Literacy Plan
To support every child reading at or above grade level every year, beginning in kindergarten, and to support multilingual learners and students receiving special education services in achieving their individualized reading goals in order to meet grade level proficiency, a school district or charter school must adopt a local literacy plan that describes how they are working to meet that goal. A district must update and submit the plan to the commissioner by June 15 each year Minn. Stat.120B.12, subd. 4a (2023.)
Families are invited to review this page to learn more about the district's literacy plan for the 2024-2025 school year.
Date of last revision – May 22, 2024
- Minnesota READ Act Goal
- St. Anthony - New Brighton School District's Literacy Goal
- Universal and Dyslexia Screening
- Parent Notification and Involvement
- Student Summary Level and Dyslexia Screening Data – 2023-24 School Year
- Core Reading Instruction and Curricula Grades K-5
- Core ELA Instruction and Curricula Grades 6-12
- Data-Based Decision Making for Literacy Interventions
- Professional Development Plan
- Action Planning for Continuous Improvement
Minnesota READ Act Goal
St. Anthony - New Brighton School District's Literacy Goal
St. Anthony New Brighton will engage all practitioners in professional development to develop cultural competencies and best practices in effective instruction based on the Core 4 (anchor standards, essential learning targets, learning progressions, and performance task) and RRR (rigor, relevance, and relationships).
St. Anthony New Brighton will engage all practitioners in data cycles to facilitate evidence based decision making and practice to meet the needs of a range of diverse learners (staff, and students).
St. Anthony New Brighton will engage select representatives in think tanks opportunities to voice rising instructional/social/relational issues and engage in problem solving/innovation cycles to ensure continuous improvement.
Universal and Dyslexia Screening
The district will use the FastBridge: earlyReading (Grades K-1) and CBMReading (Grades 1-3) screener system.
Grades K-3 Screeners
| Name of the assessment | Target audience (Grades K-3) | What component of reading is being assessed? (Each component should be addressed.) | Assessment Type (Each type of assessment should be represented.) | How often is the data being collected? |
| FastBridge: earlyReading (Grades K-1) and CBMReading (Grades 1-3) |
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Grades 4-12 Screeners
| Name of the assessment | Target audience (Grades K-3) | What component of reading is being assessed? (Each component should be addressed.) | Assessment Type (Each type of assessment should be represented.) | How often is the data being collected? |
| FastBridge: aReading and CBMReading |
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Parent Notification and Involvement
Parents will be communicated with through email and parent teacher conferences. When appropriate, all school messaging about assessments and reports will be shared. Specific data from standardized assessments and benchmarks will be communicated with parents so they understand the needs of their child. Parents will be given details on how their child is being supported at school and provided with resources to support their child at home.
In addition, parents will receive information about their child’s progress through our unit based communication system: a formative reporting process. Learning progressions for each unit will be sent to families at the beginning and end of each unit to inform them about student progress.
Student Summary Level and Dyslexia Screening Data – 2023-24 School Year
Kindergarten – Grade 3
| Grade | Number of Students Universally Screened in Fall | Number of Students Universally at or Above Benchmark Fall | Number of Students Universally Screened in Spring | Number of Students at or above Benchmark Spring | Number of Students Screened for Dyslexia | Number identified with Characteristics of Dyslexia |
| KG | 105 | 84 | 106 | 65 | 105 | 4 |
| First (1st) | 106 | 51 | 109 | 58 | 106 | 13 |
| Second (2nd) | 108 | 67 | 110 | 77 | 108 | 20 |
| Third (3rd) | 104 | 66 | 101 | 65 | 104 | 17 |
Grades 4-12 Not Reading at Grade Level
| Grade | Total Number of Students Screened | Number of Students Identified as Not Reading at Grade Level | Number of Students Screened for Dyslexia | Number of Students Identified with Characteristics of Dyslexia |
| Fourth (4th) | 123 | 40 | 123 | 6 |
| Fifth (5th) | 111 | 45 | 111 | 4 |
| Sixth (6th) | 143 | 46 | 143 | 13 |
| Seventh (7th) | 143 | 41 | 143 | 9 |
| Eighth (8th) | 150 | 52 | 150 | 25 |
| Ninth (9th) | 164 | 55 | 164 | 29 |
| Tenth (10th) | 139 | 50 | 139 | 23 |
