School Reading Plan

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.

4K: In 4K, we use the “On My Way” curriculum. This curriculum focuses on letter identification and letter sound knowledge. Teachers also pull students into groups and focus on vocabulary, phonics, and comprehension of texts to meet grade level ELA standards. We also use myIGDIs as the assessment for 4K.

Kindergarten, 1^st and 2^nd grades: In K-2, we use the “Into Reading” HMH curriculum, UFLI curriculum, Heggerty, MAP assessment for Reading, and the FSS assessment to focus on oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension to meet grade-level ELA standards. We also use district common assessments for 2nd grade that focus on these skills as well.  

3^rd, 4^th, and 5^th grades: In 3 – 5, we use the “Into Reading” HMH curriculum, district common assessments, and MAP assessment for Reading to focus on oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension to meet grade-level ELA standards.

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.
 

In grades K-3, special education teachers, and ML teachers are currently taking the LETRS course. This focuses on the science of reading and gives an understanding of how students learn to read. This teaches about structured literacy and foundational literacy skills. With using the LETRS knowledge and the UFLI curriculum, phonics and word study instruction is aligned to the science of reading in lessons.  In 4^th and 5^th grades, students are placed in an intervention if they still have these reading deficits.  

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.

Students are placed in interventions when they are not meeting grade level standards and when they perform below grade level on assessments.

4K and Kindergarten: Interventions that are used with 4K and kindergarten students are conducted in small groups with the teacher and the assistant in the room. Interventions include letter recognition practice, letter sounds practice, nonsense words practice, and oral reading practice. We also use Heggerty, where the following skills are addressed: rhyme, onset fluency, phoneme isolation, blending, segmenting, adding, deleting, and substituting.

1^st and 2^nd grades: Interventions is grades 1 and 2 consist of working with the classroom teacher and a reading interventionist. The reading interventionist works with groups for 30 minutes each day. The interventionist uses Heggerty: rhyme, onset fluency, phoneme isolation, blending, segmenting, adding, deleting, and substituting. The classroom teacher uses the UFLI curriculum and is currently receiving training with the LETRS program.

3^rd, 4^th, and 5^th grades: Interventions is grades 3, 4, and 5 consist of working with the classroom teacher and a reading interventionist. The reading interventionist in 3^rd grade works with students for 45 minutes a day on the Read 180 program. Students in grades 4 and 5, work with an interventionist for 1 hour each day on the Read 180 program. Read 180 integrates research around personalized best practices, adaptive technology, instructional strategies based on the science of reading, and scaffolded support for reading independently. Students receive systematic, explicit instruction and practice of foundational literacy skills to develop their fluency, expand vocabulary and strengthen comprehension skills to become proficient, skillful readers. The classroom in grades 3, 4, and 5 pull students in small groups based on MAP data, district formative assessments, and classroom assessments. The teacher reteaches skills if needed. This happens daily on a rotation basis.

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 use Parent Literacy Nights where strategies are taught to parents on how to work with their child(ren) at home. We hold four of these throughout the year. These strategies include modeling for parents how to use letter cards, high frequency word cards, fluency passages, and journaling.  We also give parents sample questions of what they should ask their child(ren) while they are reading to check for comprehension. These same strategies are mentioned in parent meetings and parent conferences. Schoology and ParentSquare are also used to communicate with parents so they know when events are going to be held to focus on reading and writing. We have specific intervention nights that are targeted towards parents who have students in intervention. Invitations are sent to these families specifically.

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.

We use Aimsweb data, MAP Reading data, SC Ready Data, and the FSS assessment to determine if students require intervention. If a student requires intervention, he/she will be placed with a reading specialist to work on deficits for 30 minutes daily. We progress monitor the student using Aimsweb on a weekly basis. If the student grows to grade-level proficiency, they are removed from the intervention time and placed back in the core. If a student still does not show growth, the student could be placed in an additional intervention and/or become part of our MTSS process. The student will still be progress monitored and receive intervention. After data is collected for an additional 6 – 8 week period, the team may determine to test for a learning disability if there is still no growth or data declines.

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.

We provide training with LETRS and we also provide training on the UFLI curriculum to ensure teachers are trained in the science of reading, structured literacy, and foundational literacy skills. We provide training on Aimsweb. Different interventions are modeled for teachers, so they use the intervention to gather data. At each faculty meeting, we highlight strategies that come directly from the LETRS training, so all teachers can benefit from the knowledge.

Analysis of Data

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).

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.