Read to Succeed Reading Plan
Directions: Please provide a narrative response for Section 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?: 29
● How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?: 12
Section A: Describe how reading assessment and instruction for all PreK-5th grade students in the school include 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 A.C. Corcoran Elementary School, the approach to reading assessment and instruction for all PreK-5th grade students is rooted in a comprehensive understanding of the essential components of literacy development: oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension. Each of these components is intricately woven into our instructional practices to ensure that every student receives grade-level standards-based English/Language Arts instruction to meet grade level English/Language Arts standards. Reading assessments inform instruction and include the essential components of literacy development: iReady, Fastbridge, myIGDIs, and CKLA benchmarks/end-of-unit assessments. We utilize structured literacy curricula such as Creative Curriculum, Core Knowledge Language Arts (CKLA), and Heggerty designed to help students build knowledge and skills systematically to meet grade‑level English/Language Arts standards.
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.
To ensure that instruction meets the diverse needs of all students, Word Recognition assessment data is used to inform instruction for PreK-5th grade students and is further aligned to the science of reading, structured literacy, and foundational literacy skills. The assessments consist of the iReady diagnostic for reading administered three times per year and measures reading skills such as the following domains: Phonological Awareness, Phonics, and High-Frequency Words. The Fastbridge assessment administered three times a year in Kindergarten measures letter names, letter sounds, and onset sounds. The Fastbridge assessment administered three times a year in First Grade measures nonsense words, sentence reading, sight words, and word segments. PreK students are assessed three times a year in the following domains phonological awareness (measured by the rhyming and alliteration subtests) and alphabet knowledge (measured by the sound identification subtest).
Systematic and explicit instruction (for PreK-5th grade students) in the sub-skills such as Phonological Awareness, Decoding, and Sight Recognition under the Word Recognition Strand of the Reading Rope is provided daily using structured literacy curricula such as Creative Curriculum, Core Knowledge Language Arts (CKLA), and Heggerty designed to help students build knowledge and skills systematically to meet grade‑level English/Language Arts standards.
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.
A.C. Corcoran 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 to determine intervention services, Tier 2 and Tier 3 supports within the classroom in small group instruction, refining iReady personalized instructional pathways for students, and progress monitoring curricula/standards mastery.
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.
The systems in place to help parents at A.C. Corcoran understand how they can support the student as a reader and writer at home are provided in multiple ways. During the first quarter Parent and Teacher, data conferences are mandatory. Parent and Teacher conferences occur throughout the school year providing further support and strategies for practice and enrichment at home. Creative Curriculum and Core Knowledge Language Arts (CKLA) provide family-friendly guidance documents aligned to the Science of Reading practices and skills being taught within curricula. Universal screeners and diagnostic assessment (i.e. iReady) results are shared with families in a family-friendly format including what students can do and the next steps for instruction. A.C. Corcoran hosts families in Make-and-Take opportunities, providing knowledge rooted in Science of Reading research and practices. Schoolwide events such as Read Across America, and planned reading volunteers reinforce helping parents understand how they can support their students as readers and writers 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.
Our school effectively monitors reading achievement and growth for PreK-5th grade students using a comprehensive approach. Our approach uses systematic data collection, analysis, and intervention strategies to promote increasing reading achievement. Data collection methods for the monitoring of reading achievement and growth at the classroom and school level include but are not limited to formative assessments ( i.e. classroom observations, CKLA curriculum student activity pages, quizzes, i-Ready Personalized Instruction pathway). In addition, another data collection method is summative assessments ( i.e. CKLA Curriculum end-of-unit assessments, benchmark assessments, beginning, middle, and end of-the-year i-Ready diagnostic assessments, in addition to DRC Beacon Pilot assessments). As a result of progress monitoring decisions about PreK-5th grade intervention are based on all available data to ensure grade-level proficiency in reading are made using the Tiered Intervention Model. Tier 1 Universal instruction is provided in the classroom with evidence-based practices that support all students. Students performing one to two grade levels below on i-Ready diagnostic assessments are identified as Tier 2 targeted small group interventions for students who need additional support provided by the classroom teacher (receiving a double dose with Tier 1 instruction and targeted small group instruction). Tier 3 intensive instruction for students with reading challenges scoring 3 or more grade levels below (or are between the 1-10 percentile) on i-Ready diagnostic assessments receiving a triple dose with Tier 1 instruction, targeted small group, and intensive instruction with literacy interventionists).
