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?: 6
● How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?: 16
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.
Teachers in grades K-5th are implementing the Amplify CKLA curriculum. Students in Kindergarten through 2nd grade receive 60 minutes of phonics instruction and 60 minutes of reading and writing instruction. 3rd grade students receive 120 minutes of core instruction. 4th and 5th grade students receive 90 minutes of core instruction and 30 minutes of differentiated, small group instruction rooted in the science of reading daily. The CKLA curriculum include Skills lessons for students in grades K-2 (phonics & fluency) and Knowledge lessons to instruct students on grade level (vocabulary & comprehension). Teachers in Headstart and Pre-K are implementing Creative Curriculum thematic units. For phonemic awareness, we are integrating Heggerty in grades Headstart, Pre-Kindergarten, Kindergarten, 1st and 2nd grade to enhance students' phonetic skills (phonological awareness).
Teachers utilize the grade-level assessments that align with the CKLA curriculum to ensure the delivery of quality instruction and students have mastered standards and objectives.
We conduct iReady diagnostic assessments 3 times a year (fall, winter, and spring) to see student performance in phonological awareness, phonics, high frequency words, vocabulary, and comprehension in Kindergarten through 5th grade. Our Pre-K educators use myIGDIs as their diagnostic assessement in fall, winter, and spring to understand and support early learners' development.
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.
At James Island Elementary School, we are currently implementing CKLA benchmark assessments in grades K-5th to determine entry levels for each student and identify the mastery or non-mastery of prerequisite skills. Teachers provide on-grade level whole group instruction to every student and scaffold instruction based on the pre-assessments to fill in gaps for Tier II and Tier III intervention. Teachers are utilizing strategies from LETRS as they implement explicit phonics instruction. Teachers are unpacking standards, learning goals, and assessments to understand the standards they are teaching. Our teachers utilize the Amplify CKLA curriculum to introduce students to new vocabulary, incorporating weekly assessments and various activities to deepen their understanding of the content knowledge. In Kindergarten and 1st grade, we assess students using FastBridge (earlyReading) to identify high-frequency words students know. The data gathered allows teachers to tailor instruction to expand students vocabulary and word recognition skills. For phonemic awareness, we are integrating Heggerty in grades Headstart, Pre-Kindergarten, Kindergarten, 1st and 2nd grade to enhance students' phonetic skills (phonological awareness).
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.
Our Pre-Kindergarten students are given the Dial-4 screener upon entering the program, and myIGIDIs three times per year (fall, winter, spring). In addition, our kindergarten and first grade, students are administered the Fastbridge earlyReading subtests. Kindergarten teachers also administer the KRA for beginning of the year readiness data. Students in Kindergarten - 5th grade take the i-Ready diagnostic assessment three times per year (fall, winter, spring). After each diagnostic, the MTSS and Literacy teams review the data by percentile, domains, and subgroups. Students performing below the 25th percentile in grades 2-5 are given the FastBridge Oral Reading Fluency assessment by the classroom teacher or reading interventionist. This additional data point provides more information on the area of focus as we provide Tier II and Tier III intervention support.
These pieces of data are reviewed to determine the need for classroom Tier 2 instruction, or Tier 2 / 3 instruction with a literacy interventionist. Data is looked at by overall percentile, grade level placement, and specific domains / skills to determine if intervention is needed. If intervention is needed, students are then given placement tests correlated to what the data shows is their area of need (word recognition or language comprehension) in order to identify their specific area of need. They are then grouped appropriately with other students and a placement test is utilized to determine what to target, and/or the starting place in the provided intervention curriculum, when appropriate. Our pull-out intervention services implement the SPIRE curriculum for students in K-2, and 3-5 as needed for word recognition support. Students receiving pull-out intervention services in grades 3-5 receive support using the i-Ready Magnetic Reading curriculum for language comprehension. Students with Reading Services through their IEP receive individualized curriculum based on needs determined by the above assessments.
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.
