Lake City Early Childhood Center Of The Arts

LETRS Questions:

• How many teachers in your school have completed Volume 1 ONLY of LETRS?5
• How many teachers in your school have completed Volumes 1 and 2 of LETRS?11
• How many teachers in your school are beginning Volume 1 of LETRS this year? 1
• How many teachers in your school are beginning Volume 2 of LETRS this year? 5
• How many CERDEP PreK teachers in your school have completed EC LETRS?0
• How many CERDEP PreK teachers in your school are beginning EC LETRS this year? 1

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.

Instructional Approach: Grounded in the Science of Reading and Structured Literacy principles, integrating oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension for all PreK–5 students.

Core Curriculum: McGraw-Hill Wonders provides explicit, systematic instruction in foundational and comprehension skills through interactive, engaging lessons.

Oral Language: Developed through rich discussions, storytelling, and collaborative conversations.

Encourages vocabulary use and comprehension through structured dialogue and expressive activities

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Phonological Awareness: Daily practice in rhyming, segmenting, blending, and manipulating sounds.

Supported by Wonders activities and progress monitoring tools.

Phonics: Explicit, systematic instruction in letter-sound relationships, decoding, and encoding.

Data-driven small groups address individual student needs.

Fluency: Built through modeled reading, repeated readings, choral and partner reading.

Monitored using accuracy, rate, and expression checks.

Vocabulary: Taught in context with visuals and student application in speaking and writing.

Monitored through oral and written assessments.

Comprehension: Strategies include predicting, questioning, summarizing, and making connections.

Students engage in close reading and text-based discussions.

Professional Learning: All teachers trained or completing LETRS.

PLCs use data from Wonders, I-Ready, and classroom observations to plan differentiated instruction and monitor growth across all reading components.

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.

Alignment to the Science of Reading

• Instruction and assessment follow structured literacy principles—systematic, explicit, and data-driven.
• Focus areas: phonemic awareness, phonics, decoding, and automatic word recognition.
• Core tools: McGraw-Hill Wonders and IRLA (Independent Reading Level Assessment).

Whole-Group Instruction

• Teachers deliver explicit phonics lessons using Wonders.
• Skills are introduced in a clear, sequential order.
• Students build mastery of phonemic awareness, phonics patterns, and high-frequency words.

Small-Group & Individual Instruction

• Wonders and IRLA data guide targeted instruction.
• Groups are flexible, based on student needs for intervention or enrichment.
• Teachers provide focused support on decoding and word recognition skills.

Decodable Texts & Connected Practice

• Students apply phonics skills in decodable texts aligned to Wonders sequence.
• Practice supports blending, decoding, and fluent word reading in context.

Multisensory & Interactive Learning

• Strategies include sound tapping, letter tile manipulation, and oral blending.
• Wonders digital tools and hands-on activities engage multiple learning modalities.

Assessment & Progress Monitoring

• Ongoing assessments through Wonders units, IRLA conferences, and teacher checks.
• Data informs instructional adjustments to ensure continuous growth in foundational literacy.

Key Outcome

• Instruction remains systematic, cumulative, and responsive—supporting all students in developing strong word recognition and overall reading proficiency.

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. 

MTSS Framework

• The school uses a Multi-Tiered System of Supports (MTSS) to identify and address individual reading needs.
• Data from universal screeners, diagnostic tools, and progress monitoring guide intervention decisions.

Universal Screening

• I-Ready Reading administered three times per year (fall, winter, and spring).
• Identifies students at risk for reading difficulties.
• Provides a broad overview of foundational literacy skills to guide intervention placement.

Diagnostic Assessment

• IRLA (Independent Reading Level Assessment) used as an ongoing diagnostic tool.
• Students conferenced with every 14 days to monitor progress toward individual goals.
• Teacher observations and formative checks supplement formal assessments.

Data Review & Decision-Making

• Teachers and the MTSS team meet regularly to analyze screening and diagnostic data.
• Students not meeting grade-level proficiency are identified for targeted interventions.
• Pathways of intervention determined by need: Word Recognition or Language Comprehension.

Targeted Interventions

• Research-based supports drawn from i-Ready, IRLA, and teacher-led small group strategies.
• Instruction tailored to specific skill deficits—decoding, fluency, vocabulary, or comprehension.
• Students receive intervention in small groups or one-on-one settings.

