Student Learning Plans
Issaquah School District is committed to helping all students become strong confident readers. To support students who have reading difficulties identified through district or state assessments; and in compliance with Washington Senate Bills 6162 and 5830, school staff develop Student Learning Plans.
You may receive a letter, much like this, if in a recent assessment, your child scored below grade level expectation and a Student Learning Plan has been developed to support your child’s development as a reader (see Student Learning Plan details, below).
Based on these assessment results, your student may be identified to receive additional instruction through the designated intervention. This intervention will be provided as a part of your student’s literacy instruction to improve your student’s targeted skills. Frequent assessments will be administered to monitor your child’s progress.
If you have questions concerning this Student Learning Plan, please contact your student’s Really Great Reading interventionist.
Student Learning Plan
Below is the complete template of the student learning plan. Please use the translation / language button at the top of this page to translate our student learning plan into your preferred language. Spanish / Chinese / Korean / Russian
Student Learning Plan – Literacy
Issaquah School District is committed to helping all students become strong, confident readers. You are receiving this letter because in a recent assessment, your child scored below grade level expectation and a Student Learning Plan has been developed to support your child’s development as a reader. If you have questions concerning this Student Learning Plan, please contact your student’s teacher.
Qualifying Criteria: this plan is being provided as a result of the student’s score on the i-Ready Reading Assessment (Kindergarten – 5th grade) and/or the 3rd grade Smarter Balanced Assessment. Please see your students' most recent Assessment Score Report in Family Access.
Intervention Goal: To improve reading fluency and comprehension.
Intervention Plan: In order to accelerate student learning in reading, and to foster life-long literacy skills, classroom supports and potential interventions are outlined below.
Best Practices / Strategies for Literacy Improvement
- Explicit instruction integrating phonics, phonological awareness, fluency and comprehension.
- Small group differentiated instruction.
- Instruction at a student’s reading level using leveled and/or decodable readers.
- Positive, corrective feedback.
- Increased frequency of teacher support.
- i-Ready learning path (My Path).
- Differentiation within Reading Foundational Skills instruction (i.e. Words Their Way, Benchmark Phonics, Really Great Reading)
If your student receives one of the following interventions, you will be provided additional notification.
- Really Great Reading with Success Block Teacher
- Really Great Reading with Title/LAP Interventionist
- Leveled Literacy Intervention (LLI) with Title/LAP Interventionist
A school team will monitor the progress of your student throughout the trimester to help make decisions regarding needed adjustments to his/her reading support. You will be updated on the progress of your student with each report card.
In addition, after each administration of the i-Ready Reading assessment, you will be provided a score report through family access.
Partnering together: In order to accelerate student learning in reading, and to foster life-long literacy skills, students, parents/caregivers, teachers, and school administrators agree to the following:
- Provide a supportive, safe, caring, and structured learning environment
- Focus instruction on rigorous academic acceleration and student achievement in reading and writing
- Assess student progress, monitor and adjust instruction accordingly
- Keep both students and parents informed of student progress through meetings, conferences and newsletters
- Talk regularly with my student about his/her progress in reading
- Attend parent/teacher conferences
- Encourage independent reading at home (use the “Find a book i-Ready” tool to search for reading materials at the appropriate Lexile level)
- Monitor the completion of student homework when necessary
- Participate in learning with classroom teacher and academic interventionist
- Put my best effort into learning every day
- Cooperate to make learning a positive and successful experience for everyone
All students receiving intervention are monitored for growth in reading skills throughout the year. Your student’s progress will be shared at the December Parent-Teacher Conference. i-Ready scores are shared via Family Access each time it is given to students (2-3 times per year). If the data suggests the need to re-focus support for your student, the classroom teacher or academic interventionist will contact you.
Discussions about student progress can be initiated by the parent/caregiver, academic interventionist, or classroom teacher at any time throughout the year. Please contact us if you have any questions or concerns about your student’s progress. We look forward to partnering with you to support your student’s reading development.
By signing and returning this form or replying by email, I am acknowledging my student’s learning plan.
If you have questions about disability-based accommodations, more information on Section 504 of the Rehabilitation Act of 1973 can be found here.
If you have questions about special education and related services, more information on the Procedural Safeguards for Students and Their Families can be found here