We hold a Family Reading Night each year for families to learn about classroom instruction and the ELA curriculum and they are provided with materials and activities they can use at home to support teaching and learning. Every Monday teachers send home print and digital newsletters letting families know what students will be learning for the week in reading as well tips for things to do at home. After students take the i-Ready diagnostic in the fall, winter and spring teachers send home the i-Ready For Families Report. This report gives information on student proficiency needs, progress, and actions needed to meet student needs and actions for parents to help. All families are invited to and attend a data conference each quarter and more frequently as needed. Families are provided with Caregiver Letters at the beginning of each ELA instructional unit that provides them with an overview of the standards that will be covered within the unit and strategies for families to engage in learning activities and provide support 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.
At James Island Elementary, we monitor reading achievement and growth using several methods including Fastbridge earlyReading subtests in Kindergarten and 1st grade, i-Ready diagnostics (K-5th), personalized i-Ready lessons for students in grades K-5th, ELA benchmark assessments for students in grades 3-5, CKLA mid-unit and unit assessments, and weekly FastBridge assessments for students receiving reading intervention services. Students who score below the 25th percentile on i-Ready and/or Fastbridge receive Tier II intervention inside the classroom and Tier III instruction outside of the classroom with weekly progress monitoring. Our Pre-Kindergarten students take the myIGDIs assessment three times a year and receive targeted instruction based on their performance.
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 partnership with the school district, our school based leadership team provides teachers with a variety of professional development opportunities. Teachers attended district-level training in the science of reading, structured literacy, and foundational literacy skills from CKLA leaders. Our teachers also engage in Professional Learning Community sessions where they unpack the ELA standards and CKLA units. They align assessments with standards being addressed. Many teachers have participated in or are participating in LETRS (Language Essentials for Teachers of Reading and Spelling) training. Teachers also receive feedback from regular classroom observations.
Section G: Analysis of Data
Strengths
● School wide implementation of science of reading research based curriculum
● Instruction is planned using 2023 the South Carolina College and Career Ready Standards
● Data Driven Instruction
● Implementation of two half day planning sessions for teachers per quarter
● Kindergarten through 5th grade WIN (what I need) time for students to receive pull out intervention, special education, and differentiated services without interrupting instructional minutes
● Weekly Professional Learning Communities for teachers
● Monthly Literacy Team meetings to analyze student data and student progress for students receiving Tier II and Tier III instruction
● Monthly MTSS meetings that focus on academics
Possibilities for Growth
● Increase the number of teachers participating in LETRS training
● Teachers providing Tier II intervention instruction in the classroom in addition to reading intervention
● Use i-Ready instructional groupings report to provide targeted differentiated instruction
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 16% to 14% in the spring of 2024.
Progress
28% of 3rd graders scored Does Not Meet on the SCReady ELA in the Spring of 2024. We did not meet this goal. We will keep this goal for Spring 2025.
We were four percentage points away from the district percentage of students who scored Meets and Exceeds.
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 2024 as determined by SC READY from 28% to 20% in the spring of 2025.
Progress
Implement the CKLA Amplify curriculum with fidelity
Implement data driven instruction and analyze data during weekly grade level PLCs and monthly Literacy team meetings
Identify and provide intervention support for students performing at the bottom 25% as identified by ELA SCReady 2024 using a pull out model during WIN time
Provide targeted intervention support for students in Tier II and Tier III
Quarterly parent conferences monitoring student progress and provide parents with ways to support students at home
Goal #2: By Spring 2025, the students scoring one grade level below will decrease from 42% to 30%.
Progress
The number of students scoring one grade level below decreased from 46% in the Fall 2023 to 18% in the Spring 2024.
Personalized instruction using the instructional groupings report and resources from the i-Ready teacher toolbox
Analyze student progress after the winter and spring i-Ready diagnostic
Targeted intervention for students in the 25% percentile and below
Goal #3: By Spring 2025, students in grades 3-5 soring meets or exceeds on the SCReady ELA will increase from 63% (Spring 2024) to 65%.
Progress
WIN time for students to receive personalized instruction (intervention, special education, differentiated)
Targeted intervention for students in the 25% percentile and below
Grade level goals based on previous SCReady data
SCReady Boot Camp for students in the bottom 25% as identified by ELA SCReady 2024
Unpack standards and analyze assessments during weekly PLCs
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?: 6
● How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?: 16
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.
