Read To Succeed Reading Plan

LETRS Questions: 

• How many eligible teachers in your school have completed Volume 1 ONLY of LETRS?: 2
• How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?:  24
• How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?: 5

 

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.

 

Summative: In grades Prek-5th students are assessed and instructed through UFLI end-of-unit assessments in oral language, phonological awareness, phonics and fluency. In the areas of vocabulary and comprehension students are assessed through question sets and writing samples during our Great Minds: Wit & Wisdom curriculum. We plan lessons based on SCSS’s and give equal emphasis to each named area above in aiding students being able to fluently read and comprehend texts, as and  in the Simple View of Reading model. We use the results of those assessments to determine Tier 1 & 2 interventions as needed. 

Formative: students are assessed using iReady and mCLASS to drive instructional planning and practice using a data-informed approach. 

 

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.

 

The following programs are used for Word Recognition assessment and instruction: UFLI, Heggerty, Fundations, Decodable Protocol, Unit Assessments, mCLASS, GOLDs, and  DIAL testing. We follow the scope and sequence of the science of reading, making note for grade level appropriate developmental expectations. We also use Structured Literacy and Foundational Literacy Skills data to drive Tier I and Tier II instruction. 

 

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.  

 

At Burns, we use the following universal screeners and diagnostics to determine targeted pathways of intervention for our students: mCLASS, iREADY, LETRS spelling inventory, GOLDs, and DIAL testing. We have used these assessments and tools to identify areas of need for our students (students need more support in CVE words, and R controlled vowel sounds, eg). 

 

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 helping parents understand how they can support their student as a reader and writer begins with the mandatory parent training every family receives when they join our school. Led by the principal, parents are trained and onboarded in both our college going culture and the necessary math and reading outcomes expected by grade level. Parents are also made aware of the work they are expected to complete at home daily with their student either by sight word practice or daily independent reading. The system continues with our School Wide Curriculum Curriculum night where teachers dig into more of how we ensure their child is meeting end of year academic goals by sharing our curriculum and how their daily academic activities will help achieve those end of year goals. Lastly, we meet with parents 3 times a year in the form of end-of-quarter data conferences where we share relevant student data not limited to grades, i-Ready scores, DIBELS, and other formative and summative assessments to clearly show parents if they are on track for meeting end of year academic outcomes. At our core, we deeply believe that our parents are our partners in ensuring every child is at grade-level proficiency for reading.  

 

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 monitor reading achievement through iReady post-assessment analysis, school trends, class trends, individual student trends. Students are then placed in fluid-Tier 1, 2, or 3 intervention or acceleration groups as determined by the formative and summative data. We monitor this data at every diagnostic window, end-of-unit assessment, and during daily instruction to track progress towards student grade-level proficiency. Students placed in pull-out intervention are monitored in Fastbridge, end-of-unit assessments, and lesson exit tickets. 

 

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. 

 

As a school, we are committed to ensuring every teacher is LETRS certified by completing both Volume 1 and 2 of the LETRS training. While the majority of our teachers are LETRS certified, all new staff are provided with LETRS training and are expected to complete the training within two years. Furthermore, as we continue to provide embedded, weekly professional development, ensuring alignment between our teacher actions steps to the research we learned from LETRS. It is important to us that our instructional moves and strategies are grounded in the science of reading research we learned from LETRS.  

 

Section G: Analysis of Data

 

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).

 

 

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.