| Eleventh (11th) | - | - | - | - |
| Twelfth (12th) | - | - | - | - |
Core Reading Instruction and Curricula Grades K-5
| Grade | Implemented Curricula |
Description of Curricula Use (Foundational Skills, Knowledge Building, Comprehensive or Supplemental) |
Instructional Delivery Model (Include Minutes Dedicated to Whole Class and Differentiated Instruction) |
| Kindergarten |
Heggerty & UFLI *will be moving to SAVVAS MyView (comprehensive curricula) for the 2024-25 academic year* |
Heggerty & UFLI –
foundational skills
(phonological
awareness and
phonics)
|
Heggerty and UFLI Whole Group 5 days a week for 54 minutes a day UFLI Intervention 5 days a week for 150 minutes a day |
| First (1st) |
Heggerty & UFLI *will be moving to SAVVAS MyView for the 2024-25 academic year* |
Heggerty & UFLI –
foundational skills
(phonological
awareness and
phonics)
|
Heggerty and UFLI Whole Group 5 days a week for 40 minutes a day UFLI Intervention 3 days a week for 150 minutes 2 days a week for 60 minutes |
| Second (2nd) |
Heggerty & UFLI *will be moving to SAVVAS MyView for the 2024-25 academic year* |
Heggerty & UFLI –
foundational skills
(phonological awareness and phonics)
|
Heggerty and UFLI Whole Group 5 days a week for 30 minutes a day UFLI Intervention 5 days a week for 100 minutes |
| Third (3rd) |
Heggerty & UFLI & Teacher Created Materials *will be moving to SAVVAS MyView for the 2024-25 academic year* |
Heggerty & UFLI –
foundational skills
(phonological awareness and phonics)
|
Heggerty and UFLI Whole Group 5 days a week for 30 minutes a day UFLI Intervention 5 days a week for 100 minutes |
| Fourth (4th) |
Teacher Created Materials *will be moving to SAVVAS MyView for the 2024-25 academic year* |
Comprehensive |
UFLI Intervention 3 days a week for 120 minutes 2 days a week for 90 minutes |
| Fifth (5th) |
Teacher Created Materials *will be moving to SAVVAS MyView for the 2024-25 academic year* |
Comprehensive |
UFLI Intervention 5 days a week for 25 minutes |
Core ELA Instruction and Curricula Grades 6-12
| Grade | Implemented ELA Curricula | Description of Curricula Use (e.g. comprehension, vocabulary, writing) | Instructional Delivery Model (e.g. class period length, block schedule, IB, AP) |
| Sixth (6th) |
Teacher Created Materials *will be moving to SAVVAS MyPerspectives for the 2024-25 academic year* |
Comprehensive |
80 minutes 4 times a week 80-85 minutes once a week Total minutes - 400-405 *6th graders have a reading and an ELA class* |
| Seventh (7th) |
Teacher Created Materials *will be moving to SAVVAS MyPerspectives for the 2024-25 academic year* |
Comprehensive |
80 minutes 2 times a week 40-45 minutes once a week Total minutes - 200-205 |
| Eighth (8th) |
Teacher Created Materials *will be moving to SAVVAS MyPerspectives for the 2024-25 academic year* |
Comprehensive |
80 minutes 2 times a week 40-45 minutes once a week Total minutes - 200-205 |
| Ninth (9th) |
Teacher Created Materials *will be moving to SAVVAS MyPerspectives for the 2024-25 academic year* |
Comprehensive |
45 minutes 3 times a week 90 minutes once a week Total minutes - 225 |
| Tenth (10th) |
Teacher Created Materials *will be moving to SAVVAS MyPerspectives for the 2024-25 academic year* |
Comprehensive |
45 minutes 3 times a week 90 minutes once a week Total minutes - 225 |
| Eleventh (11th) |
Teacher Created Materials *will be moving to SAVVAS MyPerspectives for the 2024-25 academic year* |
Comprehensive |
45 minutes 3 times a week 90 minutes once a week Total minutes - 225 |
| Twelfth (12th) |
Teacher Created Materials *will be moving to SAVVAS MyPerspectives for the 2024-25 academic year* |
Comprehensive |
45 minutes 3 times a week 90 minutes once a week Total minutes - 225 |
Data-Based Decision Making for Literacy Interventions
St. Anthony has a team of district leaders that have participated in MDEs professional learning cohorts and completed the Self-Evaluation ofMnMTSS for District Leadership Teams (SEMI-DLT). The St. Anthony MTSS Leadership team has worked together to begin responding to the needs of the district as well as establishing the priorities for continuous improvement. Each building in the district has a student support team (SST) that meets weekly. This team discusses the needs of students in their buildings and moves forward with establishing support services for teachers and students. These teams work together to determine what supports need to be put into place at each Tier for student success.
The SST team(s) will engage in a process with exploratory supports aligned to research based best practices for comparative analysis of teacher execution against student responsiveness. This process will determine the students entry point into the MnMTSS process.