Teachers in grades K-5th are implementing the Amplify CKLA curriculum. Students in Kindergarten through 2nd grade receive 60 minutes of phonics instruction and 60 minutes of reading and writing instruction. 3rd grade students receive 120 minutes of core instruction. 4th and 5th grade students receive 90 minutes of core instruction and 30 minutes of differentiated, small group instruction rooted in the science of reading daily. The CKLA curriculum include Skills lessons for students in grades K-2 (phonics & fluency) and Knowledge lessons to instruct students on grade level (vocabulary & comprehension). Teachers in Headstart and Pre-K are implementing Creative Curriculum thematic units. For phonemic awareness, we are integrating Heggerty in grades Headstart, Pre-Kindergarten, Kindergarten, 1st and 2nd grade to enhance students' phonetic skills (phonological awareness).
Teachers utilize the grade-level assessments that align with the CKLA curriculum to ensure the delivery of quality instruction and students have mastered standards and objectives.
We conduct iReady diagnostic assessments 3 times a year (fall, winter, and spring) to see student performance in phonological awareness, phonics, high frequency words, vocabulary, and comprehension in Kindergarten through 5th grade. Our Pre-K educators use myIGDIs as their diagnostic assessement in fall, winter, and spring to understand and support early learners' development.
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.
At James Island Elementary School, we are currently implementing CKLA benchmark assessments in grades K-5th to determine entry levels for each student and identify the mastery or non-mastery of prerequisite skills. Teachers provide on-grade level whole group instruction to every student and scaffold instruction based on the pre-assessments to fill in gaps for Tier II and Tier III intervention. Teachers are utilizing strategies from LETRS as they implement explicit phonics instruction. Teachers are unpacking standards, learning goals, and assessments to understand the standards they are teaching. Our teachers utilize the Amplify CKLA curriculum to introduce students to new vocabulary, incorporating weekly assessments and various activities to deepen their understanding of the content knowledge. In Kindergarten and 1st grade, we assess students using FastBridge (earlyReading) to identify high-frequency words students know. The data gathered allows teachers to tailor instruction to expand students vocabulary and word recognition skills. For phonemic awareness, we are integrating Heggerty in grades Headstart, Pre-Kindergarten, Kindergarten, 1st and 2nd grade to enhance students' phonetic skills (phonological awareness).
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.
Our Pre-Kindergarten students are given the Dial-4 screener upon entering the program, and myIGIDIs three times per year (fall, winter, spring). In addition, our kindergarten and first grade, students are administered the Fastbridge earlyReading subtests. Kindergarten teachers also administer the KRA for beginning of the year readiness data. Students in Kindergarten - 5th grade take the i-Ready diagnostic assessment three times per year (fall, winter, spring). After each diagnostic, the MTSS and Literacy teams review the data by percentile, domains, and subgroups. Students performing below the 25th percentile in grades 2-5 are given the FastBridge Oral Reading Fluency assessment by the classroom teacher or reading interventionist. This additional data point provides more information on the area of focus as we provide Tier II and Tier III intervention support.
These pieces of data are reviewed to determine the need for classroom Tier 2 instruction, or Tier 2 / 3 instruction with a literacy interventionist. Data is looked at by overall percentile, grade level placement, and specific domains / skills to determine if intervention is needed. If intervention is needed, students are then given placement tests correlated to what the data shows is their area of need (word recognition or language comprehension) in order to identify their specific area of need. They are then grouped appropriately with other students and a placement test is utilized to determine what to target, and/or the starting place in the provided intervention curriculum, when appropriate. Our pull-out intervention services implement the SPIRE curriculum for students in K-2, and 3-5 as needed for word recognition support. Students receiving pull-out intervention services in grades 3-5 receive support using the i-Ready Magnetic Reading curriculum for language comprehension. Students with Reading Services through their IEP receive individualized curriculum based on needs determined by the above assessments.
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.
