Student: | ID #: | |||
Grade Level: | Kindergarten | Birth Date: |
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 |
The student was on a reading plan last year and is repeating Kindergarten. |
Oklahoma State Board of Education Approved Screening Assessment |
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 (established by publisher) | Scaled Score | Percentile | Lexile | |||
Fall | Unified Scale Score 665 | ||||||
Winter | Unified Scale Score 716 | ||||||
Spring | Unified Scale Score 766 |
A reading deficiency has been identified based on results from: |
___Scored Below 40% on STAR Early Literacy |
Assessments Used for Informal Diagnostic/Monitoring Purposes (Check all that apply) |
___Waterford Early Learning ___ Letter names and sounds ___NSGRA |
Screening Assessment for Characteristics of Dyslexia Approved by the Oklahoma State Board of Education |
The student took the following screening assessment for characteristics of dyslexia: _____ STAR 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. Results of Screening for Characteristics of Dyslexia ❑ Data indicates student is at-risk for characteristics of dyslexia at this time. ❑ Data indicates student is not at-risk for characteristics of dyslexia at this time. 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) |
A Student Literacy Intervention Plan (SLIP) has been created for this student with the goal of improving skills in the area(s) of: |
___Phonemic awareness ___Phonics |
Based on the data, the student will receive supports at the following level of intensity: |
___Tier 1+: Core instruction + Differentiation; STAR Early Literacy 25th to 39t%tile (Does not correspond to RTI which is 25% and above) ___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 3: Intensive Intervention (required time in addition to core instruction as fits the needs of the student); STAR Early Literacy 10th%tile and below |
Supplemental or Remedial Reading Services and Supports 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: | ||||
Date | Instructional Routine/ Intervention | Interventionist/Program | Duration | Frequency |
Ongoing | Daily reading block using research-based reading instruction | Classroom Teacher/Making Meaning | 90 minutes | 5 x/week |
___ | Waterford Early Learning | ____ minutes | ___ x/week | |
___ | Additional in-school instructional time | ____ minutes | ___ x/week | |
___ | Before or After school tutoring | ____ minutes | ___ x/week | |
___ | Summer School | ____ minutes | ___ x/week |
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: |
Waterford Early Learning and Heggerty Phonemic Awareness |
Any Additional supplemental services not already mentioned on this plan: |
Plan for monitoring student progress: |
Name of assessment: Star Early Literacy |
Frequency of Monitoring: Monthly |
Results will be communicated with families through progress reports and at parent teacher conferences. |
The student will receive collaborative services through: (check all that apply) |
___Title I ___Special Education (IDEA) ___English Language Learner (EL) |
Strategies to be used at home to help your student succeed in reading proficiency: |
___Parent reads to student ___Student reads to parent ___Writing ___Skill practice (Sight words, 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:_____________ | Name of screening instrument: Star Early Literacy | Student score: __________ |
As the Parent/Guardian, I have been notified of the following: |
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. | ||||
Conference was held virtually. I attest that the undersigned were all present for this conference. | Signature | Role | ||
Initial Conference | Follow-up Conference (Optional) | |||
Conference Date: | ||||
Parent/Guardian: | ||||
Current Teacher | ||||
Next Grade Teacher: | ||||
Principal: | ||||
Reading Specialist: (if available) | ||||
Other: |
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 | Date Mailed |