Early Literacy

Section 1: Introduction

Publication date: January 2025

District vision and mission

Mission:  Helping students acquire the skills, knowledge and attitudes needed to achieve their individual potential.

Vision:  Portrait of a graduate

Early literacy vision and mission  

Mission Statement

At the Oregon School District,  we believe that every student deserves the opportunity to become a proficient reader by the end of third grade.  We focus on building a solid literacy foundation that equips students with the tools they need to read, comprehend, and engage with texts confidently across all subjects.

Vision Statement

Our vision is to create a community where all students, regardless of background or ability, achieve reading proficiency by the end of third grade through explicit and systematic instruction of structured literacy skills. We are committed to teaching phonemic awareness, phonics, vocabulary, fluency, and comprehension using evidence-based practices. By focusing on the relationships between sounds, letters, and word meanings, we will equip students with the foundational skills they need to decode, spell, and understand texts with confidence. Our goal is to nurture critical thinkers who use their reading abilities to engage meaningfully with the world around them and become lifelong learners.

Universal Approach to High Quality Instruction

• Wisconsin Standards for English Language Arts, DPI 2020
• Wisconsin Essential Elements for English Language Arts, DPI 2022
• Wisconsin Model Early Learning Standards Fifth Edition
• The 2020 Edition | WIDA

Our Universal Approach to Literacy Learning

At the heart of our approach to literacy is a deep commitment to fostering equitable, inclusive, and culturally responsive educational experiences. At Oregon School District we aim to empower every student with the skills, confidence, and curiosity necessary to become thoughtful readers, writers, and critical thinkers. Our vision and mission center on creating a learning environment where all students, regardless of background, feel valued, respected, and capable of achieving academic excellence.

Instructional Framework

Our instructional framework is designed to give every student the tools they need to become confident, successful readers and writers. It is built on the principles of structured literacy, which focuses on teaching reading and writing in clear, organized steps. This includes direct instruction in key skills like recognizing sounds in words (phonological awareness), connecting sounds to letters (phonics), building reading fluency, expanding vocabulary, and understanding what they read (comprehension). Lessons are carefully planned to start with basic skills and move to more advanced ones, making sure every child has a strong foundation. Regular practice, progress checks, and feedback help students feel confident and supported in their learning.

Another important part of our instructional framework is culturally relevant teaching. We choose books and materials that reflect the many cultures, languages, and experiences of our students and the world. This helps children see themselves in what they are learning and encourages them to appreciate other perspectives. Lessons are designed to connect students' personal experiences with classroom topics, creating a welcoming and inclusive environment that celebrates diversity, promotes critical thinking, and builds empathy.

Our instructional framework follows a structured yet flexible model that integrates whole-group teaching, small-group activities, and one-on-one support. Lessons are designed with an explicit and systematic approach, beginning with clearly stated learning objectives and step-by-step modeling of skills or concepts in a whole-group setting. This is followed by guided practice, where students can collaborate and receive targeted support. Gradually, students take on more responsibility through independent practice, allowing them to apply their learning with confidence. Lessons often start with engaging stories or texts and essential questions that connect to universal themes and experiences. Consistent routines establish a predictable structure, while collaborative activities foster teamwork, mutual respect, and a strong sense of belonging.

Curriculum

We utilize Expeditionary Learning (EL) Education in grades K-8, that is one of the five approved curricula by the state of Wisconsin, standards-based and culturally relevant. Core texts include diverse authors and perspectives, with an emphasis on narratives that reflect the experiences of historically underrepresented groups.  These materials are paired with tasks that promote critical analysis, creative expression, and interdisciplinary connections. Students engage in inquiry-based projects that allow them to explore their identities and learn about others.

Evidence-Based Instructional Practices

Evidence-based foundational skill practices in structured literacy are instructional methods proven through research to effectively teach reading and writing. These practices emphasize explicit, systematic, and cumulative approaches to building essential literacy skills. Key components include:

• Phonological Awareness: Teaching students to recognize and manipulate the sounds in spoken language, such as rhyming, segmenting, and blending sounds.
• Phonics: Systematic instruction in the relationship between letters and sounds to decode and spell words.
• Decoding and Word Recognition: Teaching students to break down words into their individual components for accurate reading.
• Fluency: Practice in reading with accuracy, speed, and proper expression through modeling and repeated readings.

