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Read to Succeed Reading Plan

South Carolina Department of Education

Read to Succeed Elementary Exemplary Literacy Reflection Tool

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?: 17
  • How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?:7

 

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.

The iReady reading assessment is given to students K-5 and addresses the domains of phonemic awareness, phonics, high frequency words, vocabulary as well as comprehension in literature and informational text. Students take the diagnostic three times a year to measure both their achievement and growth in each of these subdomains.  Based on their performance, data is used to create small groups within the classroom as well as identify students for intervention.  The CD classes use the IGDI assessment which works on phonics skills, vocabulary, and other foundational skills.  In grades K and 1 we also use the Fastbridge screener which looks at letter and sounds identification, sight words, word segmenting, nonsense words, and reading sentences/passages.  These are all subtests that help identify areas of strength and weaknesses our students may have.  Built into the CKLA curriculum there are formative assessments to check in on students learning. In grades 3-5 we also use designated district created checkpoint assessments to help us drive instructional decisions.  

 

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.

Word Recognition is assessed in FastBridge for our K-1 students and some of the students identified for intervention.  CKLA has word recognition tests built into their curriculum to assist in the creation of small groups for students. In grades CD- 1st there is a lot of work in the curriculums on identifying graphemes, phonemes, letters, and sounds in order to identify sight words.  Sound walls are also represented in classrooms to help with the sounds of letters in the words and the different spellings to help them sound out and decode difficult words.  

 

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.  

The iReady and Fastbridge diagnostic screeners are used to determine students that need extra support within the classroom and/or out of the classroom.  For Tier 2 students, the data collected from both screeners is then used to determine which intervention program best suits the student.  progress monitoring is then used and monitored monthly during trend checks to determine the needs of these students.  The Fastbridge screeners also provide a risk level to determine the level of support students may require.  The core phonics screener is used by staff members to find areas of difficulty for students that are struggling in the area of phonics.  This data is then used to develop action plans and groupings for these students based on their needs.  

 

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.

After each iReady diagnostic assessment, parents receive a family report that identifies student’s overall performance, percentile compared to same aged peers, performance in each subdomain, as well as what students can do and next steps.  The next steps provide parents with information on strategies and suggestions of things they can do at home.  We do the same in grades K-1 with the reading Fastbridge reports as there is a section for teachers to write comments.  For students in reading intervention, they receive a progress report with interims and report cards so parents know how their student is performing.  During quarter one of school, teachers are required to have a data meeting with parents where they talk about the students’ performance, provide data, and ways they can help at home as well.  During these conferences, with some of the third-grade student parents, teachers and the reading coach have conversations about student performance and the potential of students being at risk for retention due to the Read2Succeed initiative.  Throughout the year when teachers have concerns about students academically, behaviorally, or social/emotionally, we hold Individual Problem-Solving meetings (IPS).  Sometimes we hold them in house with staff members first to help problem solve, but most of the time we invite the parents in to discuss the concerns.  We work as a team to make a plan that best suits that individual student.  

 

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. 

In the Pre-K and K classrooms most progress monitoring and intervention is done within the classroom.  These teachers have not only curriculum and specified screener assessments, they also have created their own checklists on foundational skills.  They consistently progress monitor students’ progress on identifying letters, sounds, and words (Kindergarten).  In Kindergarten through fifth, teachers use PLC time to check in on iReady progress of students, ensure no domains are inactive, and how students are performing on their personal pathways.  Teachers use student growth reports and historical reports to monitor student progress and provide support in areas of weakness.  Students in intervention are progress monitored using designated Fastbridge assessments that are mandated, as well as some have extra assessments based on their individual needs.  The interventionist and literacy coach meet monthly to have “trend checks” to monitor the progress and discuss students by group or individually to make plans for next steps.  The CKLA curriculum provides formative and summative assessments throughout each unit for teachers to monitor how students are comprehending the current grade level standards.  Student progress is also measured in grades 3-5 by district created checkpoints that are given four times a year based on the district scope and sequence.  These checkpoints are then discussed at PLC to discuss trends and next steps for teaching.

 

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.

All teachers in grades K-3, resource, coaches, administration, and intervention have been advised and a majority have attended LETRS training.  The few teachers that have not yet are new to the school/district.  The literacy coach will be reviewing valuable information from the LETRS training in PLC with all teachers.  The literacy coach has held professional development on the new ELA standards in all grades K-5 and more extensive support for K-2 teachers on the foundational literacy standards.  During instructional planning days both the standards and curriculum are broken down, planned for, and teachers are given support.  More recently, the school has been allocated money through the EIR grant to also be able to send teachers to professional development outside of the school for reading or bring in additional PD as needed.  As teachers have needed additional support, especially in the Pre-K the coach has arranged for district specialists to come and provide professional development for those teachers.  

 

Section G: Analysis of Data

Strengths

  • K and 1 Students outperformed the district average on FastBridge earlyReading.
  • 3rd-5th grade outperformed the district average on SCReady.
  • Teachers using district pacing and instructional guidelines to align with new CKLA curriculum.
  • Overall less students falling in the 25% and below on Reading iReady Fall diagnostic.

 

Possibilities for Growth 

  • Increase scores for black and Hispanic students by increasing supports.
  • Decrease amount of DNM a Approaches on SCReady.
  • Work on strengthening literacy text understanding.
  • Increase use of sound walls in classrooms K-3

 

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 2023 as determined by SC READY from 

11.1 % to 9% in the spring of 2023.

 

Progress

We did not meet this goal as we only lowered the amount of DNM from 11.1% to 10.8%.  We will continue to use and monitor this goal in the future.   

 

Goal #2:

75% of students in grades First through Fifth Grade will meet or exceed their annual typical growth measure for the year as measured by the Spring 2023 iReady diagnostic.

 

Progress

We did not successfully meet this goal.  We had 62% of our students meet or exceed their iReady annual typical growth goal.  We will continue to use and monitor this goal in the future.



 

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 2024 as determined by SC READY from 10.8% to 9% in the spring of 2025.

Progress

Form intervention groups based on Spring 2023/Fall 2024 iReady Reading data. 

 

Tier II students will receive intervention using Magnetic Reading and Spire.

 

General Education teachers and EC teachers will work with Tier III students on mastery of prioritized standards.

 

Teachers will have 4 full day planning days with instructional coaches to help plan for instruction, analyze data, and gain resources in curriculum content as well as LETRS and instructional practices. 

 

MTSS team will identify the students that scored DNM and discuss plans for individual students and provide support. 



 

Goal #2:

Increase the percentage of students in grades Second through Fifth Grade that meet or exceed their annual typical growth measure on the iReady diagnostic from 61.9% to 64.4%.

Progress

Teachers will meet weekly in PLC to use data such as iReady instructional reports, performance tasks, and curriculum to plan for small group instruction in the classroom.

 

Ensure students are meeting both their amount of time on task goal as well as goal for passing lessons.

 

Teachers will assign lessons to Tier II and III students to target areas of weakness.

 

Leadership will offer monthly/quarterly incentives for those that are passing lessons with 80% or higher success.

 

Goal #3:

Reduce the amount of third graders scoring one or more grade levels below in the area of Phonics on the iReady reading diagnostic test from 39% to 20%.  

Progress

Implement iReady Phonics initiative for students scoring one or more grade levels below in the area of phonics.

 

Use the core phonics screener for students placing 2 or more grade levels below in phonics to narrow areas of focus.

 

Teachers use iReady recommend lessons for phonics to send home to parents.

 

Teachers and literacy coach will work during PLC and planning days to plan for phonics instructional and progress monitoring.