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School 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?: 6

·         How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?: 5

·         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 utilizes data from FastBridge and iReady assessments, as well as formative assessments, to guide literacy instruction. This data is analyzed school-wide, by grade levels, and by individual teachers and we examine all domains in the iReady Reading assessment. All teachers at Ashley River use teacher created thematic units of study that embed grade-level ELA, Social Studies, Science, and Visual and Performing Arts standards. Teachers in grades Kindergarten through 5th grade implement CKLA knowledge units into their units of instruction. Teachers in grades Kindergarten through 2nd grade implement the CKLA Skills block and Heggertys phonemic awareness daily. Teachers are expected to provide Tier 1 ELA instruction to all students using grade-level texts and to facilitate small group/one on one targeted intervention using resources from SPIRE, iReady, iReady Magnetic Reading, iReady Magnetic Foundations, CKLA, Heggertys, and FastBridge.

 

 

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.

Our teachers in all grades utilize thematic units of study with CKLA units embedded. Our PreK through 2nd grade teachers use Heggertys curriculum daily during Tier 1 instruction. Our Kindergarten through 2nd grade students also benefit from teachers using the CKLA Skills block to support phonemic awareness, phonics, high frequency words, and word recognition instruction.

 

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 school uses universal screener data and diagnostic assessment data to determine targeted pathways of intervention for students who have failed to demonstrate grade-level reading proficiency in several ways: screener and diagnostic data is used for placement into Tier 2 and Tier 3 literacy and math intervention services; data is also used to create targeted small groups in the core curriculum; phonics diagnostic data is utilized in 3rd grade to provide targeted intervention with domain shut-off for students in need of phonics skills; data is also identified to create acceleration groups in 4th and 5th grades to provide targeted intervention using iReady lessons.

 

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.

At Ashley River, we strive to provide parents and guardians with an understanding of how to best support their student as a reader and writer at home by creating open lines of communication between teachers, parents, and service providers (such as interventionists, speech therapists, resource teachers, and others). We frequently communicate school-wide strategies with families through e-mails from administration, posts on our social media accounts, and posts on our school website. In addition, at the beginning of each school year, we invite families to an Open House where they can learn in detail the grade level expectations, schedule, and tips to support their child at home. Every Fall, parents and teachers meet for family data conferences where the teacher shares the most recent reading data. During these meetings, teachers share individual student results from FastBridge assessments and family reports showing the iReady Reading diagnostic testing results. In addition, teachers share specific strategies for each learner with their parents. Teachers all send out weekly newsletters to parents featuring strategies and information for parents. Our school also hosts monthly PTA meeting with student performances where reading and writing strategies are often featured and shared with families. Ashley River also hosts a Curriculum Night, STEAM Night, and the Scholastic Book Fair twice a year. Classroom teachers and support staff are wonderful at keeping lines of communication open with families to provide strategies geared toward the individual child.

 

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.

Our instructional coach facilitates grade level classroom data dives during PLC after each iReady/FastBridge diagnostic assessment testing window closes. The instructional coach also shares school-wide data with the MTSS team and the entire staff at a faculty meeting. The school’s literacy assistant and part-time interventionist meet monthly for wellness checks where every student receiving literacy intervention services is discussed and changes are made to services if needed. The intervention team progress monitors students weekly and that data is reviewed at least every six weeks to examine trends, growth, or to identify phase changes that may need to occur to benefit the student. At PLCs, teachers also share reading assessment data to make instructional decisions for students. 

 

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.

The school provides teacher training based in the science of reading through PLC and small group or one-on-one coaching sessions with our instructional coach. Teachers also have the opportunity to participate in district professional development focused on these skills. Teachers and administrators read research based articles and texts to develop a greater understanding of the science of reading and best literacy practices. Finally, our school is a part of the federal EIR grant and all teachers are encouraged to select professional development opportunities to strengthen their understanding of research-based literacy practices.

 

Section G: Analysis of Data

Strengths

Possibilities for Growth

 

  • Parent-teacher communication to help support learners develop literacy skills and strategies

 

  • School expectations for literacy instruction in all classrooms, including Special Areas, are clear and easy to understand

 

  • Literacy intervention team, instructional coach, and grade level teachers are in communication often to meet the needs of learners and to support individual teachers as needed

 

  • Word Recognition assessment > sharing with teachers and utilizing at the appropriate grade levels

 

  • LETRS training for all grade level teachers

 

 

 

Section HPrevious 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

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 6.5% to 5 % in the Spring of 2024.

We did not meet this goal. The percentage of third graders scoring Does Not Meet as determined by SC READY in the Spring of 2024 was 15.2%.

 

Goal #2: Increase the percentage of students in grades first through fifth meeting their annual typical growth measure in the Spring 2023 as determined by iReady Reading from 69% to 74% in the Spring of 2024.

We made positive progress towards this goal. The percent of students in first through fifth grades that met or exceeded their annual typical growth measure in Spring 2024 was 71.5%.

Goal #3: Increase the number of Kindergarten students scoring Low Risk on the FastBridge assessment from 78 in Fall 2023 to 88 in Spring 2024.

We did not meet this goal. The number of students scoring Low Risk on the FastBridge assessment was 65 in Spring 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

Progress

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 15.2% to 8% in the Spring of 2025.

 

 

 

 

 

 

Goal #2: Increase the percentage of kindergarten and first grade students identified as Low Risk as measured by the FastBridge earlyReading from 75% in the Fall of 2024 to 85% in the Spring of 2025.

 

 

 

 

 

 

Goal #3: Increase the percentage of students in grades first through fifth meeting their annual typical growth measure in the Spring 2024 as determined by iReady Reading from 71.5% to 85% in the Spring of 2025.