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Student Literacy Intervention Plan (SLIP)

Year: __________

Student:
Menyuam:

ID #:

Grade Level:
Qib Kawm:

Kindergarten
Qib Kindergarten

Birth Date:
Hnub Yug:

The purpose of a Student Literacy Intervention Plan (SLIP) is to outline the instructional supports that will enable the student to acquire the appropriate grade level reading skills and communicate this plan and the student’s progress to the student’s family.
Lub homphiaj ntawm tus kawm literacy Plan (SLIP) yog los qhia cov kev txhawb nqa uas yuav pab kom tus menyuam kawm ntawv kom txawj nyeem ntawv thiab sib txuas lus txog qhov kev npaj khomob no thiab kev sib txuas lus ntawm tus menyuam kawm ntawv txoj kev kawm rau tus menyuam kawm ntawv lub tsev neeg.

Student Status
Me Nyuam Kawm Ntawv Raws Li Txoj Cai

The student was on a reading plan last year and is repeating Kindergarten.
Tusme nyuam kawm ntawv nyob rau ib txoj kev npaj nyeem ntawv tsaib no thiab rov qab Ua Kindergarten.

Oklahoma State Board of Education Approved Screening Assessment
Oklahoma State Board of Education Pom zoo screening kev soj ntsuam

Broken Arrow Public Schools uses STAR Early Learning as our screening assessment. Student screening assessment scores for this year are below:
Broken Arrow Public Schools siv hnub qub Kev Kawm thaum ntxov li peb txoj kev ntsuam xyuas. Tub ntxhais kawm ntawv txoj kev ntsuam xyuas tau qhabnias rau xyoo no yog hauv qab no:

Timeframe

Grade-Level Target
Qib Kawm Qib Kawm Qib Siab "Qib Kawm Qib Siab "Qib Siab

(established by publisher)
(Tsim los ntawm cov tshaj tawm)

Scaled Score

Percentile
Feem Pua

Lexile

Fall
Ntog

Unified Scale Score 665

Winter
caij ntuj no

Unified Scale Score 716

Spring
caij nplooj ntoos

Unified Scale Score 766

A reading deficiency has been identified based on results from:
Ib nyeem deficiency twb tau muab raws li tau los ntawm:

___Scored Below 40% on STAR Early Literacy
___Scored hauv qab no 40% rau lub hnub qub thaum ntxov

Assessments Used for Informal Diagnostic/Monitoring Purposes (Check all that apply)
Kev txheeb xyuas uas siv rau Informal Diagnostic/Monitoring Purposes (Kos txhua yam uas siv)

___Waterford Early Learning ___ Letter names and sounds ___NSGRA
___Waterford Cov Me Nyuam Kawm Ntawv Thaum Ntxov ___ Sau cov npe thiab suab ___NSGRA

Screening Assessment for Characteristics of Dyslexia Approved by the Oklahoma State Board of Education
Txoj kev ntsuam xyuas rau characteristics ntawm Dyslexia pom zoo los ntawm lub xeev Oklahoma State Board of Education

The student took the following screening assessment for characteristics of dyslexia:
Tus me nyuam kawm ntawv muab qhov kev soj ntsuam raws li txoj kev soj ntsuam rau cov yam ntxwv ntawm dyslexia:

_____ STAR CBM
_____ LONE CBM

_____ Screening for characteristics of dyslexia has not yet been completed. Screening will be completed within 30 days of the close of the universal screening window and the results will be communicated no later than 15 days after the close of the dyslexia screening window. An addendum will be attached to this document with the results and any changes that need to be made to the intervention plan.
_____ Screening rau characteristics ntawm dyslexia twb tsis tau tiav. Txoj kev ntsuas yuav tiav li ntawm 30 hnub ntawm qhov rais universal screening qhov rais thiab qhov txheeb xyuas tau yuav tau sib txuas lus tsis pub dhau 15 hnub tom qab kaw ntawm lub dyslexia screening qhov rais. Ib qho addendum ntxiv yuav muab txuas rau daim ntawv no nrog rau cov ntsiab lus thiab tej kev hloov uas yuav tsum tau ua kom muaj kev pab cuam.

