This literacy plan from Capac Community Schools outlines the assessments and benchmarks for tracking student literacy progress from kindergarten through 7th grade. A combination of standardized tests, reading level assessments, writing samples, and teacher observations will be used to monitor achievement in reading and writing. Students not making adequate progress will be placed on individual reading growth plans involving parents and interventions such as after school programs. The goal is for all students to achieve literacy competency and be academically and professionally successful.

1. Literacy
Plan
K-7
Capac Community Schools

2. To ensure that every child who attends Capac Community Schools
demonstrates reading literacy competency at all grade levels, it is
essential that their progression along the literacy continuum be continually
assessed. It is also essential that these assessments are used to guide
instruction so that continuous progress is made by all children. The
assessments will also be instrumental in determining if, and when, specific
interventions must occur for children who are struggling in their literacy
development.
A combination of assessments and teacher observations will be
used to track student achievement in the areas of reading and writing.
The literacy plan has built in achievement levels and benchmark levels so
teachers are able to determine if students are progressing as expected.
As soon as it is determined that the student is not making adequate
progress the parents/guardians will be informed and involved in a Reading
Growth Plan to help the child. The plan will be a combined effort by the
school and the home requiring the school and the parent/guardians to be
active participants in the child’s literacy development. It may include
attendance in appropriate interventions such as after school and summer
programs. It should be recognized that there is a strong possibility of
retention if students are not making adequate progress. Retentions, if
necessary, should only be one of many possible interventions. Retentions
should never come as a surprise to parents.
The following assessments, used in combination with teacher
observations, will be used to determine adequate progress:
• Capac curriculum standard assessments
• Michigan Literacy Progress Profile
• Book Levels using the Developmental Reading Assessments in
Grades K-4 and/or QRI-III and scantron in grades 4-7
• Accelerated Reader reports
• STAR Testing
The following Literacy Plan lists the assessments that minimally need to
be administered and reported on the MLPP recording sheets. Teachers
may wish to administer various assessments at more frequent intervals
than listed, especially for those students who are struggling. The Literacy
Plan also suggest some critical points where specified teaching strategies
would be helpful, such as guided reading. It is our hope that every child
who attends Capac Community Schools can achieve a literacy level that
will make them successful academically, personally, and professionally.

3. LITERACY PLAN
All assessments must be recorded on the class and individual composite sheet.
This includes Writing, DRA Level, Accuracy Rate, Self-Correction Rate,
Retelling and Fluency scores. If a Reading Growth Plan is developed, record on
Reading Progress Log and put a copy of the plan in CA60.
.
KINDERGARTEN
September
• Letter Identification
• Letter Sounds
• Choice and Supply
• Writing Sample (Prompt: What I like to eat) use the
procedure in MLPP, or use a prompt from an ELA
Prototype, score with the holistic MLPP writing rubric)
• Concepts of Print
October
• Writing Sample (Prompt: What I like to eat)
• Begin Guided Reading Groups.
January
• Writing sample (Prompt: My favorite pet) use the
procedure in MLPP, or use a prompt from an ELA
Prototype, score with the holistic MLPP writing rubric)
April
• Word study-Primary Spelling Inventory
Beginning of May
• Writing (Prompt: Me and My Family, use the procedure in
MLPP, or use a prompt from an ELA Prototype, score
with the holistic MLPP writing rubric)
• DRA Book level using the MLPP rubric
End of May
• Phonemic awareness rhyme choice and supply
• letter/Sound Identification
• Concepts of Print
Grade level is determined as follows:
• Concepts of Print score of 17 or above. Concern score is
below 11.
• Letter ID score of 50 or above. Concern score is below
27.
• Letter Sound score of 20 or above. Concern score is
below 10.

4. • Writing scores of 3 or above. Concern scores 1.5 or
lower on the holistic writing rubric.
• Phonemic Awareness scores of 7 or above. Concern
score is below 4.
• DRA Level 4. Concern score is 1 or below.