In addition, we employ evidence-based instructional strategies that promote literacy development across all levels. Key practices include:

• Close reading for deep comprehension and text analysis.
• Scaffolded instruction to support gradual release of responsibility.
• Vocabulary building through contextual and explicit strategies.
• Integrated reading and writing tasks that promote synthesis and application.
• Formative assessments to monitor progress and inform instruction.

These practices are designed to provide all learners, especially those with diverse learning needs, with a strong foundation for literacy development.

Inclusive Practices and Engagement Strategies

Creating a sense of inclusion is foundational to our approach. Strategies include:

• Culturally responsive teaching that honors students' backgrounds and experiences.
• Linguistic supports such as bilingual resources and translanguaging practices.
• Community building activities like Socratic Seminars and restorative circles.
• Universal Design for Learning (UDL) to ensure accessibility for all learners.
• Choice and voice in assignments, enabling students to express their learning in ways that resonate with their interests and strengths.

Positive Behavior Expectations

We cultivate a positive, respectful classroom environment by explicitly teaching and reinforcing behavior expectations. Using the principles of positive character framework or behavior supports, we emphasize habits of scholarship in community such as respect, responsibility, and safety. Reteaching, reflection, and practices that are centered on problem-solving with students are used to address challenges and sustain a supportive learning environment

Differentiated Scaffolds and Supports

We recognize that every student brings unique strengths and needs to the classroom. Within universal instruction, we embed differentiated supports, including:

• Text sets and audio supports for diverse reading abilities.
• Sentence starters, graphic organizers, and anchor charts to scaffold writing and discussion.
• Flexible grouping for targeted small-group instruction.
• Visual aids and manipulatives to support comprehension and engagement.
• Access to technology for personalized learning opportunities.

By integrating these elements into a cohesive and dynamic literacy program, we strive to nurture lifelong learners who are equipped to understand, analyze, and contribute to the world around them. This universal approach ensures that all students, regardless of their starting point, have the opportunity to achieve their full potential.

Section 2: Strategic Early Literacy Assessment System

 

Screening/Benchmark Testing

 

Diagnostic Literacy Assessments

 

Section 3: Student Supports

Interventions

The following evidence-based interventions provide explicit and systematic instruction and are available for students in need of additional support, including students with characteristics of dyslexia: (add link to additional document or complete the table below).

 

Personal Reading Plans

Students who score below the 25th percentile on the reading readiness screener will receive a personalized reading plan. This plan (see link) includes:

• a description of the science-based early literacy programming;
• early literacy assessment data;
• overall early literacy analysis;
• student goals and support plan;
• additional services to accelerate early literacy skills;
• recommendations for culturally relevant early literacy learning;
• record of attendance and progress;
• record of communication with parent/caregiver(s)

Wisconsin's Informational Guidebook on Dyslexia and Related Conditions

You can find the guidebook here: Wisconsin's Informational Guidebook on Dyslexia and Related Conditions

• The school will provide a copy to families/caregivers no later than the third Friday in November or within 10 days of a subsequent screener or diagnostic assessment requested by parent/teacher.
• Families/caregivers can expect to receive updates about the student’s progress at least every 10 weeks.

• Interventions are tailored to individual student needs.  Some interventions that we use to support students who have characteristics of dyslexia are Sonday, UFLI, and Sound Partners

Promotion Policy 

Coming Soon

Summer Reading Support

The Summer Reading Intervention Program, running from July 7th to August 1st, is designed to support students with personal reading plans created during the spring. This program is reserved for these students and focuses on building their reading skills through whole group instruction using tools like UFLI and the EL Education Skills Block, as well as targeted small group sessions. Invitations to participate will be sent to families by teachers during the months of February and March, with class schedules finalized and shared after spring break. During the four-week program, students will work toward achieving the goals outlined in their personal reading plans, and their progress will be monitored at the end of the session to assess growth and guide future support.

Exit Criteria

Kindergarten

• The screener scores of  Letter Name Fluency (LNF) and Letter Word Sound Fluency must be at or above the 25th percentile.
• The progress monitoring scores on Phoneme Segmentation and Nonsense Word Fluency must show an adequate rate of improvement.

First Grade

• The screener score of Oral Reading Fluency must be at or above the 25th percentile.
• The progress monitoring scores on Oral Reading Fluency must show an adequate rate of improvement.