Results of Screening for Characteristics of Dyslexia
Soj ntsuam txoj kev ntsuas rau cov yam ntxwv ntawm Dyslexia

❑ Data indicates student is at-risk for characteristics of dyslexia at this time.
‣ Data indicates tus menyuam kawm ntawv yog qhov uas yuav muaj teeb meem rau cov yam ntxwv ntawm dyslexia thaum lub sij hawm no.

❑ Data indicates student is not at-risk for characteristics of dyslexia at this time.
❑ Data indicates tus menyuam kawm ntawv yuav tsis raug rau cov yam ntxwv ntawm dyslexia thaum lub sij hawm no.

This is a reminder that this screening is not a diagnosis of dyslexia. This data indicates the student needs instruction in word recognition skills (e.g., phonemic awareness and/or phonics/spelling) through the intervention process. This does not mean the student is automatically eligible for or needs an Individualized Education Program (IEP) or Section 504 plan under the Individuals with Disabilities Education Act (IDEA)
Qhov no yog ib tug reminder tias txoj kev ntsuas no tsis yog ib tug mob dyslexia. Cov ntaub ntawv no qhia tau hais tias tus menyuam yuav tsum tau muaj kev txawj ntse (e.g., phonemic awareness thiab/lossis phonics/spelling) los ntawm txoj kev cuam tshuam. Qhov no txhais tsis tau kom tus me nyuam kawm ntawv muaj feem tau txais kev pab los yog xav tau ib qho Kev Pab Cuam Rau Kev Kawm Ntawv (IEP) los yog Section 504 raws li tus Neeg Xiam Oob Qhab (Disabilities Education Act) (IDEA)

A Student Literacy Intervention Plan (SLIP) has been created for this student with the goal of improving skills in the area(s) of:
Ib Tug Menyuam Kawm Ntawv Literacy Plan (SLIP) tau tsim rau tus menyuam kawm ntawv no nrog lub hom phiaj ntawm kev txhim kho rau cheeb tsam ntawm lub cheeb tsam:

___Phonemic awareness ___Phonics

Based on the data, the student will receive supports at the following level of intensity:
Raws li cov ntaub ntawv, tus me nyuam kawm ntawv yuav tau txais kev them nyiaj yug ntawm cov qib uas siv:

___Tier 1+: Core instruction + Differentiation; STAR Early Literacy 25th to 39t%tile (Does not correspond to RTI which is 25% and above)
___Tier 1+: Core qhia + Txawv; STAR Thaum ntxov Literacy 25th rau 39%tile (Tsis correspond rau RTI uas yog 25% thiab saum)

___Tier 2: Supplemental Instruction (required time in addition to core instruction as fits the needs of the student required); STAR Early Literacy 11th to 24th %tile
___Tier 2: Kev qhia ntxiv (yuav tsum tau sij hawm ntxiv rau cov tub ntxhais kawm ntawv qhia raws li qhov xav tau ntawm tus kawm); STAR Thaum Ntxov Literacy 11th rau 24th %tile

___Tier 3: Intensive Intervention (required time in addition to core instruction as fits the needs of the student); STAR Early Literacy 10th%tile and below
___Tier 3: Muab Kev Pab (Yuav tsum tau sij hawm ntxiv rau cov tub ntxhais kawm ntawv raws li qhov xav tau ntawm tus me nyuam kawm ntawv); HNUB QUB Thaum Ntxov Literacy 10th%tile thiab hauv qab no

Supplemental or Remedial Reading Services and Supports
Kev Nyeem Ntawv lossis Kev Nyeem Ntawv Rau Kev Nyeem Ntawv thiab Kev Txhawb Zog

The SLIP shall align with the Oklahoma Academic Standards. In addition to a minimum of 90 minutes of daily reading instruction to address on-grade-level standards using research-based curriculum resources, the student will receive the following instructional supports:
Lub SLIP yuav tsum align nrog lub Oklahoma Academic Standards. Ntxiv rau qhov tsawg kawg yog 90 feeb ntawm kev nyeem ntawv rau qhov chaw nyob on-grade qauv siv cov qauv kawm uas siv kev tshawb fawb raws li cov kev pab cuam, tus me nyuam kawm ntawv yuav tau txais cov kev pab raws li nram qab no:

Date
Hnub

Instructional Routine/ Intervention
Kev Qhia Ntawv/Kev Cob Qhia Kev Kawm/

Interventionist/Program
Cov Kev Pab Cuam/Kev Pab Cuam

Duration
ntev li cas

Frequency
zauv

Ongoing
mus tsis tu ncua

Daily reading block using research-based reading instruction
Niaj hnub nyeem ntawv thaiv kev tshawb fawb kuas nyeem ntawv

Classroom Teacher/Making Meaning
Xib Fwb/Ua Lub Ntsiab Lus

90 minutes
90 feeb

5 x/week

___

Waterford Early Learning
Waterford Thaum Ntxov

____ minutes
____Feeb

___ x/week
___ x/limtiam

___

Additional in-school instructional time
Ntxiv rau tsev kawm ntawv cov kev qhia ntawv

____ minutes
____Feeb

___ x/week
___ x/limtiam

___

Before or After school tutoring
Ua ntej los yog tom qab tsev kawm ntawv tutoring

____ minutes
____Feeb

___ x/week
___ x/limtiam

___

Summer School
caij ntuj sov

____ minutes
____Feeb

___ x/week
___ x/limtiam

Any additional supplemental instructional services and supports that will be provided to the student which are designed to remediate the identified area of reading deficiency:__________________________________________________________________________________________________
Lwm yam kev qhia ntxiv thiab kev txhawb uas yuav muab rau tus kawm uas tsim los remediate lub cheeb tsam uas nyeem ntawv deficiency:__________________________________________________________________________________________________

☐ The family has indicated that the student is receiving tutoring outside of school services to address characteristics of dyslexia. Indicating this is for communication purposes only, and should not take the place of instructional supports or services provided by the school. Under federal law, all students are entitled to a free and appropriate public education 34 CFR § 300.101
☐ Tsev neeg muaj qhia tias tus me nyuam kawm ntawv yuav tau txais kev pab tutoring sab nraum lub tsev kawm ntawv cov kev pab rau cov yam ntxwv ntawm dyslexia. Qhia qhov no yog rau kev sib txuas lus xwb, thiab yuav tsum tsis txhob muab qhov chaw qhia ntawv los yog cov kev pab cuam los ntawm lub tsev kawm ntawv. Raws li tsoom fwv teb chaws txoj cai lij choj, tag nrho cov me nyuam kawm ntawv muaj txoj cai pub dawb thiab tsim nyog rau pej xeem kev kawm 34 CFR § 300.101

High-quality instructional materials and evidence-based program(s) that will be used to remediate the identified area of reading deficiency:
Cov ntaub ntawv qhia txog kev nyeem ntawv thiab cov pov thawj tim khawv uas yuav siv los remediate lub cheeb tsam uas nyeem ntawv deficiency:

Waterford Early Learning and Heggerty Phonemic Awareness
Waterford Thaum ntxov thiab Heggerty Phonemic Awareness

Any Additional supplemental services not already mentioned on this plan:
Lwm cov kev pab ntxiv tsis twb hais txog txoj kev npaj no:

Plan for monitoring student progress:
Npaj rau kev saib xyuas cov me nyuam kawm ntawv kev kawm:

Name of assessment: Star Early Literacy
Lub Npe ntawm kev soj ntsuam Thaum Ntxov

Frequency of Monitoring: Monthly
Kev Soj Ntsuam: Txhua hli

Results will be communicated with families through progress reports and at parent teacher conferences.
Cov qhabnias yuav sib txuas lus nrog tsev neeg los ntawm kev kawm ntaub ntawv thiab ntawm cov xibfwb kev sib tham.