We hold a Family Reading Night each year for families to learn about classroom instruction and the ELA curriculum and they are provided with materials and activities they can use at home to support teaching and learning. Every Monday teachers send home print and digital newsletters letting families know what students will be learning for the week in reading as well tips for things to do at home. After students take the i-Ready diagnostic in the fall, winter and spring teachers send home the i-Ready For Families Report. This report gives information on student proficiency needs, progress, and actions needed to meet student needs and actions for parents to help. All families are invited to and attend a data conference each quarter and more frequently as needed. Families are provided with Caregiver Letters at the beginning of each ELA instructional unit that provides them with an overview of the standards that will be covered within the unit and strategies for families to engage in learning activities and provide support 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.
At James Island Elementary, we monitor reading achievement and growth using several methods including Fastbridge earlyReading subtests in Kindergarten and 1st grade, i-Ready diagnostics (K-5th), personalized i-Ready lessons for students in grades K-5th, ELA benchmark assessments for students in grades 3-5, CKLA mid-unit and unit assessments, and weekly FastBridge assessments for students receiving reading intervention services. Students who score below the 25th percentile on i-Ready and/or Fastbridge receive Tier II intervention inside the classroom and Tier III instruction outside of the classroom with weekly progress monitoring. Our Pre-Kindergarten students take the myIGDIs assessment three times a year and receive targeted instruction based on their performance.
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 partnership with the school district, our school based leadership team provides teachers with a variety of professional development opportunities. Teachers attended district-level training in the science of reading, structured literacy, and foundational literacy skills from CKLA leaders. Our teachers also engage in Professional Learning Community sessions where they unpack the ELA standards and CKLA units. They align assessments with standards being addressed. Many teachers have participated in or are participating in LETRS (Language Essentials for Teachers of Reading and Spelling) training. Teachers also receive feedback from regular classroom observations.
Section G: Analysis of Data
Strengths
● School wide implementation of science of reading research based curriculum
● Instruction is planned using 2023 the South Carolina College and Career Ready Standards
● Data Driven Instruction
● Implementation of two half day planning sessions for teachers per quarter
● Kindergarten through 5th grade WIN (what I need) time for students to receive pull out intervention, special education, and differentiated services without interrupting instructional minutes
● Weekly Professional Learning Communities for teachers
● Monthly Literacy Team meetings to analyze student data and student progress for students receiving Tier II and Tier III instruction
● Monthly MTSS meetings that focus on academics
Possibilities for Growth
● Increase the number of teachers participating in LETRS training
● Teachers providing Tier II intervention instruction in the classroom in addition to reading intervention
● Use i-Ready instructional groupings report to provide targeted differentiated instruction
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 16% to 14% in the spring of 2024.
Progress
28% of 3rd graders scored Does Not Meet on the SCReady ELA in the Spring of 2024. We did not meet this goal. We will keep this goal for Spring 2025.
We were four percentage points away from the district percentage of students who scored Meets and Exceeds.
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 2024 as determined by SC READY from 28% to 20% in the spring of 2025.
Progress
Implement the CKLA Amplify curriculum with fidelity
Implement data driven instruction and analyze data during weekly grade level PLCs and monthly Literacy team meetings
Identify and provide intervention support for students performing at the bottom 25% as identified by ELA SCReady 2024 using a pull out model during WIN time
Provide targeted intervention support for students in Tier II and Tier III
Quarterly parent conferences monitoring student progress and provide parents with ways to support students at home
Goal #2: By Spring 2025, the students scoring one grade level below will decrease from 42% to 30%.
Progress
The number of students scoring one grade level below decreased from 46% in the Fall 2023 to 18% in the Spring 2024.
Personalized instruction using the instructional groupings report and resources from the i-Ready teacher toolbox
Analyze student progress after the winter and spring i-Ready diagnostic
Targeted intervention for students in the 25% percentile and below
Goal #3: By Spring 2025, students in grades 3-5 soring meets or exceeds on the SCReady ELA will increase from 63% (Spring 2024) to 65%.
Progress
WIN time for students to receive personalized instruction (intervention, special education, differentiated)
Targeted intervention for students in the 25% percentile and below
Grade level goals based on previous SCReady data
SCReady Boot Camp for students in the bottom 25% as identified by ELA SCReady 2024
Unpack standards and analyze assessments during weekly PLCs