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? 2
- How many teachers in your school have completed Volumes 1 and 2 of LETRS? 14
- How many teachers in your school are beginning Volume 1 of LETRS this year? 3
- How many teachers in your school are beginning Volume 2 of LETRS this year? 2
- How many CERDEP PreK teachers in your school have completed EC LETRS? 0
- 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-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.
Belle Hall Elementary students are assessed in the Fall, Winter and Spring using benchmark assessments and screeners.
MyIGDIs is administered to PreK students 1:1 to assess early literacy skills.
The Kindergarten Readiness Assessment is used to determine a child’s readiness for Kindergarten. The assessment covers four domains. The teachers analyze the data from the Language and Literacy Domain at the beginning of the year to guide them as they plan and make instructional decisions based on students' needs.
Kindergarten and 1st grade students are assessed using the Fastbridge Screener for Early Literacy. This Universal Screener consists of Concepts of Print, Letter Names, Letter Sounds, Word Segmenting, Nonsense Word Reading, and Sight Words to 50 for Kindergarten. In First grade, the students are given the components Word Segmenting, Nonsense Word Reading, Sight Words to 150 and CBMreading.
In Charleston County, iReady is to assess all students in Kindergarten through 5th grade. The domains assessed include Phonological Awareness, Phonics, High Frequency Words, Vocabulary, and Comprehension.
Instruction of ELA state standards
Heggerty is taught in CD through 2nd grade to address oral language and phonological awareness.
Kindergarten through 5th grade are implementing CKLA Skills and Knowledge Curriculum and supplementing when needed to address all South Carolina College- and Career- Ready English and Language Arts Standards.
Belle Hall teachers review students' achievement as the standards are taught. They reteach and provide scaffolding for students that require extra support in specific areas.
The Interventionists work 1:1 and/or in small groups to provide explicit,systematic instruction in literacy skills to close gaps and achieve grade level proficiency.
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..
CKLA is the district approved curriculum in all grade levels Kindergarten through Fifth grade. This program is based on the science of reading with systematic instruction in phonological awareness, word recognition, phonics and language skills for K-2 students. In 3-5, the lessons include explicit instruction in grammar, spelling and morphology. Teachers follow the scope and sequence of lessons within the unit to ensure that all students are receiving high quality targeted instruction. The assessments at the end of each unit are used to evaluate student performance and knowledge of standards taught.
Fastbridge contains specific assessments that target word recognition are CBMreading, Decodable Words and the Sight Word Assessment. These assessments are given during the Benchmark in Fall, Winter, and Spring for Kindergarten and First grade students. We also use these tools to progress monitor our Tier 3 and Tier 2 students that receive intervention. Based on the students' benchmark scores in the Fall, the classroom teacher, Instructional Coach and the Interventionist determine which specific assessment is needed to progress monitor the student.
The iReady assessment encompasses all of the domains of the science of reading, structured literacy and foundational literacy skills. Each student is placed on an individual learning path determined by scores from the diagnostic. The students follow the learning path and complete weekly lessons to achieve targeted growth.
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.
CD teachers use data from my IGDI’s to inform instruction and create small groups.
Kindergarten teachers use KRA, Fastbridge, and iReady, and CKLA unit assessments to analyze students' performance and set goals for student pathways to differentiate instruction.
First grade teachers look at Fastbridge, iReady diagnostic data and end of unit assessments to make instructional decisions to increase student achievement.
Second through Fifth grade teachers analyze iReady, SC State Standard Benchmarks, and unit assessments to determine if students are mastering the grade level standards.
Dervita Checkpoints are used to determine if students are mastering grade level standards. These checkpoints also provide students the opportunity for state test preparation. In PLC’s, teachers analyze student data on the Benchmarks and adjust lessons as needed
The instructional coach meets with the MTSS team to determine students that require additional intervention falling in the Tier 3 or Tier 2 category. The team determines the targeted pathways for those students. The interventionist uses explicit, targeted curriculums to support quality instruction. Examples include: Spire, Magnetic Reading or Magnetic Reading Foundations based on the student area of concern. These programs encompass the science of reading and focus on foundational skills in K-2 and fluency, vocabulary, and comprehension in 3-5.
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 the beginning of the year, parents are invited to an Orientation Evening where the teachers relay important information about the ELA curriculum and share specific tips on how to help your child with reading at home.
Belle Hall Elementary holds family data conferences to review Fall data with parents. The teachers explain percentiles and growth targets for all students using iReady and Fastbridge beginning of the year benchmarks. During the conferences, teachers give parents suggestions of how to assist and extend homework assignments to enhance reading and writing.
Teachers communicate with parents weekly through newsletters and weekly folders. These folders contain information about ELA standards covered for that week, graded papers, and homework to support the reading and writing learning at home.
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 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.
