Read to Succeed Reading Plan
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?:7
● How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?: 23
● How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?: 12
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.
Our school has adopted the Core Knowledge Language Arts for grades K-5th. K-1 also utilizes Heggarty oral phonics program to enhance phonemic awareness skills in addition to CKLA. The reading assessments have been embedded within each unit of study. Each unit has grade level specific demands assessed at grade level. (Oral phonemic awareness, phonics, fluency, embedded vocabulary, as well as comprehension ( age specific- oral comprehension- students give a thumbs up or thumbs down to answer for lower level, and comprehension passages that align to the unit.)
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.
The Science of reading states that reading comprehension (RC) is the product of decoding (D) and language comprehension (LC), or RC = D x LC. Word recognition assessment is fundamentally embedded within the CKLA curriculum in K-5 and through My IGDIS within the PreK curriculum The skills are assessed at the end of each unit in a cyclical pattern. The teacher differentiates instruction to meet the performance levels of all learners through small group instruction to ensure that all students have a firm knowledge base of the foundational skills needed to read.
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.
Ladson uses I Ready data (K-5) three times a year ( Fall, Winter and Spring) to determine students’ present levels of performance in reading. For PreK, MyIGDIS is utilized three times a year to determine Early Learning reading skills. This universal screening system allows for teachers to examine students present levels of performance, and also to differentiate instruction based upon student needs in English Language Arts. There is baseline data across the ELA strands that allows teachers to identify gaps in learning, and plan effectively for instruction to enhance student achievement within the classroom.
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 parents their children’s post assessment data from IReady as well as MyIgDis and past reading intervention data, SCReady prior year assessment data. Ladson offers after school tutoring for students who fall below expected grade level standards for ELA. Teachers share newsletters with families as well as communication through Class Dojo. Parent Data conferences are times when teachers and parents meet face to face to discuss what each students’ current level of performance is, and how each student compares against other students their age across the nation.
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.
Ladson Elementary school has an MTSS process for identifying students based on benchmark data given in IReady as well as prior year MTSS data of students that were previously in reading intervention. Students who score below the 25% in reading are given priority to be served by a reading interventionist using an intervention program approved by the Charleston County School District. Students are pulled out in small groups of no more than 4 students. These students are progress monitored weekly using Fastbridge.
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.
Teachers are trained weekly based upon schoolwide data in PLC as well as through staff requests ( IReady data review and data classroom trackers, Ellevation, Leading Educators). The district also provides professional learning to support the learning in our school. We have provided three school days for teachers to dive deep and unpack the standards to align with the CKLA, Heggarty, and MyIgDIS).
Section G: Analysis of Data
Strengths
● Shown growth in IReady across subgroups.
● All students in MLL increased based upon IReady.
● Departmentalized teaching in grades 3-5.
Possibilities for Growth
● New ELA Curriculum to enhance rigorous standards.
● Small group instruction based on MTSS and classroom data.
● IReady pathways adjustment ( Vision 2027) based upon student need.
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 46.6 % to 36.6% in the spring of 2024.
Progress
We did not meet this goal. Third graders for Does Not Meet increased from 46.6% to 48.9% on Reading for SC Ready. Our school did grow in the meets and exceeds, as well as reduce the approaches in reading.
Goal #2:
By spring 2024, the percentage of students in Not Met 1 and Not Met 2 who move up at least one readiness level will increase from 36.9% to 46.9% in Reading.
Progress
Did not meet this goal. The spring 2024 SC Ready Does Not Meet for Reading. The students scored 44.5% in SC Ready Reading Does not meet.
Goal #3:
By May 2024, the percent of CD students scoring in Tier 1 on my IGDIs will increase to 91.7% for picture naming, 84.6% for alliteration and 67.4% for rhyming.
Progress
Did not meet this goal. Picture naming was: 64.9%, Alliteration was 68.9%, and rhyming was 50% in the spring of 2024
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 [two school years prior] as determined by SC READY from __48.9____ % to ___45___ % in the spring of [previous school year].
Progress
● Through the DDI process, and progress and learning walks student data and or work will be analyzed monthly in PLC using I Ready and CKLA assessments.
● Teachers will unpack learning standards during PLC with instructional coaches.
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.
Progress
● Teachers and coaches will analyze student writing samples in PLC Monthly to determine gaps and enhance strengths across grade levels.
● Coaches will plan for effective instructional strategies in Plc across grade levels.
● Teachers and coaches will unpack writing standards across grade using DDI process.
Goal #3:
Students will increase their mid or above and early on grade level vocabulary percentages from 38% in the Fall of 2024 to 41% by Spring of 2025 utilizing I Ready Reading.
Progress
● ML teams will be provided grade level vocabulary in order to support Tier 1 instruction in the classroom.
● Monitor number of weekly passed IReady reading lessons.
● Analyze I Ready data to identify trends in learning, and adjust pathways as needed for student acceleration.
● Diving into rigor to support Tier 2 and 3 vocabulary words in PLC.