Early Literacy Remediation Plan

Dodgeland School District

 Early Literacy Remediation Plan

Board Approved March 23rd, 2026

Introduction

The Dodgeland School District is committed to providing high-quality, research-based literacy instruction that ensures every student becomes a proficient and lifelong reader. In compliance with Wisconsin State Statute 118.016 (6)(d), this plan outlines our comprehensive approach to identifying student needs, providing evidence-based interventions, and maintaining transparent communication with families.

District Mission:

The mission of the Dodgeland School District is to prepare and empower learners to successfully contribute to an evolving world community.

Science-Based Reading Instruction

The Dodgeland School District provides high-quality universal (Tier 1) instruction using Savvas MyView Literacy for grades K-5. This curriculum is a comprehensive, science-based ELA program that is recognized as an approved resource for meeting the rigorous requirements of 2023 Wisconsin Act 20.

1. Evidence-Based Instructional Model
   

   Savvas MyView is built upon the "Big Five" pillars of literacy—Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. The program utilizes a Research-to-Practice model, ensuring that every lesson is grounded in cognitive science regarding how students learn to read.

   • Explicit and Systematic Instruction: Lessons follow a clear "Teach, Model, Guide, and Practice" routine. Skills are introduced in a logical sequence that builds from simple to complex, ensuring students master foundational concepts before moving to advanced applications.

   • Structured Literacy Approach: In the early grades (4K-2), a heavy emphasis is placed on the "word recognition" side of Scarborough’s Reading Rope, focusing on decoding, spelling, and phonological mapping.

2. Core Curriculum Components
   
   • Foundational Skills (The "Word Study" Block): Students engage in daily, explicit instruction in phonemic awareness and phonics. This includes multisensory practice, such as letter-sound manipulation and orthographic mapping, to build automaticity in word recognition.
   • Knowledge-Based Comprehension: MyView focuses on building deep background knowledge through "Essential Questions" and thematic units. Students read a mix of high-quality authentic literature and informational texts that build vocabulary and subject-matter expertise across science and social studies.
   • The Reading-Writing Bridge: This unique component explicitly connects reading and writing. Students use "mentor texts" to analyze an author’s craft and then apply those same techniques to their own writing, reinforcing the relationship between decoding (reading) and encoding (spelling/writing).
   • Small Group Differentiation: The curriculum includes a robust system for Tier 1 differentiation. Using data from integrated assessments, teachers provide targeted "Mini-Lessons" in small groups to address specific student needs, whether they require extra support with foundational skills or are ready for enrichment.
     
     
3. Alignment with Wisconsin Act 20
   The implementation of Savvas MyView ensures that Dodgeland satisfies the state mandate for "Science-Based Early Literacy Instruction."
   • No Three-Cueing: Instruction focuses on decoding strategies and phonemic proficiency rather than the "three-cueing" model (guessing based on pictures or context), which is prohibited under Act 20.
   • Integrated Assessments: The Savvas Realize digital platform provides teachers with real-time data to monitor student progress against grade-level benchmarks, facilitating the early identification of students who may need the intensive interventions outlined in this plan.

Strategic Assessment System

Dodgeland employs a robust assessment system to monitor reading readiness and identify students who may require additional support.

1. Universal Screening (AimsWeb Plus)
   All students in grades 4K through 3 are screened three times per year (Fall, Winter, and Spring).
   • Tools: We use AimsWeb Plus to evaluate key benchmarks of early literacy, such as phonemic awareness, letter-naming fluency, and oral reading fluency.
   • At-Risk Identification: In alignment with Act 20, any student scoring below the 25th percentile is identified as "at-risk." These students receive immediate intervention and the development of a Personal Reading Plan (PRP).
     
     
2. Diagnostic Assessments (ESGI and i-Ready)
   When screening results indicate a need for deeper analysis, or to determine specific instructional groupings, the district utilizes specialized diagnostic assessments.
   
   ESGI (Educational Software for Guiding Instruction) | Grades 4K–1st:
   
   
   • Purpose: ESGI is used for our emerging readers to provide a one-on-one, "real-time" look at foundational skill acquisition.
   • Application: Teachers use ESGI to diagnose gaps in letter recognition, sound-symbol correspondence, and early phonological skills. This data allows for immediate, precise adjustments to small-group instruction in the early childhood and primary classrooms

i-Ready Diagnostic | Grades 2nd–5th:

• • Purpose: For students in grades 2 through 5, the i-Ready Diagnostic is used to provide a comprehensive, adaptive assessment of reading proficiency.
  • Application: It evaluates five critical domains: Phonological Awareness, Phonics, High-Frequency Words, Vocabulary, and Comprehension. For students in these grades, i-Ready data is essential for identifying specific root causes of reading difficulties and for monitoring the effectiveness of our upper-elementary interventions like HD Word and Rise.

Reading Interventions

For students identified as needing additional support, Dodgeland provides evidence-based interventions designed to address specific literacy gaps, including those associated with characteristics of dyslexia.

Our intervention toolkit includes:

• SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words): A structured literacy program that addresses foundational decoding gaps.
• Barton System: A multisensory, explicit, and systematic program specifically designed for students with dyslexia or significant phonics needs.
• HD Word: Focuses on high-level phonics and multisyllabic word decoding for older or more advanced struggling readers.
• Rise Intervention: Targeted, small-group instruction designed to provide intensive support and accelerate reading growth.
• Bridge the Gap (Heggerty): A specialized intervention focused on closing gaps in phonemic awareness.
• Repeated Reading: An evidence-based strategy used to increase oral reading fluency and confidence.
• i-Ready Teacher Toolbox: A comprehensive digital collection of instructional resources that allows teachers to deliver targeted, small-group lessons.These research-based lessons focus on specific skills such as phonics, vocabulary development, and comprehension strategies, ensuring that intervention time is precisely matched to student needs.

Progress Monitoring

To ensure that interventions are effective, the district monitors student progress frequently and systematically.

• Tools: We utilize AimsWeb Plus and i-Ready progress monitoring tools.
• Frequency: Students receiving Tier 2 or Tier 3 interventions are monitored regularly.
  • Tier 3 (Intensive Intervention): Weekly Students receiving Tier 3 support—the most intensive level of intervention—are monitored weekly. This high frequency of data collection is essential for students with significant gaps or those showing characteristics of dyslexia, as it provides the immediate feedback necessary to refine highly individualized instruction.
  • Tier 2 (Targeted Intervention): Bi-Weekly Students receiving Tier 2 support are monitored bi-weekly (every two weeks). This schedule provides sufficient data points to evaluate the student’s rate of improvement against grade-level benchmarks.
• Data-Driven Adjustments: Intervention teams meet regularly to review progress data. If a student is not making adequate growth, the intensity, duration, or type of intervention is adjusted.

Parent Notification and Personal Reading Plans (PRP)

The Dodgeland School District values the partnership between home and school.

• Notification: Parents will receive written notification of screening and diagnostic results within 15 calendar days of the assessment results being available.
• Personal Reading Plan (PRP): Any student identified as "at-risk" will have a PRP developed. This plan will detail the specific interventions being provided, the progress monitoring schedule, and strategies for supporting the student at home.

Plan Evaluation and Improvement

The Dodgeland School District uses assessment data—including screening, diagnostic, and progress monitoring results—to evaluate the overall effectiveness of our literacy instruction. This data informs:

• Refinements to core instruction (Tier 1).
• Selection and allocation of intervention resources.
• Professional development needs for staff to ensure continued alignment with the Science of Reading.