Read to Succeed Reading Plan for JSM
LETRS Questions:
● How many eligible teachers in your school have completed Volume 1 ONLY of LETRS?: 3
● How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?: 13 (2 are coaches and 2 are administrators)
● How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?: 2 (one is a coach--not a teacher)
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.
Our school is committed to building a bridge to practice between our LETRs training and our classroom instruction. Our Primary and Lower Elementary Teachers (Grades K-3) are using UFLI for direct explicit instruction in oral language, phonological awareness, and phonics. We are
ensuring that 60% of our instruction in grades K-2 is phonics and phonemic awareness focused. For the additional 40% of our instruction, we are using the EL knowledge building curriculum for direct explicit instruction in a walk to read, grade level model. Students are being assessed on
these skills in a variety of ways including but not limited to the LETRs Spelling Screener (Grades K-3), Fastbridge (Grades K & 1), iReady (Grades K-5), UFLI progress monitoring, and SCReady ELA Grades 3-8.
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. Our school has implemented the LETRs Spelling Screener, Phonics Survey, and PAST Test to assess students for word recognition. We have used this data to create small group foundational lessons based on the UFLI scope and sequence to ensure that we are
supporting students in learning foundational literacy skills at a level that matches their readiness while pushing them forward to grade level instruction. Our classrooms have structured grade level literacy blocks, followed by a work cycle where they are implementing these small group lessons.
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.
As an MTSS team we first looked at the diagnostic data from iReady and decided that students scoring in the 35th percentile and
below would receive intervention. We then cross referenced with Fastbridge data for K-1 and the LETRs spelling screener grades 1-
3. Based on the different aspects of their diagnostic score (phonics, comprehension, vocabulary, etc) as well as the Fastbridge and
LETRs spelling screener data, we built a pathway in intervention accordingly with our literacy interventionists.
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 started off the year by having data conferences after the fall diagnostic testing to be proactive and educating our parents on how to interpret the
data and ways that they can support at home. We will be sharing data reports immediately following assessments and including what families can do
at home for future assessments as well; however, having that initial data conference was critical in orienting parents to the process.
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.
We have regular MTSS meetings where we look at progress monitoring data from intervention as well as any other relevant
classroom data and observations. Additionally all students receive grade level instruction in reading and during PLCs, we look at
reading assessment/performance task data that aligns with that instruction. Finally our coaches and administrators conduct regular
walk-throughs to observe instruction.
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.
Lead teachers participate in biweekly PLCs focused on the science of reading, structured literacy, and foundational skills. In these
PLCs we discuss and share best practices as well as look at student work and student data. Monthly walkthroughs also have a focus
in our school and that focus rotates to include monitoring and observing literacy instruction.
Section G: Analysis of Data
Strengths
● Teachers are using a comprehensive and cohesive English Language Arts Curriculum and that is resulting in increased comprehension as
evidenced by SCReady and iReady data.
South Carolina Department of Education
Read to Succeed Elementary Exemplary Literacy Reflection Tool
Updated August 2024Page 3
★ Lit. Comprehension (K & 4), Phonics (1), Phonological Awareness (2), Phonics & High Frequency Words (3), Vocabulary (5).
● KRA and Fastbridge:
Nonsense Words (K), Word Segmenting (1)
● Measures of Academic Progress:
Language, Craft & Structure (6 -8).
Possibilities for Growth
● Consistently implementing a foundational skills curriculum and scope and sequence in grades K-2 that aligns with the new standards.
★ Letter Sounds (K), Word Segmenting (K), Sight Words (K), Nonsense Words (1), Sight Words (1)
● iReady:
High Frequency Words (K), Overall Comprehension (1), Vocabulary (2 & 4), Information Text Comprehension (3 & 5).
● Measure of Academic Progress:
Informational Text: Meaning & Context (6 & 7), Determine, Clarify Word Meaning (8).
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 __2.7__ % to
_2.6__ % in the spring of 2024.
Progress
Unfortunately, 14.3% of our 3rd grade students scored Does Not Meet in the spring 2024 SC Ready ELA assessment.
Goal #2:
By May 2024, 80% of all students will participate in reading beyond the school
day initiative and track their reading in Beanstack.
Progress
South Carolina Department of Education
Read to Succeed Elementary Exemplary Literacy Reflection Tool
Updated August 2024Page 4
By May 2024, 60% of all students were tracking their reading beyond the school day in Beanstack. As of 9/27/24, 81% of all James Simons students
are tracking their reading beyond the school day in Beanstack
Goal #3:
By May 2024, 65% of students in kindergarten through grade 8 will meet or
exceed their growth target on iReady/MAP Reading or Fastbridge.
In May 2024, 56% of students in kindergarten through 8th grades met or exceeded their growth target on iReady/MAP Reading assessments. 62.1%
of K-5th grade students met/exceeded at least half of their annual typical growth on iReady assessments.
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
14.3 % to 10% in the spring of 2025.
Goal #2:
By May of 2025, 73.4% of students in grades 3-8 will score meets or exceeds on SCReady ELA.
Goal #3:
By May 2025, 65% of students in kindergarten through grade 8 will meet or
exceed their growth target on iReady/MAP Reading or Fastbridge.