Goal Area 2: All Students in 3rd Grade Achieve Grade-Level Literacy

Background Information

The Centennial School District strongly believes in the importance of early intervention in reading, as in other core areas as well. Specific to literacy, the district has taken the following measures to close this gap:

  • A reading specialist has been hired for each of our five elementary schools. These specialists provide ongoing support for students and staff and offer training opportunities specific to identified needs.
  • The goals and outcomes specific to this priority are reviewed by staff regularly throughout the school year; schools develop improvement plans with goals and strategies specific to the needs of their students.
  • Student progress is monitored, at minimum, three times during the school year to determine progress and needs. Students not performing at grade level or beyond are assessed more frequently.
  • Parents receive communication throughout the school year that include strategies they can use with their children at home. Parents are also notified if their children are not yet reading at grade level and intervention plans are discussed with these parents.
  • Students who are not showing growth or grade level proficiency have a variety of literacy-based interventions available. Tier I interventions include the differentiation provided by our classroom teachers to accommodate for students needs and to hone instruction to the needs of individual students. There are a variety of Tier 2 and Tier 3 programs and services available to students in the Centennial School District that also address students’ individualized needs:
      • Title 1: This federally funded program serves students meeting eligibility criteria in reading in our two qualifying schools: Golden Lake Elementary and Centennial Elementary. Each of these schools has received “Reward School” status for the past three years based on the performance of their students on State Accountability tests.
      • Special Education
      • Centennial Early Reading Foundation (CERF) Program: This Alternative Delivery of Specialized Instructional Services (ADSIS) program, funded largely through the State Special Education Excess Cost Funding Formula, represents a district-wide initiative dedicated to proving reading specialists and early reading interventions for K-3 students who are performing below grade level.
      • Minnesota Reading Corp: The Centennial School District is fortunate to have Minnesota Reading Corps at its five elementary schools. These AmeriCorps programs and their trained staff provide intensive academic support to qualifying students during the regular school day.
      • Targeted Services: The Centennial School District offers a wide array of before and after school and summer targeted learning opportunities for qualifying students in grades K-8. The primary focus of this program is reading and math support.

These and other supports, along with specific growth targets, are identified in the District Literacy Plan. This plan is updated annually and is posted on the district website.

2017-2018 Performance Indicators

70.6% of third grade students met grade-level proficiency on the reading MCA. This was a three-point decrease from the prior year. The statewide average for third grade also dropped by 0.8 percentage points to 56.9% proficiency.

 Performance Summary - Goal Not Met


3-Year Goal for 2018-2021

The percent of third grade students reaching grade-level proficiency on the MCA-Reading assessment will increase from 70.6% in 2018 to 76.6% by spring 2021.


Systems, Strategies, and Supports for Improvement

  • In addition to third grade MCA data, the district uses information from the NWEA MAP assessment for grades 2 and 3 and multiple AIMSWebPlus assessments for grades K-3. Data are examined multiple times to identify student intervention needs and to set and monitor school improvement. Data is disaggregated by race/ethnicity, gender, special education, free/reduced, and EL to determine focus areas.

  • For 2017-2018, teachers used McGraw-Hill Treasures. With a copyright date preceding state standards, teachers supplemented to fill gaps. Recognizing the challenge of this work, we engaged in an instructional review and determined to replace the aged curriculum with a new literacy series. In March 2018, a small group piloted Benchmark Advance; and beginning in fall of 2018, all teachers now use the series. We are working hard to implement with fidelity and have utilized on-site consultants as well as our internal instructional coach to support staff in this transition.

  • Students requiring additional instruction in reading can participate in a number of intervention programs:

        • Title I

        • CERF (ADSIS)

        • MN Reading Corps

        • flexible intervention groupings

  • Progress is evidenced by growth between benchmarking periods for AIMSWebPlus and NWEA MAP and in progress monitoring assessments.