Read to Succeed Reading Plan

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

 

LETRS Questions:

●       How many teachers in your school have completed Volume 1 ONLY of LETRS? 21

●       How many teachers in your school have completed Volumes 1 and 2 of LETRS? 26

●       How many teachers in your school are beginning Volume 1 of LETRS this year? 8

●       How many teachers in your school are beginning Volume 2 of LETRS this year? 4

●       How many CERDEP PreK teachers in your school have completed EC LETRS? 3

●       How many CERDEP PreK teachers in your school are beginning EC LETRS this year? 0

 

Section A: Describe how reading assessment and instruction for all PreK-5^th 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 reading assessments at Ladson are utilized to decide where to differentiate instruction.  (K-1)The Kindergarten and first grade students complete the Fastbridge early reading benchmark assessment which allows teachers to determine entry points with phonological awareness, phonics, concepts of print, decoding, sentence reading, and letter recognition and sound recognition.   Kindergarten, first, and some second grade students are instructed to increase their oral phonics and phonemic awareness blending. All Child Development teachers administer the myIGDI assessments to assess phonics, phonological awareness three times a year. Kindergarten administers the KRA assessment to acquire a baseline data point on phonics, phonological awareness, and comprehension. K-2 students CKLA is broken into literacy skills and knowledge so that the students are practicing the foundational skills in encoding, decoding and word work to prepare them for the reading and writing requirements that align to the science of reading in knowledge. (1-5) First to Fifth grade students spend the first few weeks as the CKLA unit one is a review of the prior years’ literacy skills.  This year, our third grade students are going to utilize the skills in CKLA for third grade to decrease the gap in literacy phonics that has shown in the iReady and beginning of the year benchmark literacy assessments from unit one in CKLA.

 

Section B: Document how Word Recognition assessment and instruction for PreK-5^th grade students are further aligned to the science of reading, structured literacy and foundational literacy skills.

Ladson Primary and Elementary school utilizes phonemic awareness, phonics, orthographic mapping, and word analysis, fluency, and comprehension through reading and writing demonstrated through explicit instruction to identify phonemes within spoken as well as printed words. Our school uses core phonics instruction explicitly to teach students the importance of the relationship between graphemes and phonemes so that the students are able to systematically encode and decode words to aid in comprehension. CKLA has morphology of multisyllabic words embedded in the curriculum to expose students to be able to identify the sounds and spelling patterns in vocabulary words to aid in automatic word recognition in the authentic content reading they encounter.  Our students use the vocabulary patterns during word analysis from the multisyllabic words to break words into root or base words, identify suffixes and prefixes, and use the definitions of each word part to aid in comprehension of words in texts that they read.

Section C:  Document how the sc hool uses universal screener data and diagnostic assessment data to determine targeted pathways of intervention (word recognition or language comprehension) for students in PreK-5^th grade who have failed to demonstrate grade‑level reading proficiency. 

Ladson Elementary and Primary school utilize the triangulation of universal screeners such as IReady, Fastbridge,  CKLA End of Unit Assessments, Derivita benchmarks, and End of the year SCReady assessments, as well as classroom formative assessments, along with aggressive classroom monitoring  to decide on personalized learning to enhance learning for all students.  Our 2-5th Grade teachers also have implemented IReady Standards Mastery assessments as a pre- and Post- unit assessment that aligns with the SC academic content standards for reading.

This is how teachers, coaches, and administration assure that students are mastering grade level academic standards.  Students who do not demonstrate proficiency are monitored in the classroom  while teachers collect progress monitoring data for a period of six weeks to determine if tier 2 classroom reading intervention is closing the gap targeted for remediation. Teachers meet with instructional coaches to determine if academic progress is being made, or need to refer students utilizing the schoolwide MTSS process for tier 3 reading intervention, to determine if student placement is required with a certified reading interventionist.

 

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.

 

Charleston County School District has created and shared with all schools the science of reading requirements necessary for students to be successful.  The website describes what students need to be able to do to be successful readers and writers, and meet grade level expectations for reading, writing and literacy skills. The website is: https://www.ccsdschools.com/departments/curriculum-and-instruction/ela/read-to-succeed. It describes how parents can support their children at home, and it also has links to the South Carolina Department of Education so that parents understand the law as it relates to student reading and literacy achievement, and offers suggestions as well as free resources for parents to support their children’s literacy journey.

 

 

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-5^th grade intervention based on all available data to ensure grade-level proficiency in reading.

 

 As described in section C of this Literacy Reflection tool, student data is tracked utilizing the universal benchmark screeners, such as Fastbridge,  IReady (screeners, weekly lessons passed and minutes spent in reading), myIGDI, Heggerty Letter ID and Sound Assessments, personalized learning on iReady- targeted instructional pathways ( Vision 2027), IReady Standards Mastery pre- and post- assessments, as well as classroom targeted small group instruction and remediation/acceleration. Teachers who have identified students who may need additional literacy instruction support create small group targeted lessons using the teacher toolbox on IReady, or utilize UFLI lessons to target specific learning targets.  Our 2-5th grade teams collaborate with their content partner teacher to determine tier 2 instructional needs for all students in ELA or Math.  Teachers who have concerns track student progress weekly to report out monthly at the school wide MTSS meetings. Student progress is discussed by stakeholders and further recommendations are made every 6 to 8 weeks.)  All K-3 parents also receive a Read to Succeed Family Letter, translated into 10+ languages, that outlines in family-friendly language: What is the Science of Reading?, What does the South Carolina Read to Succeed Act mean for my student?, How will the school keep me informed about my student’s reading development?, How can I help my student become a good reader?, in addition to a direct link to the CCSD Read to Succeed webpage which includes even more ideas for supporting readers at home.

