Read to Succeed Reading Plan
LETRS Questions:
● How many eligible teachers in your school have completed Volume 1 ONLY of LETRS?: 23 teachers
● How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?: 20 teachers
● How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?: 3
Section A: Describe how reading assessment and instruction for all PreK-5th grade students in the school include oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension to aid in the comprehension of texts to meet grade‑level English/Language Arts standards.
Mt Pleasant Academy students are assessed three times a year with benchmark screeners in myIgGDIs (Pre-K), FastBridge earlyReading (K & 1) & iReady Reading (K-5). CKLA and UFLI assessments are administered at the end of each unit.
● FastBridge Universal Screener
o K-1 students are tested 1:1 in the areas of phonological awareness, phonics, and fluency. This includes assessments in Concepts of Print, Letter Names, Letter Sounds, Word Segmenting, Nonsense Word Reading, and Sight Words to 50 in kindergarten. First-grade tests include word segmenting, nonsense word reading, sight words to 150, and CBMreading. These assessments are used to guide and individualize small-group instruction.
● iReady Reading Diagnostic
o K-5 students are given an adaptive digital assessment in phonological awareness, phonics, vocabulary, and comprehension. These assessments are used to guide and individualize small-group instruction.
● MyIgGDIs
o Pre-K students are tested 1:1 in the areas of early literacy.
● CKLA & UFLI End of Unit Assessments.
o These assessments analyze student performance and growth. The data is used to plan for remediation and extension activities. Data points are analyzed together in grade-level PLCs to guide instruction and provide reteaching opportunities for students.
● Instruction of ELA Standards
o Teachers have access to high-quality core and supplemental curricula that support oral language, phonological awareness, phonics, word recognition, fluency, comprehension, and vocabulary development. All students in CD-2nd grade are instructed in Heggerty to address oral language and phonological awareness. Kindergarten- 5th grade utilizes the CKLA Curriculum embedded with the South Carolina College- and Career-Ready English and Language Arts Standards. Kindergarten -2nd Grade teachers also use UFLI to focus on individualized instruction and early reading skills.
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.
● Word Recognition instruction is centered on foundational skills of phonological awareness and phonics decoding. Kindergarten-2nd grade teachers use phonological awareness daily with Heggerty instruction. Additionally, K-2 teachers use UFLI with all students to supplement CKLA Skills. This approach is steeped in Science of Reading research and is centered on developing the foundational skills to support reading. 3rd - 5th grade teachers utilize the structured literacy curriculum, CKLA with a focus on morphology to support Word Recognition. The CKLA Word Recognition assessment is an integral part of the daily lesson within our 3rd grade classrooms to guide foundational skill instruction. Assessments in spelling and morphology are embedded in CKLA for grades 3rd-5th. PreK students' assessment and instruction does not include Word Recognition.
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.
● Mt Pleasant Academy uses universal screener data (Fastbridge earlyReading) and diagnostic assessment data (iReady Reading) to determine targeted pathways of intervention for students demonstrating below grade-level proficiency. Multiple points of data are analyzed to determine the need for additional support and how to best address their individual needs. Students' needs are considered with the CCSD Elementary Intervention Cascade to match students to a targeted pathway for intervention. Based on data, students are placed in groups using S.P.I.R.E., Magnetic Foundations, or Magnetic Reading programs. Intervention data and progress is reviewed monthly and adjusted to fit the needs of the student. Additionally, iReady data is utilized to provide targeted skill interventions to students within the classroom as needed. Students with an Individualized Education Plan are strategically placed in the appropriate program based on the needs and IEP goals.
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.
● Mt Pleasant Academy teachers communicate with families weekly about expectations and progress through newsletters and Wednesday Folders. Data conferences are held as needed (at least once a year) to discuss concerns and provide support.
● An annual MPA Literacy Night is held every Fall to provide families with multiple resources, tips, and best practices to extend their learning at home.