5. LITERACY PLAN
All assessments must be recorded on the class and individual composite sheet.
This includes Writing, DRA Level, Accuracy Rate, Self-Correction Rate,
Retelling and Fluency scores. If a Reading Growth Plan is developed, record
on Reading Progress Log and put a copy of the plan in CA60.
FIRST GRADE
September
• Letter/Sound Identification
• Phonemic Awareness - all
• Known words
• Sight word decodable
• DRA book level with retelling. Do not go over level 18
• An Oral Reading Record is taken and accuracy, self-
correction, and fluency are scored. If not proficient on
the grade level passage further assessment using MLPP
is necessary.
• Writing sample collected and scored with MLPP rubric
and placed in MLPP portfolio.
January
• Writing (Prompt: Something I Do Well, use the procedure
in MLPP, or use a prompt from an ELA Prototype, score
with the analytic MLPP writing rubric.
February
• DRA book level with retelling.
• An Oral Reading Record is taken and accuracy, self-
correction, and fluency are scored. If not proficient on
the grade level passage further assessment using MLPP
is necessary. Do not go beyond Level 18.
May
• DRA book level with retelling.
• An Oral Reading Record is taken and accuracy, self-
correction, and fluency are scored. If not proficient on
the grade level passage further assessment using MLPP
is necessary. Do not go beyond Level 18.
• Phonemic Awareness - All
• Letter/Sound identification if book level is below 10
• STAR
• Sight word decodable
• Known words

6. • Writing (Prompt: My Favorite Toy, use the procedure in
MLPP, or use a prompt from an ELA Prototype, score
with the holistic MLPP writing rubric)
Grade level is determined as follows:
• DRA book level 14-16. Concern level is 12.
• Writing scores of 3 or above. Concern scores: 1.5 or
below.

7. LITERACY PLAN
All assessments must be recorded on the class and individual composite sheet.
This includes Writing, DRA Level, Accuracy Rate, Self-Correction Rate,
Retelling and Fluency scores. If a Reading Growth Plan is developed, record on
Reading Progress Log and put a copy of the plan in CA60.
SECOND GRADE
September
• DRA book level with retelling. An Oral Reading Record is
taken and accuracy, self-correction, and fluency are
scored. If not proficient on the grade level passage
further assessment using MLPP is necessary.
Students who score level 28 are not tested again
until May
• Phonemic awareness - All
• Known words
• Sight word decodable
• STAR Testing
November
• Writing (Prompt: My Favorite Place, use the procedure in
MLPP, or use a prompt from an ELA Prototype score with
the analytic MEAP writing rubric)
January
• Writing (Prompt: Something I Do Well, use the prompt
from an ELA Prototype score with the analytic MEAP
writing rubric)
May
• DRA book level with retelling scored using MLPP
• An Oral Reading Record is taken and accuracy, self-
correction, and fluency are scored. If not proficient on
the grade level passage further assessment using MLPP
is necessary. Do not go beyond level 28.
• Phonemic awareness
• Known words
• Sight word decodable

8. May continued
• Writing (Prompt: A Time I Got Hurt, use the procedure in
MLPP, or use a prompt from an ELA Prototype score with
the analytic MEAP writing rubric)
• STAR TESTING
Grade level is determined as follows:
• DRA book level of 24-28. Concern level is 20 or below.
• Holistic writing scores of 4 or above. Concern scores:
2.5 or below.

9. LITERACY PLAN
All assessments must be recorded on the class and individual composite sheet.
This includes Writing, DRA Level, Accuracy Rate, Self-Correction Rate,
Retelling and Fluency scores. If a Reading Growth Plan is developed, record on
Reading Progress Log and put a copy of the plan in CA60.
THIRD GRADE
September
• DRA book level with retelling. An Oral Reading Record is
taken and accuracy, self-correction, and fluency are
scored. If not proficient on the grade level passage
further assessment using MLPP is necessary. Do
not go beyond level 38.
• STAR Testing
• Sight word decodable
November
• Writing (Prompt: Something I Do Well, use the procedure
in MLPP, or use a prompt from an ELA Prototype score
with the MEAP analytic writing rubric)
January
• Writing (Prompt: A special Place, use the procedure in
MLPP, or use a prompt from an ELA Prototype score with
the MEAP analytic writing rubric)
February
• STAR

10. May
• DRA book level with retelling.
• Writing (Prompt: Friendship, use the procedure in MLPP,
or use a prompt from an ELA Prototype score with the
analytic MEAP writing rubric)
• STAR TESTING
Grade level is determined as follows:
• DRA book level of 38. Level of concern is 30 or below.
• Holistic writing scores of4 or above. Concern scores: 2.5
or below.

