2025-2026 Schoolwide Literacy Plan Summary

Our Schoolwide Literacy Plan is focused on improving the educational program for all students.  We are working to improve core classroom instruction and ensure it is aligned to the Science of Reading.  We will use all available data to support small-group instruction and intervention.  We will also target support for upper elementary students who have not yet mastered foundational skills. This work will be supported by our Building Leadership Team and a Reading Interventionist teacher trained in the READ act and mentored by our district curriculum and instruction team. We will evaluate the effectiveness of our plan using FastBridge data to assess and monitor reading proficiency and our student climate survey to assess and monitor student sense of belonging.

Goal 1: NCA Elementary students will increase their reading proficiency as measured by Fastbridge assessments, with 65.9% of students in grades 1 through 5 scoring at or above grade level targets on the FastBridge aReading test in Spring of the 2025-26 academic year.

Goal 2: The percentage of students in grades 3–5 at New Code Academy Elementary reporting favorable responses to at least two of the following BPS Annual Student Survey scales:  Engagement, Sense of Belonging, and Self-Efficacy, will increase from 69.4% in spring 2025 to 72.4% in spring 2026.

 

Why these goals?
We analyzed our data from the end of the 24-25 school year and found the following;

  • Grades 1-3 students had stronger reading outcomes than grades 4-5.
  • Grade 4 showed significant growth, while Grade 5 declined.
  • White students, non-SPED, and Non-FRL students are meeting expectations at much higher rates.
  • Black, Hispanic, SPD, FRL and multilingual learners are not meeting reading expectations at equal proportions, indicating persistent equity gaps. 
  • Overall, 41% of students are Very Low Risk, with 24% High Risk in in reading as measured by the aReading assessment.

 

Anticipated Outcomes

  • More consistent use of science Reading-aligned instruction across K-5 classrooms
  • Increase in targeted small -group instruction, driven by assessment data
  • Greater intentionality in how teachers differentiate instruction for multilingual , SPED, and FRL students
  • Improved collaboration between general education, intervention and specialists teachers
  • Increased percentage of students reaching Very Low Risk or Low Risk in aReading assessment by Spring 
  • Decrease in the number of High-Risk readers, particularly in grades 4-5 and among historically underserved groups
  • More students demonstrating grade-level fluency and comprehension on classroom -based assessments
  • Increases in student Engagement, Sense of Belonging, and Self-Efficacy measures on the Annual Student Survey