Read to Succeed Reading Plan

Directions:  Please provide a narrative response for Sections A-I.

 LETRS Questions:

1·         How many eligible teachers in your school have completed Volume 1 ONLY of LETRS?: 1

2·         How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?: 8

3·         How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?: 8

Section A: Describe how reading assessment and instruction for all PreK-5^th 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.

EB Ellington PreK uses the Creative Curriculum and Heggerty helps to support oral language, phonological awareness, phonics, and comprehension.

K-2 uses the EL curriculum which provides rigorous instruction and assessments to ensure that our students can comprehend text to meet grade level ELA standards. K-2 use UFLI and Heggerty daily as part of their ELA instruction to support oral language, phonological awareness, phonics, and fluency. Our 3-5 uses the EL curriculum which provides rigorous instruction and assessments to ensure that our students can comprehend text to meet grade level ELA standards. Our 3-5 also uses EL ALL Block for additional comprehension, fluency, and writing instruction. Our teachers support our students in all grades with oral language development by both modeling and cultivating rich classroom discussions about text to build upon students’ knowledge.

Section B: Document how Word Recognition assessment and instruction for PreK-5^th grade students are further aligned to the science of reading, structured literacy, and foundational literacy skills.

In PreK we use Creative Curriculum and Heggerty. They use their observational rubrics embedded in the curriculum to assess foundational literacy skills.  In K-2 we use UFLI and Heggerty. It is assessed through weekly progress monitoring in UFLI, monthly FastBridge monitoring (CBMr, NWF, LN/LS). K-2 also test 3 times a year with iReady. In 3-5 we use ALL Block and Language Dives. We use FastBridge three times a year for Oral Reading Fluency. All this data is monitored in our CLTs, within the grade levels, and by our Literacy Team and used accordingly to make changes as needed.

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-5^th grade who have failed to demonstrate grade‑level reading proficiency. 

We use iReady as our universal screener in the Fall, Winter, and Spring. We also screen our students with the SIPPS placement assessment and if they fail to demonstrate grade level reading proficiency they are placed in a tier 2 SIPPS intervention group. They are then progress monitored with SIPPS Mastery Assessments and Fast Bridge. We have recognized via school wide data the need to have tier 2 intervention built into our school wide schedule to address the needs of students who don’t respond to tier 1 instruction alone. We have addressed this need by adding one hour of tier 2 instruction (Eagle Time) in K-5 daily schedules. We analyze and cross reference all data points as a team to ensure our students get the support that they need to close the gap(s) in their reading. Both grade level teachers meet weekly at CLTs and our Literacy Team meets once a month to discuss this data to make data driven decisions. The data collected on these screeners and formative assessments drive our teachers’ lessons, small group instruction, tier 2 intervention, and tier 3 pull out intervention. In addition to tier 1 and tier 2 instruction, students that show significant gaps in learning also receive tier 3 (literacy intervention, special education services, and multi-lingual learner services) targeted small group instruction that is aligned with data to address skill deficits.

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.

EB Ellington knows the important role that parents play in their child’s education. Our teachers communicate with our parents in various ways and times throughout the year. This is done via parent conferences, data conferences, ClassDojo, phone calls, emails, and texts. Parents are given updates about their student(s) and how they can support them at home with reading and writing. We also give out free books and access to reading books online with support of our librarian. Parents have access to see their student(s) data binder that their teacher keeps on every student, at their request. We have an annual Literacy Night for all families to attend and learn more about how to support their student(s) with reading and writing 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-5^th grade intervention based on all available data to ensure grade-level proficiency in reading.