11. LITERACY PLAN
All assessments must be recorded on the class and individual composite sheet.
This includes Writing, DRA Level, Accuracy Rate, Self-Correction Rate,
Retelling and Fluency scores. If a Reading Growth Plan is developed, record on
Reading Progress Log and put a copy of the plan in CA60.
Fourth GRADE
September
• QRI-III Level 3: Students read the selection silently and
respond in writing to the 8 questions at the end of
the selection. If not proficient on the grade level
passage further assessment using DRA and MLPP
are necessary. Do not go beyond level 38 DRA.
• STAR
November
• Writing using MEAP format, score with the analytic 6
point MEAP rubric
First prompt: Use one of the ELA prototypes and
follow the procedure for writing to a prompt or use the
prompt: Something I Do Well.
January
• Writing using MEAP format, score with the analytic 6
point MEAP rubric
Second prompt: Use on of the ELA prototypes and
follow the procedure for writing to a prompt or use the
prompt: A SPECIAL PLACE.
Those students who experience frustration during the
routine classroom reading instructions will be
considered for:
• Additional MLPP assessments
• Reading Growth Plan
• QRI
• STAR
May
• Writing using the MEAP format, score with the Holistic 6
point MEAP rubric
Third prompt: Use one of the ELA prototypes and
follow the procedure for writing to a prompt or use the
prompt: FRIENDSHIP

12. May continued
• QRI-III Level 4: Students read the selection silently and
respond in writing to the 8 questions at the end of
the selection. If not proficient on the grade level
passage further assessment using DRA and MLPP
are necessary. Do not go beyond level 40 DRA.
• STAR
Grade level is determined as follows:
• QRI-III: Level 4. Level of concern in DRA level 38
• Holistic writing scores of 4 or above. Concern scores:
2.5 or below.

13. LITERACY PLAN
All assessments must be recorded on the class and individual composite sheet.
This includes Writing, DRA Level, Accuracy Rate, Self-Correction Rate,
Retelling and Fluency scores. If a Reading Growth Plan is developed, record on
Reading Progress Log and put a copy of the plan in CA60.
FIFTH GRADE
October
• QRI-III Level 4: Students read the selection silently and
respond in writing to the 8 questions at the end of
the selection. If not proficient on the grade level
passage further assessment using DRA and MLPP
are necessary. Do not go beyond level 40 DRA.
• Scantron Test. Concern score: 4.7
• STAR
September
• Writing using MEAP format, score with the analytic 6
point MEAP rubric
First prompt: Use one of the ELA prototypes and
follow the procedure for writing to a prompt. Concern
score: 2.5
January
• Writing using MEAP format, score with the analytic 6
point MEAP rubric
Writing prompt: Use on of the ELA prototypes and
follow the procedure for writing to a prompt or use the
prompt: A SPECIAL PLACE.
Those students who experience frustration during
routine classroom reading instruction will be
considered for:
• Additional MLPP assessments
• Reading Growth Plan
May
• Writing using the MEAP format, score with the Holistic 6
point MEAP rubric
Second prompt: Use one of the ELA prototypes and
follow the procedure for writing to a prompt. Concern
score 2.5

14. • QRI-III Level 5: Students read the selection silently and
respond in writing to the 8 questions at the end of
the selection. If not proficient on the grade level
passage further assessment using DRA and MLPP
are necessary.
• Scantron Test. Concern score: 5.2
• STAR
Grade level is determined as follows:
• QRI-III: Level 5. Level of concern in DRA level 40.
• Scantron Test. Proficiencies: 5.9. Concern score: 5.2
• Holistic writing scores of 4 or above. Concern scores:
2.5 or below.

