Read to Succeed Reading 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?: 0
● How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?: 7
● How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?: 0
● How many eligible teachers in your school have completed PreK LETRS? 4
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 Mary Ford Early Learning & Family Center, we use various reading assessments in such as iReady Reading K (Phonological Awareness, Phonics, High Frequency Words, Vocabulary, and Comprehension); Fastbridge Early Reading (Letters Sounds, Letter Names, Onset Sounds, Concepts of Print, Word Segmenting, and Sight Words); Amplify CKLA reading Kindergarten curriculum assessments; KRA and MyIGDIs (Pre-K); and the Mary Ford Early Learning BOY/MOY/EOY K Reading Assessment ( Letter Names, Letter Sounds, Sight Words, Writing Sample to include: Name sample, picture, and appropriate coloring, and Reading Level-text included).
For instruction our school has implemented Amplify CKLA curriculum in Kindergarten, which is aligned to the Science of Reading, as well as Heggerty Phonemic Awareness (Pre-K-K).
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.
Amplify CKLA is a Kindergarten core literacy program supporting language comprehension and word recognition using a systematic, explicit, foundational skills instruction and a knowledge-building sequence that engages students using multiple modes and senses. A daily writing component is embedded into the curriculum and covers handwriting, spelling, and composition. In addition, it includes decodable readers for K.
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.
Universal screeners and diagnostic assessments are given three times a year (Fall, Winter, Spring). They include Kindergarten iReady Reading Diognostic and Kindergarten Fastbridge Early Reading. Students who are identified as Tier 3 (iReady 1-19th percentile, Fastbridge Early Reading Composite Score High Risk and/or the Mary Ford Kindergarten assessment – High Risk) are eligible for pull-out, small group literacy intervention using Magnetic Reading Foundations K-2. Students who are identified as Tier 2 (K Fastbridge Early Reading Composite Score Some Risk, and/or the Mary Ford Kindergarten assessment are progress monitored in Fastbridge bi-weekly by the classroom teacher. These groupings are fluid and able to change after the Winter data for the second semester.
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.
Mary Ford Early Learning & Family Center offers Data Conferences for parents three or more times during the school year to discuss individual Fall, Winter, and Spring screener/diagnostic assessments (K: Fastbridge Early Reading, iReady Reading, and the Mary Ford Assessment, and our school’s Data Dashboard; Pre-K: MyIGDIs and the Mary Ford Assessment). In addition, we hold Open House in the first quarter to explain grade level expectations, Family Literacy and Math Night, projected for winter which provides parents with academic tools to help their child at home. In spring we hold end of the year conferences to share accomplishments and next steps. The Principal, Assistant Principal, family advocates, and coaches hold quarterly events during the day and/or evening to inform and provide parents with support as they encourage our little scholars to succeed. Teachers and school staff also send weekly classroom newsletters and Class Dojo messages, daily folders with student work and academic updates, as well as, the provided Amplify CKLA Knowledge Domains Caregiver Letter. Parents are also able to schedule meetings or phone calls with teachers as needed and visit the classroom.
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.
Mary Ford Early Learning & Family Center monitors reading achievement and growth through targeted month walkthroughs, weekly PLCs, weekly grade level Common Planning, weekly coaches meetings, and weekly MTSS meetings. Our reading interventionist uses a variety of assessments to form groups and drive instruction: iReady Reading and Fastbridge Early Reading diagnostics, the Mary Ford Kindergarten Assessment, progress monitoring, and benchmark assessments.
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.
Our Kindergarten Staff have met the requirement for LETRS training. Our Kindergarten Staff have also been trained in Amplify CKLA and continue to weekly plan and build on curriculum in weekly PLCs with our reading coach, who is also LETRS trained and a certified Literacy Coach. In addition, our school administration and literacy interventionist, have met the requirement for LETRS training, Even though it isn’t a requirement, some Child Development teachers have met the requirement for LETRS training.
Section G: Analysis of Data
Strengths
● Administration, coaches, interventionist, and Kindergarten staff have met the requirement for LETRS Training.
