Read to Succeed Reading Plan
LETRS Questions:
- How many eligible teachers in your school have completed Volume 1 ONLY of LETRS?: 4
- How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?: 18
- How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?:14
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.
Teachers work together in teams to collect and analyze data to make instructional decisions for groups of students and individual students. They create action plans and monitor how the work is being implemented (fidelity checks and student outcome data). Teachers use state adopted curriculum to address student needs in oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension. Teachers use the South Carolina College and Career Ready Standards when planning instruction.
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.
Teachers use Amplify CKLA, a literacy program that uses a synthetic phonics approach to teach word recognition based on the Science of Reading. Teachers will make instructional decisions aligned with scientific research, strategic use of assessments and observations of students. Teachers also implement strategies they have learned through LETRS training to ensure a solid foundation is built for literacy with each student.
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.
Teachers collect and analyze myIGDIs, KRA, Fastbridge, i-Ready, SC Ready, and Amplify CKLA assessment data to determine targeted, effective in-class interventions. The Literacy Team analyzes the data to determine which intervention curricula and strategies are needed to improve reading proficiency for those below grade level. Tutoring is also offered as an additional support for students after school by certified instructors.
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 opportunities for parent involvement including parent workshops, parent conferences, and newsletters. Teachers provide parents with diagnostic assessment data and specific strategies they can use at home to support their child. Parent conferences are held for students on the Read to Succeed list and they are informed of their student’s reading proficiency level and how they can support them at home.
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 monitor the accuracy, and completion, of i-Ready lessons, the outcomes of curricular and formative assessments. The Literacy Team will evaluate progress monitoring data from Fastbridge, diagnostic data from i-Ready, and formative assessments within the intervention curricula.
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.
Many teachers have completed the Read to Succeed Literacy Teacher endorsement. Many teachers have completed LETRS training or are currently enrolled in LETRS training. The coaching staff regularly meet with teachers to provide support based in the science of reading, structured literacy and foundational skills.
Section G: Analysis of Data
Strengths
- Teachers’ (classroom and intervention) analysis of student data and specific decisions for next steps
- The school uses Arts Integration to enhance the literacy learning opportunities for all students.
- Our school utilizes a system for helping parents understand how they can support the student as a reader at home. Our SIC has expanded this to include birth-5 resources for our extended community.
Possibilities for Growth
- ALL K-3 teachers complete LETRS training
- Teachers will immerse students in print-rich environments including both vocabulary walls, tricky word walls, and classroom libraries. Evidence of active use of vocabulary and tricky word walls will improve this year as the CKLA curriculum is used.
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 19% to 14% in the spring of 2024.
Progress
We did not meet this goal. The actual Does Not Meet percentage increased to 26.6%. However, the number of students Exceeding increased by 8%.
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.
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 26.6% to 15 % in the spring of 2025.
Action Steps
- Use CKLA/Amplify Curriculum Units with fidelity
- Implement Reading Response writing in 3rd grade
- Regularly discuss and analyze data during PLC meetings, and Literacy Team in order to make adjustments in instruction
- Teachers will regularly conference with students about their reading progress (iReady, Fastbridge, etc.)
- Continue to use phonics units embedded in CKLA/Amplify to provide phonics instruction to students
- Teachers will assign and monitor differentiated iReady lessons as part of the 3rd grade initiative within the district
- Ensure library and classroom texts are culturally diverse, authentic texts