15. LITERACY PLAN
All assessments must be recorded on the class and individual composite sheet.
This includes Writing, DRA Level, Accuracy Rate, Self-Correction Rate,
Retelling and Fluency scores. If a Reading Growth Plan is developed, record on
Reading Progress Log and put a copy of the plan in CA60.
SIXTH GRADE
October
• QRI-III Level 5: Students read the selection silently and
respond in writing to the 8 questions at the end of
the selection. If not proficient on the grade level
passage further assessment using DRA and MLPP
are necessary. Do not go beyond level 40 DRA.
• Scantron Test. Concern score: 5.7
• STAR
September
• Writing using MEAP format, score with the analytic 6
point MEAP rubric
First prompt: Use one of the ELA prototypes and
follow the procedure for writing to a prompt. Concern
score: 2.5
January
• Writing using MEAP format, score with the analytic 6
point MEAP rubric
Writing prompt: Use on of the ELA prototypes and
follow the procedure for writing to a prompt or use
the prompt: A SPECIAL PLACE.
Those students who experience frustration during
the routine classroom reading instruction will be
considered for:
• Additional MLPP assessments
• Reading Growth Plan
May
• Writing using the MEAP format, score with the Holistic 6
point MEAP rubric
Second prompt: Use one of the ELA prototypes and
follow the procedure for writing to a prompt.
Concern score 2

16. • QRI-III Level 6: Students read the selection silently and
respond in writing to the 8 questions at the end of
the selection. If not proficient on the grade level
passage further assessment using DRA and MLPP
are necessary.
• Scantron Test. Concern score: 6.2
• STAR
Grade level is determined as follows:
• QRI-III: Level 6. Level of concern in DRA level 40.
• Scantron Test. Proficiencies: 5.9. Concern score: 5.2
• Holistic writing scores of 4 or above. Concern scores:
2.5 or below.

17. LITERACY PLAN
All assessments must be recorded on the class and individual composite sheet.
This includes Writing, DRA Level, Accuracy Rate, Self-Correction Rate,
Retelling and Fluency scores. If a Reading Growth Plan is developed, record on
Reading Progress Log and put a copy of the plan in CA60.
SEVENTH GRADE
October
• QRI-III Level 6: Students read the selection silently and
respond in writing to the 8 questions at the end of
the selection. If not proficient on the grade level
passage further assessment using DRA and MLPP
are necessary. Do not go beyond level 40 DRA.
• Scantron Test. Concern score: 6.7
• STAR
September
• Writing using MEAP format, score with the analytic 6
point MEAP rubric
First prompt: Use one of the ELA prototypes and
follow the procedure for writing to a prompt.
Concern score: 2.5
January
• Writing using MEAP format, score with the analytic 6
point MEAP rubric
Writing prompt: Use on of the ELA prototypes and
follow the procedure for writing to a prompt or use
the prompt: A SPECIAL PLACE.
Those students who experience frustration during
routine classroom reading instruction will be
considered for:
• Additional MLPP assessments
• Reading Growth Plan
May
• Writing using the MEAP format, score with the Holistic 6
point MEAP rubric
Second prompt: Use one of the ELA prototypes and
follow the procedure for writing to a prompt.
Concern score 2

18. May continued
• QRI-III Level 7: Students read the selection silently and
respond in writing to the 8 questions at the end of
the selection. If not proficient on the grade level
passage further assessment using DRA and MLPP
are necessary.
• Scantron Test. Concern score: 7.2
• STAR
Grade level is determined as follows:
• QRI-III: Level 7. Level of concern in DRA level 44.
• Scantron Test. Proficiencies: 5.9. Concern score: 5.2
• Holistic writing scores of 4 or above. Concern scores:
2.5 or below.

