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How does your building track & monitor which students are eligible for exiting their READ Plan & how do you support this process?

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How does your building track & monitor which students are eligible for exiting their READ Plan & how do you support this process?

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What systems are in place at your school at the end of the year to communicate READ Plan progress and next steps with families?

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What systems are in place at your school at the end of the year to communicate READ Plan progress and next steps with families?

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What is your plan to ensure K-3 goals and interventions are created on August?

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What is your plan to ensure K-3 goals and interventions are created on August?

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Usually it is the parent sheet with next steps (not super effective)...love to hear ideas

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Many teachers utilize talking points to communicate with families about READ plan progress and next steps.

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Communicate by printing final reports and including in report cards.

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4 hours of conference time for teachers to invite students with READ Plans, connect with other students as a check in point beginning of May

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Looking at our READ Plan reports, I notice that communication was a 'miss' with some teachers. I need to monitor this more closely, and sooner, next year.

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We discuss READ Plans at PLC's and hold conferences with families.

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We have an end of year celebration where students share their data and progress. Some teachers use that time to connect about READ plan progress and summer supports. Or, teachers are communicating in the way that works best (per rest of year).

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BOY/MOY/EOY we meet as teams and individuals (as needed) and I support by reminding them of the qualifications of exiting a read plan and we talk about who is coming up on eligibility

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That's how we approach the process.

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I need to follow up to clarify what communication happened; perhaps the information was shared but not documented in the Plan.

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We work on this during PLCs and think through EOY data. I sent out slides with resources we can use during this time

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I have a spreadhseet with all READ Plan student names and data.

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Our teachers (and teams) do a great job of tracking and responding to the data; we bring it up in PLCs a few times a year and talk about what needs to be done/communicated, etc. I schedule the PLC times for this, and support individual teachers as needed.

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Take time during PLC's to work in SOARS to set goals and determine interventions. We also spend time creating WIN groups.

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I use a spreadsheet and plan to keep this one accessible to teachers at BOY to easily track which students might become eligible to exit their READ Plans then, too.

I attend PLCs when invited, when groups are changed every 8 weeks of instruction, and to provide support for teachers with SOARS, DIBELS, etc.

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Using the READ Plan Monitoring report in SOARS is a great help also.

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Our interventionist and SPED team look at data and group kids with EOY data so we have an idea and then adjust as BOY testing comes in

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We have scheduled out Data meetings, SOARS, goal settings, and when small groups will begin based off of those goals. We have planned dates for these components of student tracking throughout the year.

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We are going to be intentional about scheduling vertical team time next year, so I'll try to protect part of that time for READ Plan convos.

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Family Communication can be written as well as verbal communication, correct? 

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Family Communication can be written as well as verbal communication, correct? 

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We try to communicate with the families at our end of year testing day

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We try to communicate with the families at our end of year testing day

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Information sent to parents with EOY data included as well as reminders of Lexia logins and other resources that might be useful for the summer. Usually I write a note that teachers can copy and paste with EOY data for each student.

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Talking Points, conferences, flex testing, printed communication via Friday Folders

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Teachers are either meeting with parents this week following our assessment day to give parents updates.

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I meet with teachers during PLCs at the end of year and discuss which kids might need to exit. It is helpful to know that spelling/encoding is not something that she hold kids on READ plans.

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Sped, LI, Coach, Principal meet to look at EOY data for 2 purposes. Celebrate successes and create next steps for fall. 

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Sped, LI, Coach, Principal meet to look at EOY data for 2 purposes. Celebrate successes and create next steps for fall. 

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We will use one of our weekly PD sessions to make sure READ goals are written for all who are eligible.

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Intervention team meets at BOY to look at data to create interventions based on EOY data and then they can be adjusted after BOY data is adminstered. 

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Intervention team meets at BOY to look at data to create interventions based on EOY data and then they can be adjusted after BOY data is adminstered. 

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If families are initiated or exited, teachers are having individual family meetings.  

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If families are initiated or exited, teachers are having individual family meetings.  

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An EOY email and then information on options for summer learning activities. 

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An EOY email and then information on options for summer learning activities. 

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I look at the data and meet with teachers in PLC. READ plans are part of our EOY check-out process. 

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I look at the data and meet with teachers in PLC. READ plans are part of our EOY check-out process. 

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Parent sheet/packet presented during conferences or email or telephone contact (materials are sent home with the student). 

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Parent sheet/packet presented during conferences or email or telephone contact (materials are sent home with the student). 

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We utilize PLC time as well as staff PL. I track using a spreadsheet and communicate/support as needed from my monitoring.

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After BOY testing, we have our first Data Day and plan for interventions, create goals/plans. 

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After BOY testing, we have our first Data Day and plan for interventions, create goals/plans. 

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I love the new school dashboard and I can sort by students currently on read plans and then review greens.

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Data days to close out goals and write notes to the next teacher about next steps for each student needing extra support. 

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Data days to close out goals and write notes to the next teacher about next steps for each student needing extra support. 

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Data days & WIN groupings with six-week goals set for all intervention students. 

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Data days & WIN groupings with six-week goals set for all intervention students. 

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Intentional Tier 1,2,3 meetings will happen around BOY data and time to plan, process and execute targeted instruction.  READ Plan goals will also be a part of this.  

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Intentional Tier 1,2,3 meetings will happen around BOY data and time to plan, process and execute targeted instruction.  READ Plan goals will also be a part of this.  

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During PLCs and MTSS we track progress monitoring data and have team discussions about removing students whose data reflect they are ready to be exited after each benchmark. Each grade level has a spreadsheet for this.