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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? -  0
  • How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS? -0
  • 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.

At our school, reading assessment and instruction for all 3rd-5th grade students include comprehension, vocabulary, fluency, phonics, phonological awareness, and oral language to aid in comprehension of texts to meet grade-level English/Language Arts standards. We use I-Ready which is an online adaptive diagnostic test that adapts questions to suit individual student performance, and creates a path of personalized instruction for every learner.

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

Teachers use formative and summative assessments as well as SC state standards to support foundational literacy skills and structured literacy that aligns with the science of reading research.

 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.  

The universal screener, I-Ready, provides and builds an individual pathway to student reading growth. Using this data, teachers work together to collect and analyze data to make instructional decisions for individual and small groups of students. They create action plans and monitor how student learning is progressing. Using best teaching practices and progress monitoring, I-Ready assists teachers in making data driven decisions regarding pathways of intervention.  
 

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.

Teachers provide opportunities for parent involvement in literacy development through parent workshops, parent conferences, and through class/grade/school-wide newsletters. The student-led, school morning news show encourages/promotes reading and writing by creating incentives, celebrating literacy successes, and promoting engaging competitions. This school uses a student portfolio system where students utilize their artifacts to demonstrate their growth in all content areas. These portfolios are used as a springboard to spark discussion with their parents, in student-led conferences.

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. 

Systems are in place to provide learners with feedback on their progress. Some examples are student-teacher conferences, student data chats, data driven growth incentives/celebrations, regularly scheduled data dives, individual and small group monitoring and the MTSS process.

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.

Our school provides teacher training through district initiatives, focused personalized professional growth opportunities, and grade level/content area professional learning communities. Teachers also focus and implement the science of reading research into on-going job-embedded instructional practices. The science of reading research is increased through a myriad of professional learning opportunities based on data through collaborative planning, collaboration with the school coach, study groups, book clubs, and the study of state standards.

Section G: Analysis of Data

Strengths

  • Strong reading and writing program that connects to real world applications
  • Strong analysis of student reading data
  • Strong planning to ensure students meet their stretch growth goals
  • Positive gains on with student stretch growth goals

Possibilities for Growth

  • Continued teacher development around the science of reading
  • Continued teacher development  in completing LETRS  
  • Transdisciplinary comprehension of content and vocabulary

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): 

By June of 2024, increase the percentage of third graders, scoring EXCEEDS as determined by SC READY from 87% to 89%.

Progress

Third grade students met this goal.

-Teachers work together in teams to collect and analyze data to make instructional decisions for groups of students and individual students. They create action plans and plans to monitor how the work is going (fidelity checks and student outcome data).

-Enable students to reflect on their data and the use of reading strategies through regular student-teacher conferences and student-led conferences to engage in goal-setting conversations. 

Goal #2:

By June of 2024,  each 4th through 8th-grade level will increase the percentage of students stretching to the EXCEEDS range by 2 percentage points on SC Ready ELA.

Progress

-Enable students to reflect on their data and the use of reading strategies through regular student-teacher conferences and student-led conferences to engage in goal-setting conversations. 

-Increase collaborative conversations on how teachers integrate content-specific reading, writing, & researching in order to provide the authentic experiences necessary to become more proficient researchers, readers, writers, and thinkers.

-Teachers will continue to deepen and extend standards-based teaching using resources from IB, EL, SC State Standards, and other resources.

- Use that data to conference with students which in turn helps to build student-led conferences with all stakeholders.
 

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): The percentage of all students at Buist in grade 3 scoring exceeds on SC READY ELA will increase from _96.1%__ in June 2024 to __97.1%___ by June 2025. 

Progress

-Teachers will continue to deepen and extend standards-based teaching using resources from SC State Standards, IB, science of reading research,  and other resources.

-Enable students to reflect on their data and the use of reading strategies through regular student-teacher conferences and student-led conferences to engage in goal-setting conversations.


-Teachers work together in teams to collect and analyze data to make instructional decisions for groups of students and individual students. They create action plans and plans to monitor how the work is going (fidelity checks and student outcome data).