19. Staff Use Implications
All K-7 teachers, including special education, will
become familiar with the plan and administer and record
the assessments on a timely basis.
All K-7 teachers, including special education, will
maintain a composite for each child in their classroom.
That portfolio will include an individual plan for each
child indicating such information as concerns,
interventions suggested and intervention participation.
All K-7 teachers, including special education, will make
parents/guardians aware of any problems their children
may have along the literacy continuum. They will
further advise parents/guardians about possible
interventions that are available.
All students who enter after the initial assessment
period will be assessed by the trained staff within the
building.
STAFF DEVELOPMENT
IMPLICATIONS
All K-7 staff need to be trained in:
▬ How to Use the Literacy Plan
▬ What Interventions are Available and How to Access
Them
▬ Balanced Literacy Approach
▬ Michigan Literacy Progress Profile

20. INTERVENTIONS
Philosophy
Instruction provided by the classroom teacher is the best first
teaching a child can receive. Sometimes, however, that good first
teaching is not enough and some children may struggle with their literacy
development. These children may be in need of an intervention that
addresses their particular needs. The intervention may be additional time,
or possibly intense one-on-one, or small group instruction. Interventions
can be provided by the school or by the home. The instruction might be
provided by the classroom teacher, parent, relative, private tutor,
paraprofessional, or reading specialist. The particular needs of the child
must be the primary guide in deciding which intervention is warranted and
when.
The concept of, “Least Restrictive Environment,” should be
the general guide. First, consideration should be given to interventions
that can be done in the classroom. Then, consideration should be given
to interventions that can occur outside of academic instruction time. When
and only when those possibilities have been exhausted should
interventions that require a child to be pulled from regular classroom
instruction be considered.
Parents should always be informed if a child is in need of an
intervention. The need for intervention, the offer of an intervention, and
the participation in interventions needs to be documented. Following the
Capac Literacy Plan and maintaining the Michigan Literacy Progress
Profile will supply the documentation needed.
Options
• Parents work at home with the child using their own resources.
• Parents work at home with the child using teacher provided resources.
• Parents arrange for private tutoring of their child.
• Extended day programs with parent encouragement and participation.
• Extended week programs with parent encouragement and participation.
• Extended year programs with parent encouragement and participation.
• One-on-one or small group instruction in the classroom by reading
specialist or resource room teacher or paraprofessional with parent
activities provided for assistance at home.
• One-on-one or small group instruction outside of the classroom by
reading specialist or resource room teacher with parent activities
provided for assistance at home.

21. READING INSTRUCTION
Philosophy
Children have a right to appropriate early reading instruction based
on their individual needs. No single method or single combination of
methods can successfully teach a child to read. Because children learn
differently, teachers must be familiar with a wide range of proven methods
and materials for helping children gain reading skills. They also must
have thorough knowledge of the children they teach, so they can provide
the appropriate balance of methods needed for each child. When
knowledgeable about reading methodologies, reading materials, and
reading assessments teachers are able to make important decisions
regarding the individual needs of each child. They are more apt to use
their knowledge to help each child accelerate their literacy development
within the classroom setting.
Examples of good classroom reading practice are listed below:
Use of word walls
Word work activities such as “Making Words”
Systematic phonics instruction that is embedded in context
Shared reading that emphasizes strategy use
Guided reading, using flexible grouping that emphasizes strategy use
Independent reading at the child’s reading level
Reading aloud
Literature Circles
Reciprocal teaching
Reading workshop
Continuous assessment that guides instruction
Writing Workshop

22. PORTFOLIO MAINTENANCE
Reading & Writing
♦ If students are progressing as expected then only the student
composite need to be maintained in the portfolio at the end of the
school year.
♦ If there is a concern about any students then all assessment data
should be maintained in the portfolio.
Teacher Responsibilities
♦ Assess students in according to the literacy plan.
♦ Prepare and store student composite sheets
♦ Record and save all information to assist tracking student eligibility
for interventions and subsequent participation in interventions.
♦ All information must be entered by the end of the second week in
June.
School Office Responsibilities
♦ Compile grade level information on a database for building/district
planning.
♦ Safely store portfolios over the summer break.
♦ Include portfolios in CA60 when students transfer.

