Read to Succeed Reading Plan
W.B. Goodwin Elementary 2024-2025
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?: 15
● How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?: 6
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 W.B. Goodwin Elementary, scholars in grades PreK-5th focus on phonemic awareness, phonics, fluency, vocabulary, and comprehension. Our scholars progress through the framework that educators use to identify where they are in their reading development and tailor instruction to meet their needs. By supporting scholars through each of these stages, educators can foster a love of reading and ensure that all scholars become proficient readers.The curricula used to facilitate this learning includes Creative Curriculum, Heggerty instruction, CKLA (Core Knowledge Language Arts) Skills strand, and EL Module lessons.
Creative Curriculum instruction (PreK) supports a comprehensive and engaging learning environment. By emphasizing experiential learning, critical thinking, collaboration, and holistic development, it equips scholars with the skills they need for academic success and sets the tone for future literacy learning. Our scholars participate in meaningful daily discussions that ignite conversations about different topics. This engagement allows educators to deepen their understanding, fostering exploration beyond the classroom.
Heggerty instruction (PreK-2) provides a structured and effective approach to developing critical phonemic awareness skills, which are foundational for reading success. It focuses on sound manipulation and language development which makes it a valuable tool in early literacy instruction. Our scholars enjoy the hands-on approach with blending and tapping out sounds.
The CKLA Skills Strand (K-2) provides a structured and comprehensive framework for developing critical literacy skills in young learners. By focusing on phonemic awareness, phonics, vocabulary, fluency, and comprehension, it equips scholars with the tools they need for successful reading and lifelong learning. Small group differentiated instruction enables scholars to practice and enhance their literacy skills, creating a more solid foundation.
The EL Module lessons (K-5) support a comprehensive approach to literacy and learning, equipping scholars with the skills they need to succeed academically and in life. By fostering engagement, collaboration, and critical thinking, these lessons help cultivate a love for learning and a deeper understanding of complex texts. Scholars enjoy being able to identify themselves in the complex texts which deepens their understanding of relatable reading.
Section B: Document how Word Recognition assessment and instruction for PreK-5th grade scholars are further aligned to the science of reading, structured literacy and foundational literacy skills.
Through LETRS training, our educators have deepened their understanding of word recognition, leading to the development of more fluent readers. They now have the tools to support scholars in enhancing their phonological awareness, decoding skills, and sight recognition of familiar words. This method strengthens scholars’ accuracy, fluency, and automaticity through repetition and practice. Both educators and scholars can monitor academic progress using data notebooks. Additionally, small group differentiated instruction is tailored to meet each scholar's unique academic needs, fostering their growth and development in literacy.
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 scholars in PreK-5th grade who have failed to demonstrate grade‑level reading proficiency.
The literacy coach, administration, and interventionists collaborate to analyze data from assessments like myIGDIs, KRA, FastBridge, and i-Ready diagnostics to determine the support needed for scholars. They consider both current results and past growth, incorporating educator input for a holistic view. This teamwork enables the creation of flexible learning pathways. The MTSS process allows for further analysis to identify next steps, including Individual Problem Solving (IPS) or transitioning out of interventions.
myIGDIs assist early childhood educators in monitoring and supporting literacy development. The KRA ensures kindergarten readiness for academic and social-emotional challenges. FastBridge provides comprehensive assessments for screening and progress monitoring, helping educators make informed decisions. i-Ready diagnostics guide instruction and track progress in reading, offering insights for tailored teaching strategies.
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.
Our system for engaging parents in supporting literacy at home is multifaceted, involving workshops, resources, direct communication, and community events. This collaborative approach empowers parents to play an active role in their children’s reading and writing journeys.
Parents are actively involved in discussions about data that affect their child’s education. Throughout the year, they are invited to participate in various programs such as Principal Chats, Parenting Classes, Data Conferences, Literacy Night, and Book Fairs. Additionally, we provide printed and online resources and newsletters that offer strategies for supporting their child’s reading and writing development at home. This year, we are embarking on PAWS for Literacy as a way to bring trained therapy dogs into our school to encourage and promote literacy through reading. It will allow our scholars to see the value of the home-school connection.
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 has established a systematic approach to monitor reading achievement and growth for scholars in grades PreK-5th, ensuring effective intervention strategies are implemented based on comprehensive data analysis. Here’s how this process in our school is structured:
1. Regular Assessments
● Diagnostic Assessments: Tools like myIGDIs, KRA, FastBridge, and i-Ready diagnostics are administered 3 times throughout the school year to evaluate our scholars’ reading levels and identify specific areas of need.
● Formative Assessments: Ongoing classroom assessments, including running records and informal observations, provide real-time insights into our scholars’ progress.
2. Data Analysis Meetings
● Trend Checks: Literacy coach meets monthly with interventionists to analyze scholar academic data. They discuss individual scholar performance, trends, and areas requiring additional support.
● MTSS Team: Meets weekly to evaluate classroom and school-wide data, identify patterns in reading achievement across grade levels, discuss instructional strategies and interventions, create a continuum map for literacy, and analyze trends in attendance, truancy, and behavior that could potentially impact scholars’ academic success.
3. Individualized Intervention Plans
● Targeted Interventions: Based on data analysis, scholars identified as either Tier 2 or 3 are placed in targeted intervention programs. These interventions are designed to address specific skill gaps in phonemic awareness, fluency, vocabulary, and comprehension.
