Read to Succeed Reading Plan
South Carolina Department of Education
Read to Succeed Primary and Secondary Exemplary Literacy Reflection Tool
Directions: Please provide a narrative response for Sections A-I.
LETRS Questions:
● How many eligible teachers in your school have completed Volume 1 ONLY of LETRS?: 10
● How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?: 16
● How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?: 9
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.
● Reading Assessment: iReady Reading (phonological awareness, phonics, vocabulary, comprehension) + MCLASS DIBELS (phonological awareness, phonics, fluency), W&W end of module assessments (oral language, vocabulary, comprehension)
● Reading Instruction: UFLI Phonics Instruction (phonological awareness, phonics, fluency), Wit & Wisdom core instruction (oral language,
vocabulary, comprehension)
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.
● Our schedules, instructional materials, and assessments shifted to ensure our students in K-2nd grade spend the majority of instructional time
in reading on phonological awareness, phonics, fluency, and oral language development. In grades 3rd-5th, the time is spent on reading fluency, comprehension, vocabulary, and written expression.
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.
● Students who have not demonstrated grade-level proficiency in word recognition receive tier 1 instruction in UFLI and then spend time in tier
2 or 3 instruction within small groups building proficiency in decoding.
● Students who have not demonstrated grade-level proficiency in language comprehension receive tier 1 instruction in Wit & Wisdom and then
spend time in tier 2 or 3 instruction within small groups building proficiency in reading fluency, comprehension, vocabulary, and written expression.
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.
● Parent workshops are held monthly to work with families
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 monitor reading achievement through iReady post-assessment analysis, school trends, class trends, individual student trends. Students are then placed in fluid-Tier 1, 2, or 3 intervention or acceleration groups as determined by the formative and summative data. We monitor this data at every diagnostic window, end-of-unit assessment, and during daily instruction to track progress towards student grade-level proficiency. Students placed in pull-out intervention are monitored in Fastbridge, end-of-unit assessments, and lesson exit tickets.
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.
As a school, we are committed to ensuring every teacher is LETRS certified by completing both Volume 1 and 2 of the LETRS training. While the
majority of our teachers are LETRS certified, all new staff are provided with LETRS training and are expected to complete the training within two
years. Furthermore, as we continue to provide embedded, weekly professional development, ensuring alignment between our teacher actions steps to the research we learned from LETRS. It is important to us that our instructional moves and strategies are grounded in the science of reading
research we learned from LETRS.
Section G: Analysis of Data
Strengths
● Strong implementation of core reading and writing program
● Strong implementation of reading intervention
● Strong use of reading assessments (implementation and frequency)
● Strong analysis of student reading data
● Strong planning to address individual student needs
● Strong investment of students in reading goals
● Strong implementation of differentiation in phonics and reading to meet student needs
● Full implementation of the science of reading
● Strong investment in phonics and phonemic awareness instruction
Possibilities for Growth
● Continued teacher development around the science of reading.
● Ensure alignment between Wit and Wisdom and South Carolina State Standards
● Implement a consistent flow of block to ensure consistency in every ELA classroom.
● Increase the text volume students are interacting with across genres by increasing independent reading time in 3rd-5th grade.
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).
Goals & Progress
Goal #1: Third Grade Goal: Reduce the percentage of third graders scoring Does Not Meet in the spring of 2023 as determined by SC READY from 43% to 35 % in the spring of 2024.
Progress: Overall, we were incredibly close to meeting this goal. We moved from 43% not meeting in school year 22-23 to 36% not meeting in school year 23-24. While we hoped for an 8% reduction, a 7% reduction still shows progress to ensure our students read at grade level and beyond.
Goal #2: Increase parent participation in literacy.
Progress: Due to the increase in parent events, moving from quarterly to monthly, we saw a significant increase in overall parent participation. In SY22-23, we had 70% average parent participation. In SY 23-24, we had an average rate of 81% parent participation. Parent participation included our quarterly data meetings, monthly parent morning activities in the classroom, and our monthly community celebrations.
Goal #3: Continue implementation of science in reading
Progress: As of SY 22-23, we had 0% of our teachers who passed and were LETRS certified in Units 1 and 2. At the end of SY 23- 24, 85% of our
teachers are LETRS certified in Units 1 and 2. We have seen huge instructional shifts in classrooms due to the rich content and skill knowledge teachers received at LETRS training.
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.
Goals & Progress
Goal #1: In Third Grade, we will reduce our percentage of students that score Does Not Meet on SC Ready from 36% to 30%.
Action Plan:
1. Align lessons to SC State Standards
2. Vertical Planning across content
3. Dean-led Planning/Data Meetings
4. Implement 2 mock SC Ready assessments over the course of the
school year to assess interim progress
Goal #2: 100% of ELA teachers implement the Flow of Block provided by the Network (100% internalization).
Action Plan:
1. Dean-lead planning meetings
2. Dean/Network observation cycles
3. Daily feedback provided to teacher
Goal #3: 100% of grade levels schedule time during the Independent Reading instructional day. 100% of students using Accelerated Reader as a tool to foster and monitor reading across genres appropriate to their Lexile level.
Action Plan:
1. Master Schedule
2. Accelerated Reader progress checks (weekly logistics meetings)
3. Accelerated Reader Conferencing model provided to teachers (leadership)
4. Part-Time Media Specialist facilitates book check-out (library)