The Kelly Miller Elementary School Reading Plan is available via the provided link if you'd like to print it. To view here, please read below. If you have questions after reviewing this information, please contact the school's principal, Mrs. Woodard at (803) 635-2961. Thank you
South Carolina Department of Education
Read to Succeed Elementary Exemplary Literacy Reflection Tool
LETRS Questions:
- How many eligible teachers in your school have completed Volume 1 ONLY of LETRS?: 6
- How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?: 0
- How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?: 2
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.
Our reading assessment and instruction addresses all five of the pillars of reading instruction. As our diagnostic and benchmark assessment, i-Ready assesses students in phonological awareness, phonics, vocabulary, and comprehension. Students also receive instruction in these areas while using their daily instructional path in i-Ready. As part of our HMH Into Reading curriculum, students in grades K-5 use the Amira program to assess and progress monitor their reading fluency. This program assesses students in all areas of the Reading Rope and tutors students on an individual basis to offer instruction as they read. Both programs provide data reports to the teachers on what areas students need support with and how to support them. In addition, we utilize UFLI for our explicit phonics instruction. This program provides instruction focused on phonological awareness and phonics. It also helps to build fluency for students. The five pillars of reading are addressed throughout our literacy block, as well as during our intervention times.
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.
Word recognition is a significant component of our literacy instruction. We utilize the UFLI program for phonological awareness and phonics. For phonological awareness, it helps students break down words into individual sounds, which is crucial for decoding unfamiliar words. In phonics, students apply their knowledge of the relationship between letters and corresponding sounds to decode new words. We incorporate explicit and systematic phonics instruction. Both encoding and decoding words are emphasized on a daily basis. Students learn high frequency words through the UFLI program as well. The i-Ready assessment includes a section on high frequency words in their data reports, as well as instruction on this domain during the individualized student learning paths. The Amira program monitors and instructs students according to their oral reading fluency.
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.
We use the i-Ready universal screener and diagnostic data to determine targeted pathways of intervention for our students. In addition, we use the Amira data reports which offer a detailed look at the Reading Rope and where students need support. We meet collaboratively in data meetings and collaborative sessions to discuss the data and determine the needs of the students. Students receive support from our reading interventionist. In addition, students receive targeted support when working on their i-Ready instructional path. The classroom teachers also include small group targeted instruction within their ELA block.
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.
To help parents support students as readers and writers, we offer various resources and learning opportunities for parents. Teachers send home weekly newsletters with information for parents. We also send home a school newsletter with resources and ideas for home support. We have quarterly student-led parent conferences where parents are able to hear their students discuss their data. In addition, the teacher can offer ways to support the individual child at home. We host an annual family literacy night and other parent workshops throughout the year. In addition, families complete a literacy fair project each year at home to encourage literacy engagement at home.
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.
We utilize various methods of progress monitoring for our students. This includes i-Ready, Amira, Mastery Connect, teacher anecdotal notes, and biweekly SMART goals. We meet as a team to discuss the data and plan for next steps for students. This team includes administration, teachers, resource teacher, reading interventionist, and reading coach.
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.
One way in which teachers are trained in the science of reading is through the LETRS course. This includes K-3rd grade teachers, administration, resource teacher, and reading coach. In addition, teachers receive professional development in weekly collaborative sessions, data meetings, and PLC meetings on topics specific to science of reading, structured literacy, and foundational literacy skills. Teachers also receive information about webinars offered by the state department, which they are encouraged to attend and discuss in PLC and collaborative session meetings.
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. Schools that do not serve third grade students may choose a different goal. Schools may continue to use the same SMART goals from previous years or choose new goals. Goals should be academically measurable. The Reflection Tool may be helpful in determining action steps to reach an academic goal. Schools are strongly encouraged to incorporate goals from the strategic plan.