The student will receive collaborative services through: (check all that apply)
Tus me nyuam kawm ntawv yuav tau txais kev pab los ntawm: (kos txhua yam uas thov)

___Title I ___Special Education (IDEA) ___English Language Learner (EL)
___Title kuv ___Special Education (IDEA) ___English Cov Menyuam Kawm Lus Askiv (EL)

Strategies to be used at home to help your student succeed in reading proficiency:
Cov tswv yim yuav siv tau tom tsev los pab koj tus menyuam kawm ntawv kom txawj nyeem ntawv:

___Parent reads to student ___Student reads to parent ___Writing ___Skill practice (Sight words, flashcards) ___Other:
___Parent nyeem ntawv rau cov me nyuam kawm ntawv ___Student nyeem ntawv rau cov niam txiv ___Writing ___Skill xyaum (Sight lo lus, flashcards) ___Other:

The Student Literacy Intervention Plan shall continue until the student is determined by the results of an approved reading assessment to be reading on grade level.
Tus Me Nyuam Kawm Ntawv Kev Nyeem Ntawv Yuav Npaj Muaj Kev Npaj Muaj Tub Ki mus txog rau thaum tus kawm tau ntawv zoo nyeem ntawv rau kev nyeem ntawv rau qib kawm.

Date target met:_____________
Hnub phiaj ntsib:_____________

Name of screening instrument: Star Early Literacy
Lub npe ntawm txoj kev ntsuas qhia:Hnub qub thaum ntxov

Student score: __________
Me Nyuam Kawm Ntawv Tau Zoo Li Cas: __________

As the Parent/Guardian, I have been notified of the following:
Raws li tus Niam Txiv/Tus Tswj Fwm, kuv tau raug ceeb toom cov nram qab no:

The student has been identified as having a substantial deficiency in reading.
Tus me nyuam kawm ntawv tau raug muab hu ua muaj ntau yam pauv loj deficiency nyeem ntawv.

A description of the research-based reading interventions that the student will receive.
Piav txog cov kev tshawb fawb kuas nyeem ntawv kev cuam tshuam uas tus me nyuam kawm ntawv yuav tau txais.

A description of the proposed supplemental instructional services and supports that will be provided to the student that are designed to remediate the identified area(s) of deficiency.
Ib tsab ntawv piav qhia txog cov kev pab qhia ntawv thiab kev txhawb uas yuav muab los pab tus menyuam kawm ntawv uas tsim los rov muab qhov chaw uas tau muab los pab rov qab mus kawm rau lub cheeb tsam uas tau muab txhais ua lwm yam lus.

Strategies and online resources to support the student’s literacy at home, including Waterford Early Learning program.
Cov tswv yim thiab hauv internet los txhawb tus me nyuam txoj kev nyeem ntawv hauv tsev, xws li Waterford Early Learning Program.

The grade-level performance scores of the student.
Tnws qib kawm tau qhab nees ntawm tus menyuam kawm ntawv.

Resources and information regarding dyslexia (if applicable).
Cov chaw muab kev pab thiab cov lus qhia txog dyslexia (yog muaj).

70 O.S. § 1210.508C 70 O.S. § 1210.520

Signatures below indicate that this intervention plan has been reviewed and agreed upon.
Kos npe hauv qab no qhia tias txoj kev npaj no muaj tau muab rov los xyuas dua thiab pom zoo raws li.

Conference was held virtually. I attest that the undersigned were all present for this conference.
Sablaj yog nyob zoo. Kuv attest tias cov undersigned tau tag nrho tam sim no rau qhov kev sib tham no.

Signature
kos npe

Role
luag hauj lwm

Initial Conference
Thawj sablaj

Follow-up Conference (Optional)
Ua raws li kev sib tham (Optional)

Conference Date:
Sablaj hnub Tim:

Parent/Guardian:
Niamtxiv/Tus Saib Xyuas:

Current Teacher
Xib Fwb Qhia Ntawv Tam Sim No

Next Grade Teacher:
Xib Fwb Tom Ntej:

Principal:
Thawj:

Reading Specialist: (if available)
Nyeem Ntawv Tshwj Xeeb: (yog muaj)

Other:
Lwm:

A parent/guardian was unable to attend a parent-teacher conference. A written reading progress update was mailed to the parent/guardian.
Niamtxiv/tus tsomkwm tsis tau mus koom kev sib tham nrog niamtxiv-xibfwb. Ib daim ntawv nyeem cov kev kawm tshiab yog xa mus rau niam txiv/tus tswj fwm.

Teacher Name/Signature
Xib Fwb Lub Npe/Kos Npe

Date Mailed
Xa hnub Xa Ntawv Tuaj Rau Tsev Kawm Ntawv