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?: 3
∙ How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?: 13
∙ How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?: 5
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.
Currently at Mt. Zion we utilize several reading assessments that help guide our instruction with ensuring that students master the phonological awareness, phonics, vocabulary, fluency, and oral language skills needed to develop strong readers that comprehend what they are reading. Kindergarten and 1st grade both take i-Ready and Fastbridge in the Fall, Spring, and Winter. This data is used to drive whole group, small group, and intervention instruction (Tier 3) for these students all year long. Kindergarten also takes the KRA in October that tests for those basic oral language skills that are needed to move to the next level of phonological awareness and phonics. 2nd and 3rd grade utilize the i-Ready diagnostic in the Fall, Winter, and Spring as a driving piece for whole group instruction, small group intervention, and Tier 3 pull-out services in intervention. Teachers also administer the assessments in each Unit of CKLA. CKLA is our reading curriculum adopted by the state and the district last year. Each assessment in grades K-3 have both a reading comprehension component and phonological awareness piece. The assessments are administered both whole group and one on one. Teachers use this data to adjust whole group instruction and small groups within their classroom. Heggertys is taught daily in grades K-2 and utilized in grades 3-5 in small groups.
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.
With the majority of the K-3 staff already trained in LETRS we use a great deal of the information gleaned from this training in our classrooms daily. Heggerty’s is used daily in all K-2 classrooms and as needed in small group instruction for 3rd-5th grade. Teachers use data from i Ready, Fastbridge, and SC Ready to make certain that they are addressing the foundational literacy skills that are showing as a weakness for their students. This data helps drive whole group instruction and small group instruction within the classroom.
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 i-Ready and Fastbridge are used as universal screeners to determine placement into an intervention program. Tier 2 students receive push-in services and Tier 3 students receive pull-out services. Intervention sessions are 30 minutes long and the student’s percentile determines how many days a week they are seen. Once a student reaches their goal they are transitioned out of intervention and will be monitored for the rest of the year by the teacher and they interventionist assigned to the student.
Updated August 2024 Page 1
South Carolina Department of Education
Read to Succeed Elementary Exemplary Literacy Reflection Tool
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. Currently we host ‘Book Nooks’ monthly that gives parents a book and some activities to take home and use with their student to enhance their reading and writing skills. We also utilize space in our weekly newsletter that is emailed out to parents that gives them some useful tips to use at home with their students to help them continue to cultivate their reading and writing skills. We hold a Literacy Night where students showcase their reading and writing strengths and encourages parents to talk with their students about their work.
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. After each round of testing in the Fall, Winter, and Spring teachers engage in Data Dives. During these ‘Dives’ teachers dig into their classroom data in PLC’s and get a solid idea of what skills and strategies they need to address for the next few weeks. Teachers create a plan together that addresses these needs and coaches help drive the work by finding research based ideas to help them.
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 K-3 have been provided with LETRS training. PLC’s provide ongoing training in literacy skills that are needed for the growth of their students. Coaching Cycles both full and mini are utilized to help develop teachers literacy skills to ensure that all students needs are being meet.
Section G: Analysis of Data
Strengths:
∙ Use of formative Assessments – SCReady to guide yearly goals ∙ Making instructional decisions based on data – SCReady, i Ready, Fastbridge
∙ Quarterly Parent involvement opportunities – Book Nook, Literacy Night (2nd Semester), Reading Role Models, Classroom Volunteers.
∙ EL Curriculum establishes routines and procedures that maximize instructional time.
Possibilities for Growth
∙ Teachers use data to drive whole and small group instruction that changes frequently.
∙ Let students become part of their learning by holding data meetings with them quarterly.
∙ Providing targeted effective in class interventions based on frequent progress monitoring.
∙ Teachers continue to participate in professional learning opportunities to enhance understanding of the new CKLA Curriculum.