Second Grade

• The screener score of Oral Reading Fluency must be at or above the 25th percentile.
• The progress monitoring scores on Oral Reading Fluency must show an adequate rate of improvement.

Third Grade

• The screener score of Oral Reading Fluency must be at or above the 25th percentile.
• The progress monitoring scores on Oral Reading Fluency must show an adequate rate of improvement.
• Third graders also need a score of “meets” or above on the Forward assessment

Section 4: Family and Community Engagement

Family Notification Policy

To comply with Act 20, the Oregon School District has developed a comprehensive family notification policy to ensure clear and timely communication about students' assessment results and reading progress. We recognize the critical role of family and school partnerships in supporting student success, and we have established multiple ways to keep families informed.

1. Notification of Assessment Results: Caregivers will receive their child’s screener results within 10 days of the assessment via their child’s classroom mail. These results will include a plain-language description of the literacy skills measured by the reading readiness assessment(s) to help families better understand the outcomes.
2. Personal Reading Plan Updates: A Personal Reading Plan (PRP) is a targeted support plan designed for students who are identified as “at-risk” based on their assessment results. Students qualify for a PRP if they score below the 25th percentile on grade-level composite scores during the screener. The PRP includes the results of screener and diagnostic assessments, as well as a plain-language description of the literacy skills being measured and addressed at the student’s grade level. Caregivers of students identified as “at-risk” will receive notification via email from Next Path within 15 days of the screener. This email will include the child’s PRP and outline the next steps for intervention. Progress monitoring updates will be shared with caregivers every 10 weeks to keep families informed of their child’s growth and progress toward the goals outlined in the PRP.
3. Students with Individual Education Plans (IEPs): Students with IEPs may also have PRPs. While some goals may overlap between these documents, the PRP focuses specifically on targeted reading interventions. Caregivers of students with IEPs will continue to participate in annual meetings to discuss IEP goals, including those related to reading, and will receive regular updates on their child’s progress through the PRP.

By implementing this policy, we aim to foster transparency, provide actionable insights to families, and ensure all students receive the necessary support to achieve reading success.

Family and Community Engagement Strategies

Families and communities are vital partners in achieving literacy success for every learner. In the Oregon School District, we prioritize forming strong partnerships with all families, recognizing that collaboration is key to supporting students' reading development. Each elementary building and teacher engages with families in unique ways, including hosting literacy nights, sending home resources, organizing book fairs, and providing opportunities for parents to be actively involved in the literacy process. Our incredible school libraries are also available for all students to explore books that interest them, fostering a love of reading and discovery. The district also fosters connection through events like parent-teacher conferences, report cards, and ongoing communication.  Additionally, the district offers resources like the Early Literacy webpage, which provides valuable tools and information to support families in their role as partners in their child’s education. By working together, we aim to ensure every student achieves literacy success.

Section 5: Strategic Use of Data

Early Literacy Instructional Evaluation Process

In the Oregon School District, we are committed to fostering literacy success through a collaborative and data-driven approach. The school board relies on data provided by leadership teams to evaluate growth, identify areas of strength and gaps, and ensure that decisions are informed by evidence. The district employs a continuous improvement model to guide this process, using screener and summative assessment data to establish district-wide goals. For the 2023-2024 school year, our focus is on literacy. This district goal is implemented through 100-day cycles, allowing us to monitor the effectiveness of our action plans, track student progress, and make necessary adjustments to improve outcomes.

Building leadership teams play a critical role in tailoring district goals to their specific schools, designing action steps that address the unique needs of their students and staff. Within each building, the EMLSS (Equitable Multi-Level Systems of Support) framework ensures that educators regularly meet to analyze student work, assess progress, and respond effectively to both student needs and successes. Grade-level Professional Learning Communities (PLCs) convene weekly to review student data and collaboratively plan responsive strategies to support learning.

The district’s certified reading specialist conducts an annual evaluation of the comprehensive literacy curriculum in compliance with Wisconsin Statute § 118.015. This evaluation includes a thorough review of student data to assess how well curricular tools are meeting the needs of learners and to recommend adjustments when necessary. By integrating these processes, the Oregon School District remains committed to data-based decision-making as a foundation for advancing student achievement and ensuring consistency across all schools.