● CCSD Reading Vision Initiative (2027)
● Teachers use data to make instructional decisions
● School support to families: Family Literacy & Math Night
● All staff have been trained in CCSD’s Instructional Framework and CCSD Pillars
Possibilities for Growth
● New staff will be trained in LETRS or Pre-K LETRS
● Improve the implementation of Amplify CKLA curriculum to best fit the needs of the students
● Data driven instruction fidelity checks across all grade levels (Pre-K3-K)
● Strengthen home/school connection
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:
By June of 2024, 13% of kindergarten students will score in the High Risk category based on their composite score on the Fastbridge Early Reading assessment, a decrease from 17% in the spring of 2023
Progress
The Year at a Glance on FastBridge Reading:
In Fall 2023, 27 K students scored High (23) or Some Risk (4), while 33 students scored Low Risk, and 4 students scored Advanced.
In Winter 2024, 23 K students scored High (12) or Some Risk (11), while 35 students scored Low Risk, and 5 students scored Advanced.
In Spring 2024, 11 K students scored High (10) or Some Risk (1), while 41 students scored Low Risk, and 17 students scored Advanced.
Overall, in Spring 2024, 84% of Kindergarten students scored on or above grade level in Reading.
We didn’t reach our goal of 13%, but decreased it from 17% in spring of 2023 to 15% in spring 2024. It is important to know that each year our student population fluctuates.
Goal #2:
By June of 2024, 80% of CD students will score in the Low Risk category or above based on the Mary Ford Early Letter ID Assessment.
Progress
In Spring of 2024, 86% of CD students met their goal, scoring in the Low Risk category or above based on the Mary Ford Early Letter ID Assessment.
Goal #3:
By June of 2024, 70% of CD students will score in the Low Risk category or above based on the Mary Ford Early Learning & Family Center’s Letter Sound Assessment.
Progress
In Spring of 2024, 71% of CD students scored in the Low Risk category or above based on the Mary Ford Early Learning Letter Sound Assessment.
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
MFEL& FC students will increase phonics proficiency (on or above grade level) as measured by the Fastbridge earlyReading assessment from 83.4% in Fall 2024 to 86% in the spring of 2025.
Action Steps
*Form intervention groups based on Fall 2024 Fastbridge early Reading, Fall 2024 iReady Reading diagnostics, and the Mary Ford Reading assessment.
*Provide daily intervention and weekly progress monitoring for Tier 3 (High Risk, 1-19th percentile) students using Magnetic Reading with the Reading Interventionist.
*Provide bi-weekly progress monitoring for Tier 2 students by the classroom teacher.
*Include intentional teaching strategies in lesson plans for classroom intervention groups. These groupings are fluid and able to change
monthly.
*Reflect on monthly data during monthly Data PLCs and with MTSS after each benchmark, and adjust as needed.
*CCSD Reading Initiative 2027
Goal #2:
MFEL & FC CD students will increase letter sound proficiency (Tier 1 level) as measured by the MyIGDIs Sound ID assessment from 51.7% in Spring 2024 to 60% in the spring of 2025.
Action Steps
*Form leveled classroom intervention groups based on Fall 2024 and Winter 2025 data.
*Include intentional teaching strategies in weekly lesson plans for whole group and small group instruction. These groupings are fluid and able to change monthly.
*Provide bi-weekly progress monitoring (check list) for all students by the classroom teacher.
*Reflect on classroom intervention small group data monthly during grade level Data PLCs.
*CCSD Reading Initiative 2027
Goal #3:
MFEL &FC CD students will increase rhyming proficiency (Tier 1 level) as measured by the MyIGDIs Rhyming assessment from 40.8% in Spring 2024 to 53.3% in the spring of 2025.
Action Steps
*Form leveled classroom intervention groups based on Fall 2024 and Winter 2025 data.
*Include intentional teaching strategies in weekly lesson plans for whole group and small group instruction. These groupings are fluid and able
to change monthly.
*Provide bi-weekly progress monitoring (check list) for all students by the classroom teacher.
*Reflect on classroom intervention small group data monthly during grade level Data PLCs.
*CCSD Reading Initiative 2027