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.
A.C. Corcoran provides teacher training based in the science of reading, structured literacy, and foundational literacy skills to support all students in PreK-5th grade through professional development (i.e. LETRS and CKLA curriculum representative), PLC, coaching cycles, district coaching, and Leading Educators.
Section G: Analysis of Data
Strengths
● Data-informed decisions- iReady Data, FastBridge Data, and (K-2nd) Curricular data to plan instruction and group students.
● Meeting as a grade-level team to collaborate and plan based on student’s needs.
● LETRS trained interventionists serving Tier 3 students providing individual intervention when needed.
● Tier 3 students (1-5th grade) are provided intervention and their progress is monitored.
● Accommodations for students are provided.
● Provide a wide variety of access to reading material Books and Apps: Epic, iReady, CKLA Required Texts, and Bean Stack.
● Daily communication to parents through the use of Dojo/Talking Points and/or daily agenda, and weekly folder to communicate academic progress.
● A Mental Health counselor onsite to work with students having social/emotional difficulties in class to focus on daily tasks to be successful.
● Implementation of CKLA including Knowledge and Skills Strands in K-2nd and Units in 3-5th.
● Implementation of Heggerty’s curriculum CD-2nd
● Weekly Grade Level and PLC Meetings
● Extending PLC times to allow for more productive conversations and analysis of data.
● Class schedules are designed to protect Tier I instruction for all students.
● Literacy events are in place to help parents understand how they can support the student as a reader and writer at home.
● Integrating Science and Social Studies content in the curriculum.
Possibilities for Growth
● Continued growth in analyzing student data to inform small group skills, student placements, and progress monitoring.
● Implementation of delivering our new CKLA curriculum and new South Carolina State Standards.
● Increase alignment between standards, instruction, and assessments
● In grades K-5, continue professional development in utilizing iReady student personalized instruction and monitoring usage and progress.
● Setting high expectations for students through addressing the rigor of the standards within instruction.
● Teachers and students will participate in goal setting using iReady diagnostic results and personalized instruction lessons in iReady.
● Increasing the use of Tier 2 and Tier 3 vocabulary through iReady and CKLA curriculum.
● Teachers will internalize CKLA lessons to support in instruction and align to standards.
● Continue teacher professional development in the Science of Reading Approach through LETRS training and increase application of learning.
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).
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 60.2 % to 45.7% in the spring of 2024.
Progress
*Decreased the percentage of students 3 or more grade levels below in 3rd from 29.7% to 20% (according to iReady Reading)
*Increased the percentage of students performing on or above grade level from 17.1% to 49.5% (according to iReady)
*Due to our success in 3rd grade (23-24 school year), we will continue to impact student achievement by doing the following: participation in LETRS training, use CKLA Amplify curriculum with integrity, utilize vertical planning, implement data-driven PLCs, implement student data chats and goal setting across all grade level, focus on high-quality small group instruction, and utilize walkthrough and observations to provide insight as to what teachers need more coaching, modeling, and/or assistance.
Goal #2:
By May 2024, the percentage of Kindergarten students scoring at “High Risk” on the FastBridge Early Reading Composite will decrease from 27% to 22%, and in First Grade, the students scoring at “High Risk” on the FastBridge Early Reading Composite will decrease from 40% to 25%.
Progress
*Kindergarten “High Risk” increased to 42%; first grade “High Risk” increased to 44%; we were trending in the wrong direction. Although we did not meet our goal, we will continue to impact student achievement by doing the following: participation in LETRS training, using CKLA Amplify curriculum with integrity, utilizing vertical planning, implementing data-driven PLCs, implementing student data chats and goal setting across all grade level, focus on high-quality small group instruction, and utilize walkthrough and observations to provide insight as to what teachers need more coaching, modeling, and/or assistance.
