Read2Succeed Plan
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?: N/A
· How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?: All except for one.
· How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?: One
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.
- Montessori Community school uses a variety of formative and summative assessments to determine students’ areas of strength and opportunities for growth. After the analysis of these assessments, teaching professionals work to provide instruction that meets the needs of students in oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension. There are a variety of assessments used including, fast bridge which assesses students in grades K & 1 on a variety of foundational literacy skills. I-Ready is another assessment used to determine students' readiness in all domains of literacy. Teaching professionals also use assessments for the core literacy curriculum to evaluate and determine next steps for students. These assessments include writing prompts, exit tickets, end of unit assessments and performance tasks.
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.
-When considering word recognition assessments and instruction, the instructors at Montessori Community school evaluate students' growth and performance using a variety of tools and assessments. One tool that is used is the IAI for Word Recognition created by the state department of education. This resource is used to determine if students are making progress toward grade level standards every semester. Another resource that can be used are the assessments used in Heggerty to determine students growth and progress towards the phonological awareness standards. Finally, instructors at MCS use formative assessment data to track the progress of encoding and decoding skills taught and practiced in the UFLI Foundations phonics program.
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.
The literacy team and teaching professionals use a variety of universal screener data and diagnostic assessment data to determine pathways of intervention. The MTSS team and grade level teams meet and review the data using a data protocol to determine students strengths and areas for growth based on the south carolina state standards. When a student has demonstrated that they are not making progress, interventions are recommended for the student to intentionally fill gaps in the students knowledge and understanding. These students are monitored bi-weekly to determine their growth towards grade level standards. Once students have filled in the gap, they are moved out of that specific intervention.
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 primary and lower elementary teachers send home decodables for our emerging readers to practice at home. Additionally, the reading interventionist and the resource teacher send home decodables and worksheets for students to practice and reinforce the skills that they have learned. Additionally, we send home the i-Ready family report Fall, Winter, and Spring so that parents can see their child’s progress.
Section E: Document how the school provides for the monitoring of reading achievement and growth at the classroom and school level with decisions about PreK5th grade intervention based on all available data to ensure grade-level proficiency in reading.
-MCS has a dedicated monthly MTSS meeting focused solely on literacy. During those meetings, we look at student data from i-Ready, Fastbridge, and formative assessments for all students and then assess the effectiveness of Tier I, Tier II, and Tier III instruction in the classrooms, during reading intervention, and special ed. Additionally, during PLCs, teachers and the literacy coach look at reading data and identify areas for improving literacy instruction.
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.
-All of the primary, lower elementary, resource, and reading intervention teachers at MCS (with the exception of one) have completed all of the LETRS training. The one who is the exception, will begin his LETRS training this year. Additionally support is provided during literacy focused PLC meetings to support the concepts taught during LETRS.
Section G: Analysis of Data
-In looking at third grade SC Ready data from 2023 to 2024, the percentage of students scoring “does not meet” rose from 0% to 14.3%, however, the percentage of students scoring “exceeds” rose from 56.5% to 57.1%. There is definitely an opportunity for growth in reducing the number of students scoring “does not meet”.
| Strengths | Possibilities for Growth |
|---|---|
|
● There is evidence of strong Tier 1 instruction at Montessori Community School. ● Teachers in Kindergarten through second grade are using an explicit systematic phonics curriculum. ● Teachers at Montessori Community School have been exposed to the new South Carolina Literacy Standards. |
● Teachers participate in ongoing, job-embedded professional learning opportunities based on school data through work with the school instructional coach and improved PLC process. ● Teachers will increase the number of interactive writing experiences for students by using both writing prompts for Junior Great Books and integrated reading and writing experiences in the science curriculum. ● Teachers will continue to improve their Tier I explicit phonics instruction with the UFLI lessons. Additionally, the reading interventionist is implementing UFLI lessons for Tier II 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 | Progress |
|---|---|
| Goal #1 (Third Grade Goal): Maintain 0% of third graders scoring Does Not Meet in the spring of 2024 as determined by SC READY. | We did not meet this goal and our percentage of third graders scoring “does not meet” rose from 0% to 14.3% |
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 | Progress |
|---|---|
| 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 14.3 % to 7.15 % in the spring of 2025. |
● Teachers participate in ongoing, job-embedded professional learning opportunities based on school data through work with the school instructional coach and improved PLC process. ● Teachers will increase the number of interactive writing experiences for students by using both writing prompts for Junior Great Books and integrated reading and writing experiences in the science curriculum. ● Teachers will continue to improve their Tier I explicit phonics instruction with the UFLI lessons. Additionally, the reading interventionist is implementing UFLI lessons for Tier II instruction. |