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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?: 23
  • 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)?: 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.

At North Charleston Elementary we use a few different Universal Screeners in the Fall to get a baseline of where are students are in a variety of English/ Language Arts domains. These assessments include the iReady Diagnostic, KRA, Fastbridge, and myIGDI’s.  These results are then used to individualize instruction based on student need. We work to identify learning gaps and use targeted instruction in order to work towards grade- level standards. Any gaps that students are showing on our fall assessments are addressed outside of tier one instruction. Each day students are engaged in 120 minutes of grade level instruction using CKLA as our curriculum (Creative Curriculum is being used in our PreK classrooms). CKLA is aligned to South Carolina Career and College Readiness standards and is grounded in the Science of Reading. CKLA has a strong emphasis on oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension all done in a systematic and explicit approach. 

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 school utilizes word recognition assessments in each grade, at different points of the year, in order to identify areas where a student may need remediation or where they may have strengths. Word recognition allows us to understand how the child is progressing with their phonological awareness, sight recognition, and decoding. According to the Science of Reading, comprehension and word recognition are closely related and the ability to do one will greatly impact the other. Once we give our students the word recognition assessment we are able to further understand their needs and use targeted instruction to support this crucial skill. In our PreK classroom there is an emphasis on phonemic awareness through our Heggerty Instruction. Word recognition and this level focuses on the students ability to hear sounds within words as we transition towards heavier phonics focus throughout K-3. 

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.  

Once our student have taken are variety of assessments in the Fall this data is utilized in order to make in individualized plan for each student. Looking at the iReady Fall diagnostic we are able to get both an overview of the students grade- level proficiency, national norm percentile, and their growth from year to year. It also gives us a more in-depth look into phonological awareness, phonics, high frequency words, vocabulary, and comprehension. If students are not on grade- level we begin to target the most foundational domain and get further information using other screeners about this specific gap. When students in grades 3-5 are showing a phonics gap we then give them a universal screener to learn more about this gap and where our tier three intervention needs to begin. If a student in grade K-2 show a phonological awareness gap, we are able to use a screener to determine what skills they do have and which we need to remediate. Intervention at North Charleston Elementary is based on student data and intended to target a specific need, systematically and explicitly, in order to move students quickly towards grade level proficiency. 

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.

Each time our students take an iReady diagnostic the results are shared with families. They are receiving the score and also information on how they can support at home. Our teachers hold data conferences to discuss these assessment results and provide resources to further support the students at home. Our school also invites all families in for a brunch to begin the year and discuss their role to encourage their child in reading and writing. Teachers are utilizing the home to school connections provided by the curriculum to give an overview of what their child will be learning. Teachers are also sending home reinforcement activities so that families have the opportunity to work with their child on these important skills. 

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. 

To begin the year we are using universal screeners to drive our intervention program which is then monitored every four weeks with our literacy team. Students in tier three are also being monitored weekly or bi-weekly with FastBridge. As the year progresses teachers are closely monitoring student progression based off of grade level standards. On a weekly basis teachers are giving quick checks and identifying which students are meeting the standards and which students need more support. Based on this data, the teachers are then planning reteach groups in order to ensure students are getting multiple opportunities to master each standard. 

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.

All of our teachers in K-4 classrooms have been trained in LETRS. We are currently using CKLA with fidelity which is grounded in the Science of Reading. When questions arise about instruction we make sure to reference LETRS and make sure our decisions are rooted in research. 

Section G: Analysis of Data

Strengths

  • Using data to inform intervention groups and ensure intervention is targeted. 
  • Using data daily in classroom instruction to determine how students are progressing towards grade level standards. 
  • One of our priorities in the 90 day plan focuses on literacy instruction. Every four weeks the Instructional Leadership Team comes together to monitor progress towards this priority. 

Possibilities for Growth

  • Strengthen tier one instruction to limit the amount of phonics gaps seen in grades 3-5.
  • Strengthen tier one instruction to limit the amount of phonological awareness gaps seen in grades K-2.
  • Focus on vocabulary strategies in all classes to increase the ability to understand unknown words.

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 45.8 % to 40 % in the spring of 2024.

Progress

In third grade, we were able to increase the amount of students in the Meets and Exceeds range. However we still have to work on closing the gaps of the students in the Does not Meet category to reduce this percentage further. 

Goal #2:

By spring of 2024, the percentage of students in grades 3-5 scoring Meets or Exceeds on the ELA section of the SC Ready assessment will

increase to 34.3%

Progress

With our 3-5 students we far exceeded this percentage. The amount of students in Meets and Exceeds is at 41.1%.

Goal #3:

Reduce the percentage of 3-5 grade students scoring Does Not Meet in the spring of 2024 as determined by SC READY from 44.6 % to 39%.

Progress

In 3-5 we were able to increase the amount of students in the Meets and Exceeds range. However we still have to work on closing the gaps of the students in the Does not Meet category to reduce this percentage further.

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 2025 as determined by SC READY from 51.7% in 2024 to 45% in the spring of 2025.

Progress

In order to meet this goal, we will continue to utilize student data in order to have targeted intervention and close learning gaps. We will partner with families to ensure their support in their child’s literacy growth. CKLA will be implemented with fidelity which will ensure we are using the Science of Reading in all classrooms. 

Goal #2:

Increase the amount of students in K-2 on grade level by the end of 2025 school year by 10% on the iReady Diagnostic. In 2024 we ended the school year at 43% of students scoring on grade level. In 2025 our goal would be for 53% of K-2 students ending the year on grade level.

Progress

In order to meet this goal, our teachers will continue to provide systematic and explicit foundational instruction on a daily basis. This will be monitored and support will be given to students who are not meeting grade level standards.

Goal #3:

By spring of 2025, the percent of students in grades 3-5 scoring Meets or Exceeds on the ELA section of the SC Ready assessment will

increase to 45%

Progress

In order to meet this goal, we will continue to utilize student data in order to have targeted intervention and close learning gaps. We will partner with families to ensure their support in their child’s literacy growth. CKLA will be implemented with fidelity which will ensure we are using the Science of Reading in all classrooms.