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?: 13
● How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?: 11
● How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?: 7
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 given to PreK students 1:1 to assess early literacy skills.
● Kindergarten and 1st grade students are given the Fastbridge Screener. 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.
● The iReady diagnostic is used 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.
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 specific assessments that target word recognition are CBMreading, Decodable Words and the Sight Word Assessment in Fastbridge. These assessments are given during the Benchmark in Fall, Winter, and Spring. Based on the students' scores in the Fall, the classroom teacher, Instructional Coach and the Interventionist will determine what assessment is needed to progress monitor the student.
● The iReady assessment encompasses all of the domains for the science of reading, structured literacy and foundational literacy skills. Each student receives a learning path and completes weekly lessons to achieve targeted growth.
● CKLA is the curriculum in all grade levels Kindergarten through 5th. 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.
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 Benchmarks, unit assessments to determine if students are mastering the standards.
● The instructional coach meets with the Intervention team to determine students that require additional intervention falling in the Tier 3 category. The team determines the targeted pathways for those students. The intervention used is either Spire, Magnetic Reading or Magnetic Reading Foundations based on the student need or 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.
● Belle Hall Elementary holds family data conferences to review Fall data with parents. The teachers explain percentiles and growth targets for all students. 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.
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 bi-weekly in PLCs to monitor student progress with the instructional coach. During these PLCs teachers look closely at students not meeting proficiency. Instructional plans, materials, student assessment are all analyzed to see if any adjustments need to be made.
● Each month the interventionists meet with the instructional coach to look closely at progress monitoring graphs and notice trends in the data. Shifts in instruction or programs 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.
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..
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
Possibilities for Growth
● Utilization of CKLA curriculum to ensure high quality instruction aligned to the SC ELA 2023 standards
● Utilize Standards Mastery to identify specific iReady goals and develop strategies for reaching those goals.
● 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
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):
Reduce the percentage of third graders scoring Does Not Meet in the spring of 2023 as determined by SC READY from 6.1% to 5.5 % in the spring of 2024.
Progress: Met In Spring of 2024, only 2% of 3rd grade students scored Does Not Meet as determined by SC Ready.
Goal #2:
By Spring 2024, the percentage of students in grades 3-5 who Meet/Exceed on SC Ready ELA will increase from 87.4% to 90% in 3rd grade, 92.6% to 93% in 4th grade and 88.1% to 89% in 5th Grade.
Progress: Satisfactory
In Spring of 2024, the percentage of students in grades 3-5 who Meet/Exceed on SC Ready ELA will increase.
3rd grade students increased to 92%
4th grade student who Met/Exceeded was 91.8
5th grade students increased to 95.1%.
Goal #3:
By Spring 2024, 80% of students will meet or exceed one year of annual typical growth according to iReady Reading Diagnostic.
Progress:
Met
In Spring of 2024, 86% of students met or exceeded one year of 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. 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): Maintain the amount of students that scored Does Not Meet in the spring of 2024 as determined by SC READY to remain below 2%
Action Steps:
● implementation of CKLA knowledge and skills with fidelity in the core classroom
● 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 grade level meetings and PLC’s to make adjustments as needed
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%.
Action Steps:
● implementation of CKLA knowledge and skills with fidelity in the core classroom
● 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 intervention groups
● regularly discuss and analyze data during grade level meetings and PLC’s to make adjustments as needed
Goal #3:
In Spring of 2025, 87% 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 with fidelity in the core classroom
● 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 grade level meetings and PLC’s to make adjustments as needed