 

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-5^th grade.

 Teachers are required to attend weekly Professional learning Community meetings with Administration, coaches, and district instructional leaders. All stakeholders are made aware of the schoolwide 90 day academic plan for student acceleration and schoolwide growth utilizing Scarborough's reading rope. Our school has been afforded the opportunity to have a cohort of teachers become Orton Gillingham certified interventionists. The entire Special Education department, reading interventionist certified department, and the two literacy coaches are a part of this cohort. OG is based upon the Science of Reading; Our school master schedule is in the process of being overhauled to ensure non-negotiable times for literacy to ensure that the required times for ELA are included with all the components phonemic awareness, phonics, orthographic mapping, and word analysis, fluency, and comprehension through reading and writing

 

 

 

 

Section G: Analysis of Data

 

Strengths	Possibilities for Growth
●       Data Dive  presented by 1-5th Grade teachers to identify baseline trends and gaps in Reading and Math instruction.   ●       Vision 2027- 4th Grade IReady personalized pathways in IReady to ensure proper adjustment of students reading and Math placement or challenge lessons in accordance with the district's reading plan.   ●       Content Departmentalization in 2-5th Grades	●       Ingraining the ELA standards authentically into the CKLA content curriculum- not just the “I can” statements.   ●       WIN time plan for student growth aligned to our 90 day plan.   ●       3rd Grade addition of Skills and possible MClass for reading intervention alignment

 

 

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	Progress
Previous 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 _48.9_____ % to ___45___ % in the spring of [2025].	We surpassed this goal. Our 3rd grade students' data  moved from 48.9 percent does not meet in the Spring of 2024 to 35.9% in the Spring of 2025 on SC Ready, which is a 13 percent growth towards approaches and meets/exceeds.
Previous Goal #2: Increase the schoolwide SC Ready percentage in overall writing from 10% in the spring of 2024 to 13% in the spring of 2025.	The score for SC Ready writing did not meet our goal. Our percentage of students was as follows : 2 students scored a 4 (0%) 21 students scored a 3 (5%), 121 students scored a 2 (28%), 151 students scored a 1 (36%) and 130 students did not receive a score (31%).
Previous Goal #3: Students will increase their mid or above and early on grade level vocabulary percentages from 38% in the Spring  of 2024 to 41% by Spring of 2025 utilizing I Ready Reading.	We did not meet this goal. While the students grew from the prior year- the vocabulary only grew by 1%. The students grew to 39% in vocabulary.   The fall to spring growth was large- the students initial diagnostic in vocabulary was only 16%, the 38% was the score from the prior spring score.

 

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. Note the change in language for the 3^rd grade goal to align with the 2030 vision of 75% of students at or above grade level.  Schools that do not serve third grade students may choose a different goal. Goals should be academically measurable. All goals should align with academic growth or achievement. Schools must provide a minimum of two goals.

 

●       The Reflection Tool may be helpful in determining action steps to reach an academic goal. Schools are strongly encouraged to incorporate goals from the school renewal plan. Utilize a triangulation of appropriate and available data (i.e. SC READY, screeners, MTSS processes, benchmark assessments, and observational data) to set reasonable goal(s) for the current school year.

 

Goals	Progress
Current Goal #1 (Third Grade Goal): Increase the percentage of third graders scoring Meets and Exceeds in the spring of 2025 as determined by SC READY from __33.8____ % to ___41___ % in the spring of 2026.	●       Teachers are completing data dives to determine starting points based on iReady Fall benchmark data. Will complete data dives to drive instruction in the winter. ●       Teachers weekly progress monitor ELA academic growth through aggressive monitoring, and  exit slips, examination of content assessments, Dervita benchmark assessments. ●       Small group weekly lesson plans that are targeting gaps in instruction to accelerate student growth.
Current Goal #2: Increase the percentage of students scoring a 3 or 4  ( meets or exceeds) on the SC Ready  TDA writing prompt for 3-5th grades from 5%  in the spring of 2025 to 25% in the Spring of 2026.	●       Implement CKLA writing studio 1-5th grade, and assess student writing samples during grade planning meetings and PLCs. ●        Implement 3rd Grade Skills into the CKLA Block, and assess to determine gaps in phonics knowledge to plan for purposeful instruction.
Primary Goal 1: Kindergarten reading iReady will increase to 80% early on/mid/above grade level by Spring of 2026.	●       Ladson Primary teachers are implementing the usage of iReady daily for a goal of 30-60 minutes per week. The teachers are adjusting lesson pathways, monitoring for student success and pass rates. ●       Kindergarten teachers are implementing CKLA skills and knowledge with the use of DDI to analyze student progress throughout the school year.
Primary Goal 2: Child Development will increase their MyIGDI letter sound ID to 75% tier 1 by spring of 2026.	●       Ladson Primary is utilizing the Heggerty sounds assessment as one of our progress monitoring tools to check along the way our student growth. ●       Teachers are participating in DDI to track student progress and plan for small group instruction based on the progress of individual students.