Read to Succeed Plan
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? 4
- How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)? 11
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 use a variety of reading instructional strategies and assessment methods. Using the state-adopted curriculum, students are exposed to grade level standards in all literacy areas, including oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension. Teachers utilize curriculum based assessments to assess vocabulary and reading comprehension. Teachers use a variety of assessments including the Kindergarten Readiness Assessment (KRA), i-Ready, CKLA Amplify, and FastBridge to determine students’ oral language, phonological awareness, and phonics.
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.
Students are assessed in word recognition via FastBridge, i-Ready, and curriculum assessments. These assessments align with the science of reading due to the focus on phonological awareness, phonics, and vocabulary as a means to gain reading comprehension.
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.
Prior to the start of the school year, the intervention team meets to determine students that will likely qualify for intervention based upon Spring diagnostic data. Following the completion of the Fall Diagnostic, the intervention lists are revisited to ensure that all students scoring three or more years below grade level. If space allows, interventionists also serve students two years or more below grade level.
Classroom teachers use diagnostic data to determine students’ current level of understanding of grade level standards. Teachers use the Instructional Grouping Report, Skills Mastery Report, and Prerequisite Skills report to determine what in-class support students need to practice in order to become skilled readers. Classroom teachers use the skills assessments embedded in CKLA to determine whether students understand the grade level standards and where they may need additional support.
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.
All parents are encouraged to attend student data conferences in the fall. Teachers are required to have a data conference before December with all parents. These conferences can be held in person, via Zoom, or via phone call. During these conferences, teachers discuss the i-Ready student report that includes what the student can currently do, what they are ready to learn, and how parents can support at home. Teachers also send home Caregiver letters provided by CKLA Amplify. These caregiver letters explain in friendly language what skills students will be learning and ways that the caregivers can support this learning. Both of these resources are available in the students’ home language to ensure access for all students and families.
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.
Teachers participate in 90-Minute Curriculum Planning Meetings each week. During curriculum planning teachers review assessment data from a previously identified source (curriculum assessment, exit ticket, etc.) using a Data Driven Instruction protocol. Teachers use this protocol to sort student work by “Mastered, “Almost There,” and “Still Learning.” Based on the percentage of students that demonstrate mastery or lack of mastery, teachers decide whether to reteach the standard using a whole group or small group instructional method.
The reading intervention team meets monthly to discuss each student in reading intervention, the progress they are making, and whether instructional changes need to be made to ensure consistent growth. Following the Winter i-Ready Diagnostic, the reading intervention team reconvenes to determine if there are students that have demonstrated ability to ‘graduate’ back into class full time or if there are students that may need additional support that are not currently being served.
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.
Teachers engage in ongoing professional development throughout the school year via Shared Learning content cycles, coaching cycles with the literacy instructional coach, collaborative planning, and peer observations. Teachers are either engaging with, finished, or beginning LETRS training based upon the availability of cohorts.
Teachers engage with a CKLA consultant to learn and continue developing literacy instructional practices based upon the science of reading.
Section G: Analysis of Data
Strengths
Possibilities for Growth
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):
Progress
Goal #2:
Progress
Goal #3:
Progress
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
Action Steps
Goal #2:
Action Steps
Goal #3:
Action Steps