● Progress Monitoring: The effectiveness of interventions are tracked through regular progress monitoring assessments. Adjustments are made based on scholar performance to ensure interventions remain effective. Parents are provided with quarterly progress reports and suggestions about how they can assist their child at home.
4. Communication with Parents
● Data Conferences: Parents are invited to data conferences where educators share their child’s reading progress and discuss strategies for home support. This collaboration ensures that parents are informed and engaged in their child’s learning journey.
● Progress Reports: Regular progress reports provide parents with updates on their child’s reading achievement and growth. End of the quarter report cards provide parents with a final snapshot of their child’s progress towards grade-level proficiency.
5. School-Wide Literacy Initiatives
● Literacy Nights and Workshops: The school organizes events to promote literacy and educate parents on ways to support reading at home. These initiatives foster a community-wide commitment to improving reading proficiency.
● Professional Development: Ongoing training for educators ensures they are equipped with the latest strategies and best practices for teaching reading and supporting diverse learners.
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.
Over the past two years, we have focused on equipping educators with the latest research-based best practices. Our educators are now LETRS certified, enabling them to effectively apply the knowledge gained from their training in the classroom with scholars.
The school follows the state/district adopted curriculum (Heggerty, CKLA, and EL) which is aligned with the Science of Reading principles, ensuring that all educators are trained to deliver consistent and effective instruction. Educators have access to a variety of resources, including lesson plans, instructional materials, and assessment tools that support structured literacy practices.
Educators participate in weekly PLCs where they internalize lesson planning, engage in the data driven instruction (DDI) process, collaborate to share best practices, discuss challenges, and develop instructional strategies based on the Science of Reading. Through peer observations, educators are encouraged to observe their colleagues’ classrooms to learn different instructional techniques and approaches in action.
Our literacy coach works closely with educators to provide personalized support and guidance in implementing structured literacy practices in their classrooms. This includes modeling lessons, co-teaching, and offering targeted feedback with action steps. The coach also provides ongoing support by conducting regular check-ins based on individual educator needs and scholar outcomes. Through reflection, coaching cycles, and walkthrough observations, we continuously monitor and adjust our instructional strategies to ensure we effectively meet the needs of both our scholars and educators.
Section G: Analysis of Data
Strengths:
● Implementation of Heggerty in grades PreK-2nd.
● Implementation of CKLA Skills Strand in grades K-2nd.
● Implementation of a research-based literacy curriculum (EL) for Module lessons in grades K-5th.
● Aligning the newly adopted state standards with the curriculum to determine any gaps.
● Provide scholars with a voice and choice in what they read, write, and research within small differentiated groups.
● Establish and directly teach routines and standard operating procedures to ensure instructional success.
● Collaborate in school-wide and district-wide professional development/learning opportunities.
● Ensure classrooms are well organized, student artifacts are displayed, and grade level appropriate materials are utilized.
● PLCs are focused on empowering educators through internalization to make the necessary shifts in their instructional delivery and assessment.
Possibilities for Growth:
● Train educators on how to confer with scholars regularly to promote accountability and reflection.
● Continue to increase focus and encourage parental involvement by providing opportunities with literacy development through newsletters, Zoom meetings, Principal chats, community meetings, and/or parent conferences.
● Ensuring classroom libraries are current and have relevant meaningful texts.
● Since this is a transitional year with our curriculum, ensure educators understand shifts in newly adopted standards.
● Educators will prioritize instruction based on the internalization process.
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 52% to 38% in the spring of 2024.
Action Steps:
● Implement all components of the EL curriculum
● Instructional coaching cycles intentionally using i-Ready data
● Provide strategic intervention that supports specific academic student needs
● Ensure parents acknowledge and understand R2S requirements or ramifications (all 2nd and 3rd graders)
● Data collection/analyzation
● LETRS training completion of Volume 1 to begin Volume 2
Goal #2: By Spring 2024, 90% of educators will internalize and implement all components of the ELA curriculum with fidelity and integrity.
Action Steps:
● Training on EL curriculum (how to internalize and implement for new hires)
● Opportunities for PD during PLCs
● Additional support and training as needed
● Opportunities for collaboration
● Provide over-the-shoulder training and peer walkthroughs
● Instructional coaching cycles with targeted specific feedback
● Walkthroughs with timely and targeted feedback
● PLC teacher leaders provide shared learning opportunities of content cycles
Goal #3: By Spring 2024, 90% of educators will collect and analyze data to determine how to meet individual student needs.
Action Steps:
● Instructional coaching cycles with targeted specific feedback
● Utilize See It-Name It-Do It protocol for EL assessments
● Opportunities for collaboration
● i-Ready training
● Restructure MTSS meetings
● PLC teacher leaders provide shared learning opportunities of content cycles
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 43% to 38% in the spring of 2025.
Action Steps:
● Departmentalize 3rd grade to ensure a holistic approach to student learning including small group differentiated instruction
● Continue to implement EL Module lessons
● Instructional coaching cycles based on i-Ready data to support instruction
● Provide strategic intervention for Tier 2 and Tier 3 scholars
● Ensure parents acknowledge and understand R2S requirements or ramifications through data conferencing
● Educators and scholars utilize data notebooks
● Examine feasibility of creating an after school tutoring program for Tier 2 scholars
● Complete LETRS training – Volume 2 (1 teacher only)