Teachers, interventionists, and other support staff participate in walkthroughs and curriculum fidelity checks to ensure the implementation
of evidence-based academic practices that are aligned to standards. Students are assessed three times a year to determine their skill level and growth. Teachers and interventionists work together to provide differentiated instruction based on the academic needs of each student. Student data is reviewed during team meetings, department meetings, student support team meetings and/or data team meetings.
Leadership teams across the district will develop educator and student portfolios to gather evidence of implementation to determine strengths and needs. Teams will use the data to build support plans for service provision and continuous improvement.
Teachers will use progress monitoring based on the assessment process to support grading, evaluation and reporting that tracks cross-contextual progress and guides adaptive practice.
Students are assessed three times a year using FastBridge. Teachers, interventionist, and building level leaders work together to gather more data on students that are not reading on grade level. Students that are in the 30th percentile receive pull out and/or push in intervention services based on the needs of the student. Interventionists progress monitor students using FastBridge and/or UFLI. Students that progress out of the 30th percentile may exit Tier 2 or Tier 3 services.
Professional Development Plan
St. Anthony New Brighton will participate in an approved training for educators on structured literacy. All teachers in Phase 1 will complete approved training no later than June 30, 2026. At this time we are collaborating to determine which of the training options would align best with our Effective Instruction framework.
St. Anthony New Brighton will be adopting SAVVAS MyView for grade K–5 and SAVVAS MyPerspectives for grade 6-12 at the start of the 2024-25 academic year. Teacher and building level leaders will receive training starting in the summer of 2024. Teachers and support staff will participate in walkthroughs and fidelity checks to ensure the implementation of SAVVAS. St. Anthony New Brighton staff will participate in continuous professional development provided by SAVVAS to ensure effective implementation.
| Phase 1: Educator Role | Total Number in District or Charter Organization | Educators Who Have Completed Training | Educators with Training in Progress | Educators Who Need Training |
|
Pre-K Classroom and
Part B/619 Early
Childhood Special
Education Educators
responsible for early
literacy instruction
|
3 | 0 | 0 | 3 |
| K-3 Classroom Educators (Including ESL Instructors Responsible for Reading Instruction) | 23 | 3 | 0 | 20 |
| Grades 4-5 (or 6) Classroom Educators (if applicable) | 10 | 0 | 0 | 10 |
| K-12 Reading Interventionists | 7 | 5 | 0 | 2 |
| K-12 Special Education Educators Responsible for Reading Instruction | 8 | 0 | 0 | 8 |
| Pre-K Through Grade 5 Curriculum Directors | 4 | 0 | 0 | 4 |
| Pre-K Through Grade 5 Instructional Support Staff Who Provide Reading Support | 3 | 0 | 0 | 3 |
| Phase 2: Educator Role | Total Number in District or Charter Organization | Educators Who Have Completed Training | Educators with Training in Progress | Educators Who Need Training |
| Grades 4-12 Classroom Educators Responsible for Reading Instruction | 20 | 0 | 0 | 20 |
| Pre-K Through Grade 12 Educators Who Work With English Learners (Licensed ELL Teachers) | 5 | 0 | 0 | 5 |
|
Grades K-Age 21 Educators who work with students who qualify for the graduation incentives program under section 124D.68
|
0 | 0 | 0 | 0 |
| Grades 6-12 Instructional Support Staff Who Provide Reading Support | 5 | 0 | 0 | 5 |
| Grades 6-12 Curriculum Directors | 0 | 0 | 0 | 0 |
| Employees Who Select Literacy Instructional Materials for Grades 6-12 | 0 | 0 | 0 | 0 |
Action Planning for Continuous Improvement
Teachers will receive professional development and job embedded coaching in the Core 4 (anchor standards, essential learning targets, learning progressions, and performance tasks) through the principles of RRR (rigor, relevance, and relationships) for holistic instructional design and delivery to determine effectiveness. St. Anthony New Brighton’s definition of Effective Instruction is execution of culturally responsive/equitable practice to achieve liberational outcomes (elimination of DDP, disparity, disproportionality, and predictability).
Teachers and district leaders will participate in data cycles to engage as evidence-based decision makers to determine personalized instructional moves, resources, and supports to facilitate cross-disciplinary literacy. These cycles monitor acceleration, typical growth, stagnation, and regression in both teacher and student performance. Based on teacher/student outcomes, determinations about professional development and coaching for teachers, and instructional entry points for students.
Think tanks comprised of district leaders, teachers, students, families, and support staff will address rising issues in instruction and curriculum evaluation and implementation, alongside learning culture and community integration.