rTFI 1.

19
Elementary School
Grade Level Implementation Plan
5th Grade

Create a collective plan of action with grade level team members using this template.
This document captures the key components of the grade level problem solving process.

Step #1: Grade Level Reading Components: Problem Identification

Table 1. Using the Acadience School Overview Report, record your grade level’s current status based on the
Acadience Composite Scores.
ACADIENCE
Reading % Above % At % Below % Well Below
Composite Score Benchmark Benchmark Benchmark Benchmark
BOY 49% 8% 24% 18%
MOY
EOY

BOY Goal: Current Status of Acadience Composite Score Goal: 58% At + Above
By the middle of the year (MOY) benchmark assessment, 65% of our students will be At/Above Benchmark as
measured by the Acadience Reading Composite Score.

MOY Update—Based on the BOY goal, circle the best response below:
● We met our goal!
● We did not meet our goal, but we are on track to reaching it.
● We did not meet our goal, and we are not on track to reaching it.

MOY Goal Update: ##% At + Above

By the end of the year (EOY) benchmark assessment, ##% of our students will be At/Above Benchmark as
measured by the Acadience Reading Composite Score.

EOY Update---Based on the MOY goal, circle the best response below:
● We met our goal!
● We did not meet our goal, but we are on track to reaching it.
● We did not meet our goal, and we are not on track to reaching it.

Step #2: Problem Analysis—Table 2. Record the score for each measure below, that is applicable to
your grade level.
Acadience Measure FALL WINTER SPRING BIG Idea
% At & Above % At & Above % At & Above (Instructional Focus)
Benchmark Benchmark Benchmark
FSF: First Sound Fluency Phonological
Awareness

PSF: Phoneme Segmentation Phonemic Awareness

Fluency
NWF CLS: Nonsense Word Fluency Alphabetic
- Correct Letter Sounds Principle/
Basic Phonics
NWF WWR: Nonsense Word Alphabetic
Fluency - Whole Words Read Principle/
Basic Phonics
ORF Words Correct: Acadience 57% Advanced Phonics,
Oral Reading Fluency Rate Fluency, Vocabulary,
 rTFI 1.19
Comprehension
ORF Accuracy: Acadience Oral 55% Advanced Phonics
Reading Fluency Accuracy
Retell 95% Comprehension
(oral reading)
MAZE 61% Comprehension
(silent reading)
***See Learning Progression Chart for when each skill should be mastered***

Acadience Measure Specific Goal—Table 3. Complete this table by filling in the data that the team will use to
set a measure-specific goal. A goal should be created for each measure below 80%.
ACADIENCE
Measure: % Above % At % Below % Well Below
ORF - Accuracy Benchmark Benchmark Benchmark Benchmark
BOY 37% 18% 28% 17%
MOY
EOY

BOY Measure Specific Goal: 55% At + Above

By the middle of the year (MOY) benchmark assessment, 70% of our students will be At/Above Benchmark as
measured by the Acadience Reading Measure: ORF Accuracy

MOY Measure Specific Goal Update:---Based on the BOY Measure Specific Goal, circle the best response
below:
● We met our goal!
● We did not meet our goal, but we are on track to reaching it.
● We did not meet our goal, and we are not on track to reaching it.

MOY Goal Update: ##% At + Above

By the end of the year (EOY) benchmark assessment, ##% of our students will be At/Above Benchmark as
measured by the Acadience Reading Measure:#########

EOY Measure Specific Goal Update:---Based on the MOY goal, circle the best response below:
● We met our goal!
● We did not meet our goal, but we are on track to reaching it.
● We did not meet our goal, and we are not on track to reaching it.

Step # 3: Plan Development—Grade Level Decisions

The following are the grade level decisions made regarding

● Instructional routine based on focus
● Core curriculum program and/or supplemental materials
● Engagement Strategy

➢ Instruction
Identify the common instructional routine agreed upon by the grade level team:########

➢ Core Curriculum—--Table 4. Record grade level decisions related to curriculum in the table below
Curriculum Materials Grade Level Decisions
Core reading materials Spellography, BW Choral Reading, BW fluency partner reads
that all grade level
teachers will use

If needed, list any
supplemental materials all
grade level teachers may
need to use
rTFI 1.19
A-Z Fluency Reads
Greek and Latin Words
https://3partdrill.com/index.php/beta-2023-virtual-3-part-drill-tool
Read Theory

➢ Environment (Engagement)
Identify the agreed upon category of engagement strategies that your grade level has committed to focus on:
- Slides
- Whiteboards
- Turn and Talks
- Shared Reading strategies (choral, echo, cloze, etc)

Whole Group Differentiation for Instructional Focus—Table 5. List each classroom teacher’s name on the left
and how the common instructional routine will be differentiated.
Grade/ Status Status Status Whole Group Instructional Differentiation of the
Classroom Report Report Report Routine Instructional Focus Routine
ORF % At/Above % At/Above % At/Above
Accuracy Benchmark Benchmark Benchmark
BOY MOY EOY
Grade Level 55%
Class 1 44% Shared Reading: Read Theory
Spellography, BW Choral
Class 2 67% Reading, BW fluency Read Theory
Class 3 70% partner reads

Berndt 38%

Small Group Differentiation—Table 6. List the agreed-upon skills that grade-level teams will use to guide
small group instruction for the instructional focus.
Instructional Focus Above At Below Well Below

Phonemic Awareness

Phonics Spellography

Fluency Comprehension Book Clubs Fluency A-Z Passages/Books

Fluency A-Z Passages/Books Hard words in shared reading text
Vocabulary Vocabulary

Comprehension BW Shared Reading Packet - response to text

Comprehension questions
BW ELA Writing - many opportunities to write every day