Read to Succeed Reading Plan
Directions: Please provide a narrative response for Sections A-I.
LETRS Questions:
● How many eligible teachers in your school have completed Volume 1 ONLY of LETRS?: 0
● How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?:8
● How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?:4
Section A: Describe how reading assessment & instruction for all PreK-5th grade students in the school includes oral language, phonological awareness, phonics, fluency, vocabulary, & comprehension to aid in the comprehension of texts to meet grade‑level English/Language Arts standards.
Section A Narrative:
Teachers use a variety of formative and summative assessment tools from grades PreK through 5th grade, along with screening, progress monitoring and diagnostic testing measures in order to identify students’ instructional needs and make ELA instructional decisions so that students can meet grade level standards. The assessments used and the resulting instructional methods are detailed below.
Assessment
● Summative Assessment
o SC Read
o End of Course Assessments
● Universal Screener
o FastBridge (phonological awareness, phonics, fluency)
● Formative Assessment
o iReady (phonological awareness, phonics, vocabulary, comprehension)
o FastBridge (phonological awareness, phonics, fluency)
o 4K Assessments: PALS, Gold, MyIgGDIs (oral language, phonological awareness, phonics, comprehension)
o CKLA Assessments (phonological awareness, phonics, vocabulary, comprehension)
● Team Focused Data Based Decision Making
o Identify Problem; Explore Why It Is Occurring; Develop Action Plan; Monitor and Evaluate the Plan
Instruction
● Teachers have access to high-quality core and supplemental curricula that support oral language, phonological awareness, phonics, word recognition, fluency, comprehension and vocabulary development. All students receive core instruction using CKLA which is both a knowledge and foundational skill building ELA curriculum chosen for its alignment to Science of Reading principles.
● Teachers work together in PLC teams to analyze data and form instructional plans.
Section B: Document how Word Recognition assessment and instruction for PreK-5th grade students are further aligned to the science of reading, structured literacy and foundational literacy skills.
● Universal screening measures as well as core and supplemental curricula have been carefully selected based on their alignment with the science of reading principles.
● Teachers use ongoing assessments to ensure students develop word recognition and foundational literacy skills.
● Our schedules and instructional materials ensure our students in PreK-2nd grades spend the majority of instructional time in reading on phonological awareness, phonics, fluency, vocabulary and oral language development. Our students in 3rd-5th grades spend the majority of instructional time on reading fluency, comprehension, vocabulary, and written expression.
Section C: Document how the school uses universal screener data and diagnostic assessment data to determine targeted pathways of intervention (word recognition or language comprehension) for students in PreK-5th grade who have failed to demonstrate grade‑level reading proficiency.
● Intervention is an added support to help students who have failed to demonstrate reading proficiency access grade-level Tier I instruction.
● The MTSS school team collaborates to analyze a variety of data sources to determine intervention needs.
● The CCSD Elementary Intervention Cascade is used to match students to a targeted pathway for intervention.
● Schedules have been aligned so that classroom teachers and interventionists can provide targeted instruction to address specific skill deficits.
● In addition to Tier 1 instruction, students who have not demonstrated proficiency in word recognition receive tier 2 or 3 instruction in small groups that build proficiency in decoding using S.P.I.R.E, Wilson, SRA Corrective Reading & Reading Mastery materials
● In addition to Tier 1 instruction, students who have not demonstrated proficiency in language comprehension receive tier 2 or 3 instruction in small groups that build proficiency in comprehension, vocabulary, and written expression using iReady Magnetic Reading or SRA Corrective Reading materials.
Section D: Describe the system in place to help parents in your school understand how they can support the student as a reader and writer at home.
● Teachers provide ongoing opportunities for parent involvement with literacy development through parent workshops and family data conferences.
● Teachers send home monthly newsletters and CKLA caregiver letters with each knowledge topic of study.
● The school holds family events that promote literacy such as Family Literacy Night.
● Teachers regularly communicate with families to address specific needs through parent phone calls.