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South Carolina Department of Education
Read to Succeed Elementary Exemplary Literacy Reflection Tool
Strengths
∙ All classroom teachers K-2 have finished year one in LETRS and are starting year two of the training.
∙ Partnership to promote reading and writing.
∙ Teachers guide students in independent work during Skills Block rotations fostering independence and self-learning. ∙ Teachers working together in PLC’s to analyze and use data to drive instruction and create action plans for all students. ∙ 120 minutes of ELA built into the master schedule – 60 for EL and 60 for Skills Block.
∙ All teachers are using i-Ready 45 minutes a week.
∙ Media Center is versed in EL Units and supports teachers.
∙ Intervention moves students in and out when and as needed when data points are met.
Possibilities for Growth
∙ Integrate content – specific reading, writing, and research to provide authentic experiences to become proficient researchers, readers, and writers.
∙ Be flexible as we grow with the new CKLA curriculum and adjust and monitor as needed for student success.
∙ Teachers utilize the material learning in LETRS training to ensure that all instruction in reading and writing is based on the science of reading.
∙ Teachers using LETRS assessments to ensure students weaknesses are identified at the core.
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 as determined by SC READY from 57.6% to 47.6 % in the spring of 2024.
Progress:
Did Not Met Goal
DNM students went down from 57. 6% to 57.1% on 2024 spring SC Ready Reading.
Goal #2:
Over the course of the 2023/2024 school year, 70% of all K-5 students will meet their typical growth and/or their stretch growth on i-Ready Diagnostic for Reading.
Progress:
Goal Meet
70% of all students reached their typical growth on i-Ready by the spring window in 2024. 37% reached their stretch goal.
Adjusting our goal to include stretch growth for 24/25
Goal #3:
Over the course of the 2023/2024 school year, 100% of teachers will collect, analyze, and use data to drive instruction across the grade levels
Progress:
On-going with data dives scheduled in the Fall 2024 - ½ day and Winter – full day 2025.
Updated August 2024 Page 3
South Carolina Department of Education
Read to Succeed Elementary Exemplary Literacy Reflection Tool
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 as determined by SC READY from 57.1 % to 47.1 % in the spring of 2025.
Action Steps:
∙ Use i-Ready grouping to identify areas that need to show growth ∙ Tier 2 students remain in the classroom with push-in intervention support.
∙ Heggertys instruction in small groups for those students identified ∙ 190 minutes of targeted ELA instruction with the implementation of CKLA
∙ Continue LETRS training for the K-3 teachers that have not completed the course.
∙ Targeted i-Ready programs for ALL 3rd grade students – to include: challenge lessons, switching paths, or remaining on the determined path by the program.
∙ PLC support.
Goal #2:
Over the course of the 2024/2025 school year, 50% of all K-5 students will meet their stretch growth on i-Ready Diagnostic for Reading.
Action Steps:
∙ Data meetings with all students K-5 after their Fall, Winter, and Spring i-Ready Reading Diagnostic.
∙ Teachers will monitor students’ progress through the program and adjust small group lessons to aid students in reaching their goals. ∙ i-Ready will be discussed during Fall and Winter Data Dives
Goal #3:
Over the course of the 2024/2025 school year, 100% of teachers will collect, analyze, and use date to drive instruction across the grade levels.
Action Steps:
∙ Teachers will use i-Ready and CKLA Unit Assessments data to determine small groups.
∙ Teachers will adjust groups as the data shows the growth and/or need. ∙ Teachers will make students part of their own learning by holding quarterly data meetings with them to discuss their progress and goals. ∙ Teachers will use PLC’s and Grade Level meetings to plan and implement differential lessons for ALL students.
∙ Tier 3 students should be progress monitored to adjust for growth and movement back into the classroom setting as soon as possible. ∙ Tier 2 students will remain in the classroom with push-in support from intervention.
∙ Teacher data meetings will be held in the Fall, Winter, and Spring to review state assessment results, i-Ready, and classroom data.
Updated August 2024 Page 5