Kit, published by 95% Group

The Phonics Chip Kit explains phonics patterns using manipulatives and sound-spelling mapping. Each kit focuses on sound-spelling pattern identification rather than word reading and directs student’s attention to identifying individual phonemes in words and analyzing sound-spelling

patterns. The program comes in three levels (Basic, Advanced and Multisyllable) and strategies for identifying different sound-spelling patterns in words are explicitly taught at each level.

CUBED-3, Narrative Language Measures (NLM), published by Language Dynamics Group

The NLM measures listening comprehension, story/expository text structures, sentence structure, inferential word learning, inferential reasoning, and writing. Its purpose is to identify students who are experiencing difficulty with language comprehension, which creates a condition where students struggle to make meaning from the texts that they read. After six sessions of instruction, the CUBED-3 is administered again to monitor progress.

Story Champs, published by Language Dynamics Group

Story Champs is a research-based instructional resource with explicit teaching procedures. It is, also, multisensory. Story Champs develops a strong oral language foundation through storytelling. Through storytelling, Story Champs, also, supports students through information retelling, vocabulary learning, using complex sentence structures, and writing.

i-Ready Personalized Instruction, published by Curriculum Associates

Personalized Instruction provides a personalized path of engaging online lessons that provides each student with the right level of reading instruct at precisely the right time. It differentiates reading instruction so students can build the skills they need to progress to grade level and beyond. Their path is derived from data collected from the iReady Reading Diagnostic. Teachers monitor progress, provide feedback, and adjust instruction as needed.

After-School Tutoring/Academic Lab

Individualized or Small Group Tutoring that is targeted toward improving student deficits in reading.

Reading with your child is a proven way to promote early literacy. One of the

most important things you can do to prepare your child for his/her future is helping to

make sure that your child is reading on grade level by third grade. You can influence

your child’s success in school by making reading a daily routine in your home.

Research shows that students who read at least 20 minutes per day score in the 90th

percentile on standardized tests. Do you want to help your child to be successful in

school? They simply need to read.

Read at home with your child daily (at least 20 minutes) with books they enjoy. Some ways to do this:

• Read out loud to your child.
• Listen to your child read.
• Echo read (you read a line, then they repeat).
• Read together at the same time.
• Reread or retell favorite stories
• Talk to your child about the reading

As you read:

• Ask your child to share what they remember.
• Ask questions about the reading.
• Talk about your favorite parts
• Talk about what you have learned.
• Talk about how the pictures in the book connect to the words on the page.
• Help connect the reading to your child’s life or other books they’ve read.