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Read to Succeed Reading Plan

Directions:  Please provide a narrative response for Section A-I.

LETRS Questions:

●       How many eligible teachers in your school have completed Volume 1 ONLY of LETRS?: 5

●       How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?: 27

●       How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?:8

Section A: Describe how reading assessment and instruction for all PreK-5th grade students in the school includes oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension to aid in the comprehension of texts to meet grade‑level English/Language Arts standards.

Students participate in diagnostic testing three times per year including MyIGDIs, KRA, Fastbridge, and I-Ready.  The Fastbridge Assessment tests students 1-1 in the areas of phonological awareness, phonics, and fluency.  The I-Ready Assessment is a computer adaptive test that assesses students in the areas of phonological awareness, phonics, vocabulary, and comprehension.  With the support of the Literacy Team, teachers analyze the data to determine Tier 1 instruction trends and adjust as needed.  In addition, this group uses this data to plan for differentiated Tier 2 instruction in the classroom setting. 

Teachers spend planning days internalizing district curriculum to ensure mastery of the SC Standards based on district provided pacing and assessment matrixes.  Grade level teacher created assessments are given to ensure student mastery and PLCs use the DDI protocols to modify instruction and reteach as needed. 

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.

Students receive 60 minutes of Skills instruction based on foundations of literacy standards daily.  This instruction follows a systematic phonics program that is backed by science of reading research.  Students are monitored and assessed regularly to ensure adequate progress and adjustments to instruction are made accordingly. 

Students receive 60 minutes of Knowledge instruction based on the applications of reading, research, and written and oral communications standards.  Students are monitored and assessed regularly to ensure adequate progress and adjustments to instruction are made accordingly. 

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. 

Students in the 25th percentile or below as measured by the iReady Diagnostic Assessment are given additional universal screeners (Core Phonics, Fastbridge, and PAST) to determine pathways to intervention.  Based on data obtained from these universal screeners, students are placed in targeted intervention groups that address skill deficits. 

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.

Data conferences are held once per year for all students and additionally on an as needed basis.  Teachers share and explain pertinent data points and  at home strategies that reinforce skills being taught at school. A curriculum night was presented in August that gave parents an opportunity to interact with school stakeholders regarding the curriculum at each grade level.  A STEM night in the spring will allow parents to engage in STEM activities that will add to their child’s growth and development as readers and writers.  

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 review classroom reading data at weekly PLC meetings following the DDI process.  Targeted weekly or bi-weekly progress monitoring data is collected for students needing intervention.  Every 4 weeks, this data is reviewed to ensure adequate progress toward growth goals is being met.  The MTSS team reviews data regularly and determines next steps as needed. 

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.

A majority of our staff have either completed or are in the process of completing LETRS training in cohorts that allow for further discussion and collaboration. 

The school based reading coach provides professional development in the areas of science of reading, structured literacy, and foundational literacy skills based on school trends and grade level needs. 

Section G: Analysis of Data

Strengths

●        School wide data dives using FastBridge and I-ready Diagnostic

●        Parent data conferences mandatory first nine weeks conducted in-person or through ZOOM driven by data on dashboards; strong parent communication throughout the year.

●        Extensive and varied school library, media center, and classroom libraries provide student choice and books at 

            appropriate reading and interest levels 

●        Professional Development provided is varied and based on teacher need and school data and trends.

●        Administration and teachers collaborate regularly in PLC meetings to discuss and analyze student data and make instructional decisions based on the DDI process.

●        Heggerty and Creative Curriculum programs implemented with fidelity. 

●        Increased Intervention team to work across all grade levels CD-2.

●        Expanded knowledge and use of I-Ready learning pathways, teacher toolbox, and reports.

●        Schoolwide implementation of UFLI curriculum to support The Science of Reading 

●        Utilize Creative Curriculum digital options. 

●        Expanded knowledge and use of the FastBridge subtest data and progress monitoring data to form small groups within the classroom and determine growth 

●        High percentage of teachers who are participating or have completed the LETRS PD

●        Improved MTSS process to create clearer lines of communication and support for teachers

Possibilities for Growth

●       Internalization of CKLA curriculum to ensure high quality instruction aligned to the SC ELA revised standards

●       Collaborate with students to set goals and develop strategies for reaching those goals.

●        Increase number of staff with the Read to Succeed Endorsement

●        Encourage teachers who are not trained in the Science of Reading to attend LETRS cohorts

Section HPrevious 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 By Spring 2024, 75% of Kindergarten students will score low risk on Fastbridge Early Reading.

Progress

In Spring 2024, 89% of Kindergarten students scored low risk on Fastbridge Early Reading.

Goal #2: By Spring 2024, 70% of first grade students will score low risk on Early Reading Fastbridge.

Progress

In Spring 2024, 64% of first grade students scored low risk on Early Reading Fastbridge.

Goal #3: By Spring 2024 70% of second grade students will score at “midyear or higher” on the Iready diagnostic

Progress

In Spring 2024 68.6% of second grade students scored at “midyear or higher” on the Iready diagnostic

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: By Spring 2025, 70% of kindergarten and first grade students will score low risk on Fastbridge Early Reading.

Action Steps:

●       Schoolwide use of systematic phonics and phonological awareness programs with fidelity

●       Use of DDI to plan strategically for Tier 1 and Tier 2 instruction at weekly PLCs

●       Use of the MTSS process for targeted intervention goals for students receiving Tier 3 instruction with bi-weekly progress monitoring 

Goal #2: By Spring 2025, 70% of second grade students will score at “midyear or higher” on the Iready diagnostic

Action Steps:

●       Schoolwide use of systematic phonics and phonological awareness programs with fidelity

●       Use of DDI to plan strategically for Tier 1 and Tier 2 instruction to include differentiation for students that need a focus on phonics, phonological awareness, fluency, or comprehension at weekly PLCs

●       Use of the MTSS process for targeted intervention goals for students receiving Tier 3 instruction with bi-weekly progress monitoring