23. Reading Progress Log (R.P.L.)
Student: ______________
Reading Growth Plan
Computer Programs
Summer School
Literacy Group
Extended Day
Private Tutor
Parapro. 1:1
Attendance
Entry Level
(absences)
Entry Date
Exit Level
Reading Growth Plan
For _____________
Teacher R A R A R A R A Comments:
Kindergarten
First Grade
Second Grade
Third Grade
Fourth Grade
Fifth Grade
Please make any additional comments on the back of this form.

24. Summary
It is the policy of the Capac Community Schools that all students will read
on grade level. It is the responsibility of the school and the family to take
steps to make sure that all students reach this goal. Due to this policy a
Reading Growth Plan has been developed as a joint effort between the
school and family of the student.
At this time the student is experiencing less than proficient scores in the
area of reading. This plan will create a specific set of strategies that will
be used by teachers and family members to help the student become a
proficient reader.
The attached document is a plan. While it is anticipated that it will be
successful, even the best laid plans do not always achieve their goal. If
the student is not successful in reading on grade level by the end of the
year other steps will need to be evaluated. Those steps could include:
┴ Summer school
┴ Moving student to the next grade with support
┴ Retention
┴ And/or a variety of other appropriate strategies
Benchmark Benchmark
Date
Expected Level Tested
% S/C Fluency Retelling

25. Reading Growth Plan
Student’s Name: ________________________ Date: ___________
Birth Date: ____________________
Grade: ______________ Teacher’s name: __________________
Team Members in Attendance:
____________________________ __________________________
____________________________ __________________________
____________________________ __________________________
____________________________ __________________________
____________________________ __________________________
Reason for Reading Growth Plan:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Parent Observations/Concerns:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

26. Teacher Concern:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
School Interventions Needed:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
Family Interventions Needed:
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________

27. This plan will be reviewed at the end of the school year. If at any time a
member of the Reading Growth Plan Team wishes to reconvene this
team, please contact the teacher and a meeting will be scheduled.
❒ I agree with this plan and will implement my portions of this plan.
❒ I do not agree with the contents of this plan.
_____________________________ _____________________
Signature Title
❒ I agree with this plan and will implement my portions of this plan.
❒ I do not agree with the contents of this plan.
_____________________________ _____________________
Signature Title
❒ I agree with this plan and will implement my portions of this plan.
❒ I do not agree with the contents of this plan.
_____________________________ _____________________
Signature Title
❒ I agree with this plan and will implement my portions of this plan.
❒ I do not agree with the contents of this plan.
_____________________________ _____________________
Signature Title
❒ I agree with this plan and will implement my portions of this plan.
❒ I do not agree with the contents of this plan.
_____________________________ _____________________
Signature Title
❒ I agree with this plan and will implement my portions of this plan.
❒ I do not agree with the contents of this plan.
_____________________________ _____________________
Signature Title

28. Check If
Teacher Directed Strategies Comments
Used
Guided Reading
Monitoring Strategies
Shared Reading
Think Alouds
DRTA
Comprehension Strategies
Inferring
Synthesizing
Visualizing
Making Connections
Predicting
Asking Questions
Determining Importance in Text
Reciprocal Teaching
Cooperative Learning
Multiple Intelligence
Differentiated Learning
Word Wall
Word Study
Making Words
Early Success/Soar to Success
Working with paraprofessional
Computer Programs
School Work Assistance
Literacy Groups
Reduce Assignments
Use assignment book
Allow oral or taped tests
Use positive reinforcement
Change seating away from distractions
Seat near teacher
Seat near positive role models
Provide study carrel
Provide alternative study area
Time-out when needed
Provide extra materials or “Reteaching”
worksheets

29. To Do Suggested Strategies for Comments/Implementation
Intervention Plan
School Interventions
Work with paraprofessional
Early Success/Soar to Success
Take Home reading program
After School Program
Computer Programs
School Work Program
Literacy Groups
Saturday School
Speech & Language Help
Cooperative Learning
Fix-Up strategies
Reduce assignments
Use assignment book
Allow additional time for work
Allow oral or taped tests
Use positive reinforcement
Change seating away from distractions
Seat near teacher
Seat near positive role models
Provide study carrel
Provide alternative study area
Time-out when needed
Provide extra material or “Reteaching”
worksheets