The actions were intended to address gaps in students’ reading fluency and decoding skills identified through the fall school-wide reading assessment data. The data showed that more than 50% of students were reading in a halting or careful manner, indicating that many students lacked reading fluency. In addition, 28% of students were at the emerging level and 28% were at the developing level in decoding, highlighting a significant need for support in foundational reading skills.

These strategies were chosen because strong decoding skills are essential for accurate reading, and increased opportunities to read aloud help students develop fluency, automaticity, and confidence. By explicitly teaching decoding skills, identifying students who required targeted support, and adjusting whole-class literacy instruction, the school aimed to improve reading outcomes for all students and address the specific areas of need identified in the assessment data.

The evidence shows that the strategies implemented are having a positive impact on students' reading fluency and decoding skills.

In reading fluency, the percentage of students reading at the halting level decreased from 27% in the fall to 18% in the spring, while students reading at the careful level decreased from 30% to 21%. At the same time, the percentage of students reading fluently increased from 18% to 23%, and students reading confidently increased significantly from 18% to 32%. This indicates that more students are developing the accuracy, automaticity, and confidence needed for successful reading.

In decoding, there was also notable improvement. The percentage of students at the emerging level decreased from 28% to 16%, while the percentage of students achieving proficient increased from 38% to 50%. This suggests that targeted instruction in decoding skills has helped many students strengthen their foundational reading abilities.

Overall, the evidence indicates that the school's focus on explicit decoding instruction, targeted support, and increased opportunities for students to read aloud has contributed to measurable growth in literacy outcomes across the school.

The actions are making a significant difference in improving students’ literacy outcomes. School-wide data shows growth in both fluency and decoding skills from fall to spring. 

Overall, the targeted supports, explicit teaching of decoding skills, adjustments to whole-class literacy instruction, and increased opportunities for students to read aloud are contributing to measurable improvements in students’ fluency, confidence, and decoding abilities.

Moving forward, we will build on the success of the literacy strategies implemented this year and continue to make reading fluency and decoding a school-wide priority. The positive growth in assessment data, including increased fluency levels and a rise in students achieving proficiency in decoding, affirms that our targeted actions are making a difference.

Next year, staff will continue to use collaboration time to analyze student data, identify students requiring additional support, and monitor progress. We will maintain explicit instruction in decoding skills, provide targeted interventions for students who need extra support, and continue to strengthen whole-class literacy instruction. Students will also have ongoing opportunities to read aloud at their instructional level to further develop fluency, accuracy, and confidence.

By continuing these evidence-based practices and regularly reviewing student achievement data, we aim to further increase the number of proficient readers and ensure all students make progress in their literacy development.