● Parents attend IPS and IEP meetings, where specific literacy supports are discussed and resources are provided for home support.
Section E: Document how the school provides for the monitoring of reading achievement and growth at the classroom and school level with decisions about PreK-5th grade intervention based on all available data to ensure grade-level proficiency in reading.
● Teachers use the South Carolina College and Career Ready Standards when planning instruction.
● Teachers actively engage students in instruction that is explicit and follows a systematic scope and sequence so that students continue to build proficiency.
● Teachers and Administrators work together in PLC and MTSS teams to collect and analyze data to make instructional decisions for groups of students and individual students. They create action plans and plans to monitor how the work is going through fidelity checks and student outcome data.
Section F: Describe how the school provides teacher training based in the science of reading, structured literacy, and foundational literacy skills to support all students in PreK-5th grade.
Teachers participate in ongoing, job-embedded professional learning opportunities based on literacy development through:
● Collaboration through coaching cycles with the school coach
● Collaboration and planning with colleagues through Professional Learning Communities
● Feedback provided by district and school coaches through Instructional Learning Walks
● Participation in Science of Reading professional development through completion of LETRS coursework
● Participation in CKLA curriculum professional development with district curriculum specialists
● Participation in peer observations
Section G: Analysis of Data
Strengths
● Teachers have many PD opportunities in language and literacy through Leading Educators & school based coaching, PLC, Kagan Workshops, and LETRS training cohorts.
● Schedules have been aligned to allow for collaborative planning and data based problem solving.
● Teachers use instructional curriculum that follows a scope and sequence and ensures instruction is focused both on foundational skills and language comprehension.
Possibilities for Growth
● Teachers have access to many forms of assessment data including screeners, progress monitoring and curriculum based measures but will continue to build their capacities in using this data to inform teaching.
● Teachers will continue to work on ways to differentiate learning during whole group and small group instruction so that all students can access Tier 1 curriculum.
● Teachers will increase their efforts to engage family participation in literacy activities at home and at school with their scholars
Section H: Previous School Year SMART Goals and Progress Toward Those Goals
● Please provide your school’s goals from last school year and the progress your school has made towards these goals. Utilize quantitative and qualitative data to determine progress toward the goal (s). As a reminder, all schools serving third grade were required to use Goal #1 (below).
Goals
Goal #1 (Third Grade Goal): Reduce the percentage of third graders scoring Does Not Meet in the spring of [two school years prior] as determined by SC READY from 55.3 % to 50 % in the spring of 2024.
Progress
In spring 2024 52.6% of third grade scholars scored Does Not Meet on SC Ready. We did not quite meet this goal.
Goal #2: Reduce the percentage of students scoring below grade level in the fall of 2023 as determined by FastBridge from 43% to 37% in the spring of 2024.
Progress
Fastbridge shows that 42 were below grade level. We did not meet this goal.
Goal #3:Teachers will work together in teams to collect and analyze ongoing EL Curriculum module assessment data to make instructional decisions for groups of students and individual students. They will create action plans to monitor how the work is going (fidelity checks and student outcome data).
Progress
During PLCs this work was done and tracked on a spreadsheet
Section I: Current SMART Goals and Action Steps Based on Analysis of Data
● All schools serving students in third grade MUST respond to the third-grade reading proficiency goal. Schools that do not serve third grade students may choose a different goal. Schools may continue to use the same SMART goals from previous years or choose new goals. Goals should be academically measurable. The Reflection Tool may be helpful in determining action steps to reach an academic goal. Schools are strongly encouraged to incorporate goals from the strategic plan.
Goals
Goal #1 (Third Grade Goal): Reduce the percentage of third graders scoring Does Not Meet in the spring of [two school years prior] as determined by SC READY from 52.6 % to 48 % in the spring of 2025.
Goal #2: By Spring of 2025, 45% of students will meet or exceed one year of annual typical growth according to iReady Reading Diagnostic.
Goal #3: By Spring of 2025, 100% of teachers will differentiate whole group and small group instruction based on progress monitoring data.