Outcome

• Data-driven, systematic approach ensures timely and precise support.
• Goal: every student progresses toward grade-level reading proficiency through targeted pathways.

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.

Family Partnership Focus

• The school actively partners with parents to strengthen literacy learning at home.
• Families are equipped with tools, strategies, and resources aligned to classroom instruction.

Family Literacy Workshops

• Sessions teach parents about the Science of Reading and foundational literacy skills.
• Provide hands-on strategies for supporting reading and writing at home.
• Aligned with McGraw-Hill Wonders curriculum content and routines.

Take-Home Materials

• Students receive decodable texts, sight word lists, and reading tips for home practice.
• Materials reinforce classroom skills and promote independent reading habits.

Books with Barr Program

• Weekly read-alouds by the principal and community members.
• Promotes joy in reading and models fluent, expressive reading for students and families.

30 for 30 Reading Initiative

• Encourages students to read 30 minutes at school and 30 minutes at home daily.
• Reading logs and parent signatures promote accountability and shared reading time.

Ongoing Communication

• Teachers regularly update families on reading progress and goals.
• Provide personalized strategies and feedback to support continued growth at home.

Outcome

• Parents are informed, involved, and empowered partners in developing their child’s reading and writing success.

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.

Comprehensive Monitoring System

• Uses multiple data sources to track student progress and guide interventions.
• Ensures all students, PreK–5, reach grade-level reading proficiency.

PreK Monitoring

• 3K: Teachers use a structured Teacher Checklist to track literacy skill development.
• 4K: Teachers use Teacher Checklist plus MY IGDI assessments for early literacy skills.
• Data informs small group instruction and early interventions.

Formative Assessments (K–5)

• Embedded in the McGraw-Hill Wonders curriculum.
• Provide real-time feedback on student understanding and skill mastery.
• Teachers adjust instruction and grouping based on performance.

Benchmark Assessments (K–5)

• I-Ready Reading administered three times per year (fall, winter, and spring).
• Measures growth, identifies students needing additional support, and guides intervention placement.

IRLA Ongoing Assessment (K–5)

• Diagnostic conferences every 14 days.
• Guides goal-setting, small-group instruction, and individualized support.

MTSS Data Review Process

• Teachers and MTSS team analyze all available data (Wonders, i-Ready, IRLA, PreK checklists).
• Collaborative decisions guide interventions and monitor progress.

School-Level Oversight

• Administration reviews grade-level and school-wide trends.
• Adjusts support across tiers to strengthen outcomes for all learners.

Outcome

• A data-driven, responsive system ensures timely, targeted support from PreK–5, promoting growth toward reading proficiency.

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.

Professional Development Focus

• Ongoing training grounded in the Science of Reading, Structured Literacy, and foundational literacy skills.
• Ensures effective implementation of the McGraw-Hill Wonders curriculum.

PLCs & LETRS Strategies

• Teachers meet in Professional Learning Communities (PLCs) to review and apply LETRS strategies.
• PLC content is targeted based on teacher surveys and needs.
• Focus areas include phonics, fluency, vocabulary, and comprehension.

Coaching & Feedback

• Literacy coaches provide individualized support:
  • Model lessons and observe classroom instruction.
  • Offer immediate feedback via email or in-person follow-ups.
• Ensures timely guidance and strengthens instructional practices.

Peer Collaboration

• Teachers collaborate to share best practices, analyze student data, and discuss strategies.
• Promotes continuous improvement in reading instruction for all learners.

Ongoing Support

• Teachers have access to additional support as needed.
• Encourages continuous professional growth and responsiveness to student needs.

Outcome

• Teachers are equipped to deliver systematic, data-driven reading instruction, supporting all students in achieving grade-level reading proficiency.

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. Note the change in language for the 3^rd grade goal to align with the 2030 vision of 75% of students at or above grade level.Schools that do not serve third grade students may choose a different goal. Goals should be academically measurable. All goals should align with academic growth or achievement. Schools must provide a minimum of two goals.

   

   

• Schools are strongly encouraged to incorporate goals from the school renewal plan. Utilize a triangulation of appropriate and available data (i.e. SC READY, screeners, MTSS progress monitoring, benchmark assessments, and observational data) to set reasonable goal(s) for the current school year.