● Monthly School Improvement Council and PTA meetings keep parents involved as well as IPS and IEP meetings, where specific literacy supports are discussed and resources provided for home support.
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.
● Classroom
○ Teachers review classroom reading data at bi-weekly PLC meetings following the Data Driven Instruction protocol. iReady Lesson Paths are also analyzed to monitor a student's progress in reading proficiency.
● Intervention
○ Students are given an end-of-year goal, and their progress is monitored weekly. Waitlisted students are progress monitored biweekly to be closely monitored for need. This will provide the needed data to ensure students are staying on track to meet goals.
● The MTSS team reviews data regularly and determines next steps as needed.
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 participate in ongoing, job-embedded professional learning opportunities through collaboration and planning with colleagues during bi-weekly Professional Learning Communities, within coaching cycles with the instructional coach, from feedback provided by district and school coaches in Instructional Learning Walks, and from participation in Science of Reading professional development via LETRS coursework.
Section G: Analysis of Data
Strengths
● High percentage of teachers who are participating or have completed the LETRS Volume 1 & 2
● K-2 implementation of UFLI curriculum to support The Science of Reading .
● Heggerty programs implemented with fidelity.
● Expanded knowledge and usage of i-Ready learning pathways, teacher toolbox, and reports.
● Coach and teachers collaborate regularly in PLC meetings to discuss and analyze student data and make instructional decisions based on the DDI process.
● Grade Level data dives of FastBridge and iReady Diagnostic data
● Certified Literacy Interventionist to work across all grade levels 1st-5th
● Improved MTSS process to create clearer lines of communication and support for teachers
Possibilities for Growth
● Utilization of state-adopted curriculum to ensure high-quality instruction aligned to the SC ELA 2023 standards
● Participate in Student Data Chats to set specific iReady goals and develop strategies for reaching those goals.
● Encourage teachers who are not trained in the Science of Reading to attend LETRS cohorts
● Increase the number of staff with the Read to Succeed Endorsement
● Intentional standards-based planning for instruction
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 4.8 % to 3.8 % in the spring of 2024.
Progress
In Spring 2024, the percentage of third graders scoring Does Not Meet on the ELA assessment of SC Ready increased from 4.8 % to 6.3%.
Goal #2: By Spring 2024, the percentage of students in grades 3 – 5 scoring meets or exceeds on the ELA assessment of SC Ready will increase from 87.7% in spring of 2023 to 88.7%.
Progress
In Spring 2024, the percentage of students in grades 3-5 scoring meets or exceeds on the ELA assessment of SC Ready increased from 87.8% to 88.0%. We did not meet the target of 88.7% by .7%
Goal #3: By Spring 2024, the percentage of students scoring in the some risk or high risk categories on FastBridge in grade 1 will decrease from 48% to 36%.
Progress
In Spring 2024, the percentage of 1st grade students scoring in the some or high-risk category was 20%. The amount of students in some or high-risk decreased from Spring 2023.
Section I: Current SMART Goals and Action Steps Based on Analysis of Data
● All schools serving third-grade students 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 help determine action steps to reach an academic goal. Schools are strongly encouraged to incorporate goals from the strategic plan.
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 6.3 % to 5.3% in the spring of 2025.
Action Steps
● Utilize the DDI process in PLCs to plan the reteaching of student gaps in learning with common assessments.
● Intentional standards-based planning for ELA instruction
● Individualized instruction of foundational skills in 3rd grade
● Supporting tier 2-3 students with explicit intervention instruction by a certified Literacy Interventionist
Goal #2: The percentage of all students at Mt. Pleasant Academy in grades 3-5 scoring meets or exceeds on SC READY ELA will increase from 88.0% in June 2024 to 88.3% by June 2025.
Action Steps
● Utilize the DDI process in PLCs to plan the reteaching of student gaps in learning with common assessments.
● Intentional standards-based planning for ELA instruction
● Individualized instruction of foundational skills.
● Supporting tier 2-3 students with explicit intervention instruction by a certified Literacy Interventionist