Goal #3:
By Spring of 2024 (K-5), the percentage of students 2 or more grade levels behind, according to iReady diagnostic, will decrease from 41.4% to 35%.
Progress
*Decreased the percentage of students 2 or more grade levels below from 41.4% to 26.3%
*Although we met our goal, we will continue to monitor progress by: conducting data chats with teachers, ensuring teachers have data chats with students and set goals; celebrate student successes in regards to meeting typical and stretch goals, monitor usage and personalized learning plans; provide professional development opportunities with the iReady consultant; continue to implement the CKLA Amplify Curriculum with integrity and fidelity, continue with LETRS implementation, and continue with data-driven PLCs.
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.
Goal #1 (Third Grade Goal):
By May 2025, A.C. Corcoran will reduce the percentage of third graders scoring Does Not Meet in the spring of 2024 as determined by SC READY from 45.7% to 39% in the spring of 2025.
Progress
*Increase iReady usage, refining student personalized instruction pathways
*Increase knowledge and usage of the CKLA Amplify Curriculum
*Increase collaboration with Reading Interventionists.
*Weekly PLC meetings to meet teachers’ needs- CKLA lesson internalization, standards alignment to instruction, vertical articulation of standards across grade levels, and analyzing student work.
*Focused walkthroughs to gather qualitative data and to determine patterns and trends across grade levels and school-wide
*Professional development in CKLA provided to teachers K-5.
*Student data chats and goal setting will be implemented regularly.
*Data dives with teachers following iReady diagnostics for Fall, Winter, and Spring.
*Implementation of LETRS training and applying information learned.
*Increase celebrations to celebrate student successes in meeting their typical and stretch growth targets in iReady.
*MTSS structures and processes were put in place to support students across all three tiers.
Goal #2
By May 2025, the percent of Kindergarten students scoring at “High Risk” on the FastBridge Early Reading Composite will decrease from 42% to 32% and in First Grade, the students scoring at “High Risk” on the FastBridge Early Reading Composite will decrease from 44% to 39%.
Progress
*Increase iReady usage, refining student personalized instruction pathways
*Increase knowledge and usage of the CKLA Amplify Curriculum
*Increase collaboration with Reading Interventionists.
*Weekly PLC meetings to meet teachers’ needs- CKLA lesson internalization, standards alignment to instruction, vertical articulation of standards across grade levels, and analyzing student work.
*Focused walkthroughs to gather qualitative data and to determine patterns and trends across grade levels and school-wide
*Professional development in CKLA provided to teachers K-1.
*Student data chats and goal setting will be implemented regularly, in student-friendly language.
*Data dives with K-1 teachers following iReady diagnostics for Fall, Winter, and Spring.
*Implementation of LETRS training and applying information learned.
*Increase celebrations to celebrate student successes in meeting their typical and stretch growth targets in iReady.
*MTSS structures and processes were put in place to support students across all three tiers.
Goal #3
By Spring of 2025 (K-5), the percentage of students 2 or more grade levels behind, according to the iReady diagnostic, will decrease from 26.3% (Spring 2024) to 20% (Spring 2025).
Progress
*Increase iReady usage, refining student personalized instruction pathways
*Increase knowledge and usage of the CKLA Amplify Curriculum
*Increase collaboration with Reading Interventionists.
*Weekly PLC meetings to meet teachers’ needs- CKLA lesson internalization, standards alignment to instruction, vertical articulation of standards across grade levels, and analyzing student work.
*Focused walkthroughs to gather qualitative data and to determine patterns and trends across grade levels and school-wide
*Professional development in CKLA provided to teachers K-5.
*Student data chats and goal setting will be implemented regularly.
*Data dives with teachers following iReady diagnostics for Fall, Winter, and Spring.
*Implementation of LETRS training and applying information learned.
*Increase celebrations to celebrate student successes in meeting their typical and stretch growth targets in iReady.
*MTSS structures and processes were put in place to support students across all three tiers.