Read to Succeed
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.
SCHOOL RESPONSE
Our school has updated its Assessment Plan to align with the Five Pillars of Reading Instruction.
- Grades K-1: Students take the STAR Early Literacy Assessment three times a year as a universal screener.
- Grades 1-5: Students take the STAR Reading Assessment three times a year as a universal screener. This data helps identify students who may need further diagnostic assessments for Tier 2 and Tier 3 interventions.
Additional Foundational Skill Assessments Include:
- Grades K: Students complete the CORE Phonics Survey four times a year and a concepts About Print assessment three times a year.
- Grades K-5: Students complete the LETRS Spelling Screener three times a year.
- Grades 1-5: Teachers will administer additional diagnostics based on universal screening and oral reading fluency
- Examples might be phonological awareness, and phonics screeners including decoding and encoding
For Comprehension and Oral Reading Fluency:
- Grades K-5: Comprehension assessments are created in professional learning teams based on state standards and driven by HMH Curriculum.
- Grades 2-5: Students complete the DIBELS Oral Reading Fluency three times a year.
- Grade 1: Students take the Star CBM (Curriculum-Based Measurement) to monitor oral reading fluency three times a year.
- Grades 1-5: Teachers will administer additional diagnostics such as informal decodable Oral Reading Fluency passages based on Star CBM or DIBELS
Vocabulary: Vocabulary assessments are currently done formatively by teachers at each school. We have included the Vocabulary indicator as an essential standard for grades 3-5.
Teachers will use the data from these assessments to guide instruction using the HMH Into Reading curriculum. During Professional Learning Team (PLT) meetings, teachers will analyze this data to make instructional decisions for Tier 1, and possibly Tier 2 and Tier 3 interventions.
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.
SCHOOL RESPONSE
Our school has approximately 90 to 120 minutes dedicated to English Language Arts (ELA), which includes reading, writing, and foundational skills. Through our state adopted Curriculum, HMH Into Reading, we use the Reading, Vocabulary, and Writing components for grades K-5. For Foundational Literacy skills, we use Heggerty for phonological awareness and UFLI for additional foundational skills. We have the k-2 HMH Structured Literacy Curriculum available as a Tier 2 option for teachers . The assessments from HMH, UFLI, and those listed in Section A align with the science of reading, structured literacy, and foundational literacy skills. They support the components of Scarborough’s Rope for Language Comprehension and Word Recognition.
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.
SCHOOL RESPONSE
Our school follows a systematic approach to determine student interventions using Universal Screeners and additional diagnostics as needed. All students participate in STAR Early Literacy, STAR CBM, and/or STAR Reading assessments. Based on these results, we decide if further diagnostics are necessary to determine Tier 2 or Tier 3 interventions.
Some of the additional assessments we use to guide instructional decisions include Heggerty Bridge the Gap, DIBELS, Core Reading Phonics Assessments, Writing CBM, and STAR CBM. In certain grade levels, Foundational Skills Assessments are also administered to all students, providing another tool to inform intervention needs. We have flowcharts for each grade level to identify which additional assessments are appropriate in response to the results of each universal screener.
We have a school MTSS (Multi-Tiered System of Supports) Academic team, which includes the lead teacher, literacy coach, and interventionists. This team reviews the data to recommend appropriate and targeted Tier 2 and Tier 3 interventions. To provide this targeted support, the team collaborates and assists each teacher providing Tier 2. For Tier 3 interventions, our school has three ELA Interventionists who are trained to deliver intervention to students who are not yet reading on grade level.
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
SCHOOL RESPONSE
The school will continue to keep parents informed about ways to support literacy at home through our classroom websites, parent-teacher conferences, and Parent University.
All classroom teachers in our school have a classroom website for parents and guardians that must be updated each week. Teachers include classroom photos, upcoming events, and academic information, including how to support students as readers and writers
We encourage all teachers to meet with all parents virtually, via phone, or in person during October parent conferences. The school’s admin team provides an electronic folder of materials to all teachers which includes the district-created parent support documents for grades K–2 to help families better understand standards-based grading. These documents include quarterly proficiency scales and student work samples for each indicator reported on the report card, giving parents a clear picture of what students are expected to demonstrate each quarter. Also included in these materials are conference form options for data sharing, language to describe and answer questions about foundations of literacy, assessments, and comprehension based on well-validated theoretical reading models (Science of Reading).
Our school's Parent University, offered to all k-5 parents at the beginning of the school year, provides parents and guardians with information and resources on mental health supports, behavioral support, and academic success.
Our school’s principal sends out a school newsletter each week. Once a month that newsletter features a literacy tip provided by the district office ELA Coordinator. This information is also sent home alongside Universal Screener data.
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.
School RESPONSE
As part of our process for identifying students in the MTSS (Multi-Tiered System of Supports) framework, we also implement consistent progress monitoring for students in Tiers 1, 2, and 3 at both the classroom and school levels.
- Tier 1 and Tier 2: Teachers use a combination of tools such as STAR, HMH curriculum assessments, Oral Reading Fluency, UFLI, and other standards-based assessments to monitor progress in grade-appropriate reading skills, supporting overall proficiency within the classroom.
- Tier 3: Literacy interventionists have additional tools for progress monitoring, including DIBELS, Heggerty’s Bridge the Gap, CORE Phonics Literacy Library and STAR.
Throughout the year, teams meet regularly during Professional Learning Team (PLT), MTSS team meetings, and Academic Team meetings to analyze data and make instructional decisions for all students.
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
SCHOOL RESPONSE
All K-3 teachers, administrators, interventionists, the literacy coach, the lead teacher, the English Language Learner teacher, and all SPED teachers are participating in LETRS training. Additionally, we have one fourth grade teacher taking LETRS voluntarily.
For 4th and 5th grade teachers who are not enrolled in LETRS, the district is offering further professional learning to support their students with advanced decoding (syllabication and morphology work) as well as training with Vocabulary instruction. Our Literacy Coach, Lead Teacher, and upper grader interventionist provide support to these teachers within the MTSS process.
The Literacy coach at our school also provides school-based professional development through Professional Learning Teams (PLT), literacy coaching interactions, and coaching cycles.
Section H - Goals (Last year)
- Goal 1: Reduce the percentage of third graders scoring Does Not Meet in the spring of 2024 as determined by SC Ready from 11% to 10.5% in the spring of 2025.
- Goal 2: 85% of kindergarten and first grade students will show proficiency on Star Early Literacy as measured by the end of the school year benchmark. This will be an increase from 64% proficiency in 2023-24 to 85% in 2024- 25.
Section H - Progress (Last year)
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Goal #1 Students that were Not Met for 3rd Grade Spring 2025 |
Goal #2 Students in K and 1 that showed proficiency in Spring 2025 |
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5% |
Goal Met |
82.7% |
Goal Not Met |
Section I: Goals (This year)
- Goal #1: Increase the percentage of third graders scoring Meets and Exceeds in the spring of 2025 as determined by SC READY ELA from 89.9 % to 90.3 % in the spring of 2026
- Goal 2: By the end of the 2026 Quarter Three Benchmark, 90% of first graders will score 5 or above for CVC words on the LETRS Spelling Screener. This reflects an increase from 64% of students who scored 5 or above for CVC words on the Quarter One benchmark.
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Goal #1 Percentage of students that scored Meets and Exceeds for Spring 2025 |
Goal #2 Percentage of students that mastered CVC words on the LETRS Spelling Screener for first grade students |
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89.9% |
90.3% |
64% |
90% |