Belle Hall teachers meet weekly in PLC’s to monitor student progress with the instructional coach. During these PLC’s, teachers look closely at students not meeting proficiency and make data driven instructional decisions to improve student success. Instructional plans, materials, and student assessment are all analyzed to see if any adjustments need to be made in the classroom or outside of the classroom.
Each month, interventionists meet with the instructional coach to analyze data of our Tier 2 and 3 students receiving intervention. We look closely at progress monitoring graphs and notice trends in the data. Shifts in instruction or curriculums are discussed to address any students that are not meeting the expected growth target towards grade level proficiency.
The MTSS team meets weekly to discuss student progress and make specific recommendations for improvements that are necessary for students to be successful while achieving grade level proficiency in reading.
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 receive LETRS, Heggerty, KRA, my IGDIs, CKLA, iReady Standards Mastery training through Charleston County. Teachers engage in learning opportunities through zooms and PLC’s to plan instruction while looking closely at the individual needs of students through data analysis..
In PLC meetings, the instructional coach provides professional development after analyzing school and grade level data. The PD includes quality instruction on best practices from LETRS to increase student achievement and close gaps where necessary. These data driven decisions provide support to K-5 teachers in science of reading, structured literacy and foundational literacy skills.
Section G: Analysis of Data
Strengths:
- Heggerty programs implemented with fidelity.
- Coach and teachers collaborate regularly in PLC meetings to discuss and analyze student data and make instructional decisions based on the DDI process.
- Grade Level data dives of FastBridge and iReady Diagnostic data
- Literacy Interventionist to work across all grade levels 1st-5th
- MTSS process to create clearer lines of communication and support for teachers to address student concerns.
Possibilities for Growth:
- Encourage teachers who are not trained in the Science of Reading to attend LETRS cohorts
- Increase number of staff with the Read to Succeed Endorsement
- Maintain and increase the high level of ELA performance while implementing Year 2 of CKA curriculum
- Continue to apply rigorous supplemental support materials to ensure all of the SC ELA College and Career standards are mastered
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).
Goal #1 (Third Grade Goal):
Goal #1 (Third Grade Goal): Maintain the amount of students that scored Does Not Meet in the spring of 2024 as determined by SC READY to remain below 2%
Progress:
Met
2% (6 students) scored Does Not Meet in the Spring of 2025 on SC Ready.
Goal #2:
By Spring of 2025, the percentage of students in grade 3-5 who Meet/Exceed on SC Ready will increase from 91.8% to 92.8%.
Progress:
Met
95.8% of students in grades 3-5 scored Meet/Exceed on SC Ready
Goal #3:
Goal #3:
In Spring of 2025, 87% of students will meet or exceed one year of annual typical growth according to iReady Reading Diagnostic.
Progress:
Did not meet
80% of all students met or exceeded one year of annual typical growth according to iReady Reading Diagnostic
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 3rd 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.
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 progress monitoring, benchmark assessments, and observational data) to set reasonable goal(s) for the current school year.
Goals
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 94.2 % to 95 % in the spring of 2026.
Action Steps:
- implementation of CKLA knowledge and skills in the core classroom while using supplemental materials to ensure the SC College and Career Ready Standards are met.
- refine instructional pathways in IReady using standard mastery, teacher toolbox and assigning lessons to ensure all students are meeting grade level standard objectives
- explicit and systematic instruction in fluency, vocabulary and comprehension in 3rd grade intervention groups
- regularly discuss and analyze data during MTSS meetings and PLC’s to make adjustments as needed to ensure students success
Current Goal #2:
Increase the percentage of third though fifth students scoring Meets and Exceeds in spring of 2025 from 94.5% Meet and Exceed to 95% in the spring 2026. .
Action Steps:
- implementation of CKLA knowledge and skills in the core classroom while using supplemental materials to ensure the SC College and Career Ready Standards are met.
- refine instructional pathways in IReady using standard mastery, teacher toolbox and assigning lessons to ensure all students are meeting grade level standard objectives
- explicit and systematic instruction in fluency, vocabulary and comprehension in 3rd-5th grade intervention groups
- regularly discuss and analyze data during MTSS and PLC’s to make adjustments as needed to ensure students success
Current Goal #3:
In Spring of 2025, 81% of students will meet or exceed one year of annual typical growth according to iReady Reading Diagnostic.
Action Steps:
- implementation of CKLA knowledge and skills in the core classroom while using supplemental materials to ensure the SC College and Career Ready Standards are met.
- refine instructional pathways in IReady using standard mastery, teacher toolbox and assigning lessons to ensure all students are meeting grade level standard objectives
- explicit and systematic instruction in specific domains (Phonemic Awareness, Phonological Awareness, High Frequency Words, Comprehension of Literary and Informational Texts) during intervention groups in order to close gaps and reach grade level expectations
- regularly discuss and analyze data during MTSS and PLC’s to make adjustments as needed to ensure students success