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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?: 1

●      How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?:  9

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

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.

To optimize English Language Arts (ELA) instruction for our students, our teachers are implementing the Amplify CKLA curriculum to ensure comprehensive learning experiences. This approach includes:

- Skills lessons for students in grades K-2 (phonics & fluency)

- Knowledge lessons to instruct students on grade level (vocabulary & comprehension)

For phonemic awareness, we are integrating Heggerty lessons, which have proven effective in enhancing students' phonetic skills (phonological awareness). Additionally, our Pre-K educators are employing a tailored assessment to better understand and support early learners' development (myIGIDs).

To maintain consistency and measure progress, teachers utilize grade-level assessments that align with the CKLA curriculum content. This strategic alignment not only supports educators in delivering quality instruction but also ensures students are meeting educational benchmarks.

In concert with schools across the district, we conduct iReady diagnostic assessments 3 times a year (fall, winter, and spring). Through this assessment, we are able to see student performance in phonological awareness, phonics, high frequency words, vocabulary, and comprehension.

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 utilize the Amplify CKLA curriculum to introduce students to new vocabulary, incorporating weekly assessments and various activities to deepen their understanding. This approach not only enriches their language skills but also prepares them for diverse academic challenges.

In Kindergarten and 1st grade, we assess students using FastBridge to identify high-frequency words they know. The data gathered allows teachers to tailor instruction, focusing on expanding vocabulary and word recognition skills.

We have implemented a "Word of the Day" program where students are recognized for their engagement with new vocabulary. These words are carefully selected to bridge multiple subject areas and align with specific units of study across grade levels.

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. 

At our school, we are dedicated to enhancing student success by implementing targeted intervention strategies. Our approach begins with identifying students who may need additional support using the iReady diagnostic tool, focusing on those within the 20th percentile nationally. We then triangulate this data with FastBridge and beginning-of-year assessments from Amplify CKLA.

Our process involves:

- Highly qualified teachers providing on-grade instruction and tailored interventions based on classroom and student needs.

- An intervention program, provided by teachers, within our ELA curriculum for Tier 2 students, supplemented by iReady lessons targeting specific domains.

- Our Reading Interventionists screen and instruct students based on the findings of our triangulated data. The interventionists use SPIRE which is a teacher-led 10-Step Lesson plan that methodically walks them through phonemic awareness and phonics, then spelling, vocabulary, comprehension, and fluency - instilling and reinforcing every stage of reading development; and/or Magnetic Reading which is a reading comprehension program for students in grades 3 through 5. It is built on four evidence-based teaching principles: Knowledge-rich learning. Culturally and linguistically responsive teaching. Our interventionists also push-in to classrooms to provide whole and small group support to our teachers. They also collaborate with teachers through classroom support.

By adopting these evidence-based methods, we ensure that our interventions are both culturally and linguistically responsive, fostering a knowledge-rich learning environment.

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 Charleston Progressive Academy, we have implemented the following practices to enhance family involvement in student literacy and academic performance. Our approach focuses on creating meaningful opportunities for parents to engage with their children's education.

Teachers at our school play a pivotal role by providing detailed academic discussions and feedback during family data conferences. This ensures that parents are well-informed about their child's progress and areas for improvement. Teachers provide every family with their student’s iReady diagnostic performance, and ways parents can assist students at home.

Each year, we organize a Literacy Night, offering parents a glimpse into classroom literacy instruction. This event helps bridge the gap between home and school learning environments. Parents are afforded the opportunity to come into the classroom and participate in a reading lesson. As a school, and each classroom teacher, families are provided with reading materials that can be turnedkeyed at home and incorporated in everyday activities.

To further support literacy development, teachers send home weekly reading opportunities and suggestions, allowing families to engage in reading activities together. Additionally, monthly newsletters are distributed to keep parents updated on classroom happenings and educational resources.

As a school, students participate in monthly reading challenges through Beanstack. Students can log minutes read at home and at school to earn reading badges and celebrate their growth as readers.

These initiatives are aligned with our commitment to fostering a collaborative educational environment. We believe that by working closely with families, we can significantly enhance student outcomes.

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.

We track student progress and growth using advanced assessment tools. In our commitment to fostering educational development, we employ several key methods to ensure comprehensive understanding and mastery:

- iReady diagnostics conducted during the fall, winter, and spring seasons

- Personalized iReady student learning pathways

- Standards Mastery evaluations for grades 2 through 5 using iReady

- Amplify CKLA Unit Assessments

- Weekly assessments via FastBridge - Interventionists

These tools allow us to tailor educational approaches, ensuring that each student's unique learning needs are met effectively.

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. In today's rapidly evolving educational landscape, it's crucial that teachers have access to resources that enhance their skills and knowledge.

Our district is committed to supporting educators by offering a variety of professional development opportunities. These include district-level training sessions and school-based workshops focused on unpacking ELA standards and curriculum development.

Moreover, many of our teachers are participating in the LETRS (Language Essentials for Teachers of Reading and Spelling) training, a state-sponsored program that equips educators with research-based strategies for literacy instruction. This initiative is vital in ensuring that our educators are well-prepared to meet the diverse needs of their students.

Section G: Analysis of Data

 Strengths

●      Staff participates in school-wide professional development regularly.

●      The Literacy team meets monthly to analyze data and share strategies for improvement.

●      Reading instruction is differentiated to meet each student’s needs.

●      Individualized instructional groups

●      Leader In Me Lighthouse School which incorporates goal setting by students

●      65% of certified staff participated(ing) in LETRS training.

●      Teachers use a comprehensive formative assessment system. 

●      Instructional decisions are based on data.

 Possibilities for Growth

●      Provide opportunities for school-wide RTI instruction.

●      Continued implementation of Amplify CKLA curriculum with fidelity

●      Utilize iReady data to assign targeted lessons for students in areas of weakness

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

Goal #1 (Third Grade Goal):

Fifty percent of 3rd grade students will score met or exceeds on the ELA portion of SC Ready state assessment.

Progress

  • The percentage of third graders scoring Met or Exceeds on the ELA portion of SC Ready in the spring of 2024 was 48%. 
  • Third grade students did not meet this goal. We will continue with this goal for the 2024-25 school year.

Goal #2:

iReady:

By spring of 2024, the students scoring one grade level below will decrease from 51% to 31%.

Progress

  • The percentage of students scoring one grade level below on the iReady diagnostic assessment decreased from 51% to 31%.
  • As a school, we met this goal.

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):

Fifty percent of 3rd grade students will score met or exceeds on the ELA portion of SC Ready state assessment.

Reduce the percentage of third graders scoring Does Not Meet in the spring of 2024 as determined by SC READY from 28 % to 18 % in the spring of 2025.

Progress

  • Continued implementation of Amplify CKLA curriculum.
  • Discuss and analyze data during grade level PLC and Literacy Team meetings to identify students in need of additional support.
  • Students performing at the bottom 20% of the school population will receive intervention support in a pull-out model.
  • Students identified as scoring Approaching will receive intervention support in the classroom as well as through a pull-out/push in  model.

Goal #2:

The students at Charleston Progressive in grades 3-5 scoring meets or exceeds on SC READY ELA will increase from 53.6% in June 2024 to 59.3% in June 2025.

 Progress

  • Schoolwide focus will be vocabulary
  • Each grade level as an additional domain of focus based on the Fall iReady assessment
  • Grade level goals written to support the school goal