Literacy Collaborative Report

2015-2016

Continuous Improvement
Plan
Rosemount Elementary School
3155 143th St. W
Rosemount, MN 55068
651-423-7690
www.district196.org/re

2015-2016 Literacy Team Members

Tom Idstrom, Principal RES

Ginny Udelhoven, Administrative Assistant
Jenny Sewpersaud, RTI Lead
Michelle Peterson, Tier 3 Lead Interventionist/
LLI Lead/Resource Teacher
Amanda Wendel, Kindergarten
Laurie May, 1st Grade
Teresa Skaar, 2nd Grade
Ann Eckhoff, 3rd Grade
Marci Nelson, 4th Grade
Sue Erickson, 5th Grade/Reading Recovery
Kris King-Fournier, EL/Resource Teacher
Kim Webster, GT

Table of Contents

I. Introduction to school
II. Evaluation Plan and Summary Data - 2014-2015
1. Smart Goals
2. MCA Data Summary
III. Data - Analysis of Smart Goal data and MCA data
IV. Summary - Summary of findings into action plan
V. Implementation Factors a. 2014-2015 Team reflection on major accomplishments for
the year (Enablers)
b. 2014-2015 Team reflection on Barriers that are left from the
year. (If not, why not, then what?) (root cause analysis)
c. 2015-2016 Enablers and Barriers
Include Enablers and Barriers carried over, and the new
list of Enablers and Barriers.
d. Team reflection on how to use Enablers and Barriers in the
fall.

VI. Future Goals

1. Goals as a Leadership Team

2. Professional Development Goals

3. Goals for Writing about Reading PLC with Stakeholders
in the fall
4. 2015-2016 Smart Goals
VII. Intervention Reports
a. Reading Recovery
b. Leveled Literacy Intervention

I.

Introduction to school

Rosemount Elementary School: Rosemount Elementary is a school located in

Rosemount, Minnesota and is part of the Rosemount, Apple Valley, Eagan School
District. The student enrollment for the 2014-2015 school year was 682 students in
K 5. Rosemount Elementary has a 21.7% free and reduced lunch population, 3.2%
EL population, and 13.5% special education population. The school offers 6 full day
kindergarten classrooms, Reading Recovery, Title 1, Gifted Talented, Young Scholars,
Special Education, English Language Learner services, and a center-based Autism
program (CID). 9.2% of students receive Title 1 services, 14.8% Special Education
and 4.0% of the school population are English Language Learners. The ethnic
groups represented include Native American: 1.5%, Asian: 7.6%, Hispanic: 5.9%,
Black: 8.9% and White: 76.1%. The breakdown of students by gender is 52% male
and 48% female.

RACIAL GROUPS

TOTAL
STUDENTS

PERCENTAGE OF STUDENTS

American Indian/Alaskan Native

10

1.5%

Asian/Pacific Islander

52

7.6%

Hispanic

40

5.9%

Black, not of Hispanic Origin

61

8.9%

White, not of Hispanic Origin

519

76.1%

All Students

682

100.0%

II. Evaluation Plan and Summary Data 2014-2015

a. Smart Goals:

1) What percentage of Kindergarten students scored 23

or higher as measured by Hearing and Recording Sounds
in Words assessment of the Observation Survey by spring?
90%
2) What percentage of Kindergarten students scored 15
as measured by Concepts About Print assessment on the
Observation Survey by spring? 92%
3) What percentage of Kindergarten students scored 23
or higher as measured by Writing Vocabulary assessment
of the Observation Survey by spring? 87%
4) What percentage of Kindergarten students scored 47
or higher as measured by Letter Identification assessment
on the Observation Survey by spring? 96%
5) What percentage of First Grade students scored 33 or
higher as measured by Hearing and Recording Sounds in
Words assessment of the Observation Survey by spring?
95%
6) What percentage of First Grade students scored 18 as
measured by Concepts About Print assessment on the
Observation Survey by spring? 93%

7) What percentage of First Grade students scored 51 or

higher as measured by Writing Vocabulary assessment of
the Observation Survey by spring? 91%
8) What percentage of First Grade students scored 54 as
measured by Letter Identification assessment on the
Observation Survey by spring? 96%
9) What percentage of K through 5 grade students met
th

the end of the year high benchmark for their grade level
of Reading High Frequency Words by spring?
K -26 73% met or exceeded
1 - 100 82% met or exceeded
2 - 200 90% met or exceeded
3 - 300 95% met or exceeded
4 - 400 96% met or exceeded
5

500 96% met or exceeded

10.) What percentage of K through 5 grade students met

th

the end of the year high benchmark for their grade level
of TOTAL (Reading and Writing) High Frequency Words?
K - 26 55% met or exceeded
1 - 100 51% met or exceeded

2 200 81% met or exceeded

3 300 85% met or exceeded
4 400 91% met or exceeded
5 - 500 87% met or exceeded
11.)

What percentage of K through 5 grade students

th

met the end of the year high benchmark for their grade
level of Writing High Frequency Words?
K - 26 59% met or exceeded
1 - 100 53% met or exceeded
2 200 81% met or exceeded
3 300 88% met or exceeded
4 400 88% met or exceeded
5 - 500 88% met or exceeded
12) What percentage of K through 5 grade students are
th

reading instructionally in the meets proficiency band as

measured by the Benchmark Assessment System?
K C 82% met or exceeded
1 I 89% met or exceeded
2 M 85%met or exceeded
3 P 74% met or exceeded

4 S 80% met or exceeded

5 - V 73% met or exceeded
13)

What percentage of K through 5 grade students

th

scored a 2 or 3 in fluency on their instructional benchmark

as measured by the Benchmark Assessment System?
K - 47%
1 - 78%
2 79%
3 85%
4 83%
5 - 88%
14.)

What percent of students of students K-5 show no

letter reversals in the 2015 Spring Writing about Reading

Prompt?
K -84%
1 - 89%
2 98%
3 99%
4 98%

5 - 100%