 EB Ellington monitors students’ reading achievement and growth in the classroom and at school level in PreK-5^th using several data points. We use the Universal Screeners (iReady and MyIGDIs), embedded curriculum assessments (Creative Curriculum, EL and UFLI), and FastBridge. These data points are reviewed in our weekly team CLTs and at our monthly MTSS and Literacy Team meetings. We use this data to monitor progress and determine which students need to receive or be released from tier 2 and tier 3 intervention.  This information is used to enhance the instruction in each classroom to meet students where they are and help them to close gap(s) in reading. This is used to create small groups in the classroom, tier 2 classroom instruction, pull out tier 3 instruction, and if students need further evaluation for more assistance. We use SIPPS as a tier 2 intervention in K-5 classrooms and monitor students’ progress through SIPPS Mastery Assessments, FastBridge, and CBMr to help close the gap in their reading skills. Similarly, our tier 3 interventionists use curriculum-based assessments and appropriate FastBridge progress monitoring assessments to monitor reading achievement and growth.

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-5^th grade.

About half of our eligible teacher who need LETRS training have been LETRS trained. Our teacher PreK-3 who have not been trained in LETRS, will get LETRS trained. We have a monthly SIPPS PD for all K-5 teachers. Our teachers are also supported by our reading coach who supports their growth in their literacy development.

Section G: Analysis of Data

Strengths

Possibilities for Growth

Implementation of K-2 use of Heggerty and UFLI daily to address foundational literacy skills.   Implementation of SIPPS curriculum as a tier 2 intervention in all K-5 classrooms.   The continuation of the use of the EL curriculum to address comprehension, writing, expose students to a variety of texts, and increase the volume of reading and writing.   The use of consistent CLT meeting to routinely review and analyze data to make instructional decisions.

For all PreK-3 to be LETRS trained and for those teachers who have finished training, we’d like to see them using what they learned in their instructional practices.   Implementation of tier 1, 2 and 3 instruction with integrity to close the reading achievement gap.   As we continue to improve upon our implementation of the EL curriculum, we’d like to see our teachers create student-centered classrooms and allow their students to engage in productive struggle.

 

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	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 _44.4__ % to __34.4__ % in the spring of 2024.	In 2024 the percentage of third graders scoring Does Not Meet as determined by SC READY was 60.9%.
Goal #2:  Increase the percentage of students making annual growth on i-Ready reading in kindergarten from 54% to 75%; in first grade from 63% to 75%; and in second grade from 49% to 75%.	In 2024 the percentage of students making annual growth on iReady reading in kindergarten was 56.4%, in first was 68.8%, and in second was 56.9%.

 

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 _60.9_____ % to __50.9____ % in the spring of 2025.	Action Steps ·         LETRS training ·         Targeted small group instruction using ALL Block, Skills Block and/or Heggerty. ·         Targeted coaching support for novice teachers ·         Family data conferences ·         Targeted use of i-Ready to provide support for identified skill gaps. ·         Student goal setting & conferences ·         Increase the volume of reading and writing during EL modules & ALL Block ·         Developing teacher leaders through the Guided Coalition to provide peer support. ·         School based professional development for SIPPS
Goal #2: Reduce the percentage of students scoring Does Not Meet in the spring of 2024 as determined by SC READY in fourth grade from _50_____ % to __40____ % and in fifth grade from __45.8_____% to __35.8____ % in the spring of 2025.	Action Steps ·         LETRS training ·         Targeted small group instruction using ALL Block, Skills Block and/or Heggerty. ·         Targeted coaching support for novice teachers ·         Family data conferences ·         Targeted use of i-Ready to provide support for identified skill gaps. ·         Student goal setting & conferences ·         Increase the volume of reading and writing during EL modules & ALL Block ·         Developing teacher leaders through the Guided Coalition to provide peer support. ·         School based professional development for SIPPS
Goal #3: Increase the percentage of students making annual growth on i-Ready reading in kindergarten from 56.4% to 75%; in first grade from 68.8% to 75%; and in second grade from 56.9% to 75%.	Action Steps: ·         LETRS training ·         Targeted coaching support for EL and Skills Block implementation ·         Routine review of formative assessment data in CLT meetings ·         Developing teacher leaders through the Reading Team to provide peer support. ·         School-based professional development for Skills Block ·         implementation ·         Targeted use of i-Ready to provide support for identified skill gaps. ·         Student goal setting & conferences ·         Family data conferences