South Carolina Department of Education

Read to Succeed Primary and Elementary Reading Plan

2025 - 2026

Directions: Please provide a narrative response for Sections A-I. 

LETRS Questions: 

• How many teachers in your school have completed Volume 1 ONLY of LETRS? 3
• How many teachers in your school have completed Volumes 1 and 2 of LETRS? 5
• How many teachers in your school are beginning Volume 1 of LETRS this year? 4
• How many teachers in your school are beginning Volume 2 of LETRS this year? 3
• How many CERDEP PreK teachers in your school have completed EC LETRS? 2
• How many CERDEP PreK teachers in your school are beginning EC LETRS this year? 0

Section A: Describe how reading assessment and instruction for all PreK-5^th 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 pillars of reading instruction. As our diagnostic 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 reading fluency. This program assesses students in all areas of the Reading Rope and instructs 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 and systematic phonics instruction. This program provides instruction and progress monitoring 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 intervention time. Our daily instruction is aligned to the South Carolina ELA standards.

Section B: Document how Word Recognition assessment and instruction for PreK-5^th 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 using the heart word method. 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 pathways. The Amira program monitors and instructs students according to their oral reading fluency. Teachers also incorporate knowledge from LETRS into their daily instructional practices.

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-5^th 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. In MTSS meetings, the team analyzes data for each student to determine an intervention pathway. If the data shows a student is below grade level, the team develops a plan to address student needs and progress monitor data. Tier 2 students see our reading interventionist for targeted instruction. She utilizes the UFLI intervention placement test to determine starting points for students. All students receive targeted support when working on their i-Ready instructional path during embedded intervention. Classroom teachers also include small group targeted instruction within the 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. Families collaborate to complete a literacy fair project each year at home to encourage family literacy engagement. Families also receive information through the school website and ParentSquare. Parents are involved with the School Improvement Council to discuss school updates, as well as how to support students at home. Students check out books on their independent reading level from the Roar Café each week. These books go home with students to encourage reading 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-5^th 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. The MTSS team meets regularly to discuss the data for each student and plan for next steps. If students are identified as Tier 2, these students receive targeted interventions and are monitored monthly. Tier 3 students receive intensive intervention and are monitored every 2 weeks. Students that are above grade level are also progress monitored to ensure continued growth.

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-5^th grade.

One way in which teachers are trained in the science of reading is through the LETRS course. This includes CD-5^th grade teachers, administration, resource teacher, and reading coach. In addition, teachers receive ongoing, embedded professional development in weekly collaborative sessions, data meetings, and PLC meetings on topics specific to the science of reading, structured literacy, and foundational literacy skills. Professional development and coaching cycles support the implementation of SC standards, use of high-quality instructional materials in all tiers, data analysis, and alignment. Teachers also receive information about webinars and other trainings offered by the state department.

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. Note the change in language for the 3^rd grade goal to align with the 2030 vision of 75% of students at or above grade level.  Schools that do not serve third grade students may choose a different goal. Goals should be academically measurable. All goals should align with academic growth or achievement. Schools must provide a minimum of two goals.
• Schools are strongly encouraged to incorporate goals from the school renewal plan. Utilize a triangulation of appropriate and available data (i.e. SC READY, screeners, MTSS progress monitoring, benchmark assessments, and observational data) to set reasonable goal(s) for the current school year.