Read to Succeed Reading Plan

South Carolina

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? 0
• How many teachers in your school have completed Volumes 1 and 2 of LETRS? 8
• How many teachers in your school are beginning Volume 1 of LETRS this year? 3
• How many teachers in your school are beginning Volume 2 of LETRS this year? 4
• How many CERDEP PreK teachers in your school have completed EC LETRS? 8
• How many CERDEP PreK teachers in your school are beginning EC LETRS this year? 2

 

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.

 

Assessment Practices:

All students in Child Development (CD) and Kindergarten participate in a comprehensive assessment system that informs instruction throughout the year. The Kindergarten Readiness Assessment (KRA) is administered within the first 45 days of school to evaluate foundational skills, including language and literacy. Ongoing diagnostic assessments are conducted three times per year using myIGDIs (CD), FastBridge earlyReading (Kindergarten), and iReady Reading (Kindergarten). Additional curriculum-based assessments and progress monitoring tools are embedded to track growth in specific areas, including phonological awareness, decoding, fluency, and comprehension. Assessment data is collaboratively analyzed during Professional Learning Communities (PLCs) and Multi-Tiered Systems of Support (MTSS) meetings to identify trends, guide instructional decisions, and inform tiered intervention plans.

 

Instructional Practices:

Core literacy instruction is grounded in the science of reading and delivered through the Amplify CKLA curriculum and Heggerty phonological and phonemic awareness lessons. Daily instruction integrates all five components of reading:

 

• Oral language is developed through structured conversations, academic discourse, and shared read-aloud experiences.
• Phonological awareness and phonics are explicitly taught through systematic, sequential lessons that build foundational decoding skills.
• Fluency is cultivated through repeated reading, modeled prosody, and guided oral reading opportunities.
• Vocabulary is intentionally taught within rich text-based discussions and reinforced through content knowledge lessons.
• Comprehension is supported through interactive read-alouds, shared reading, and text-based questioning that build background knowledge and understanding of text structures.

 

Instruction is aligned with the district pacing guide and supported by collaborative planning, ongoing coaching cycles, and data-driven decision-making. Through this intentional approach, every student receives evidence-based instruction and assessment that build foundational literacy skills and support their progression toward grade-level proficiency.

 

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 instruction and assessment at Midland Park Primary are intentionally aligned with the science of reading, structured literacy principles, and foundational literacy development. Instruction emphasizes systematic, explicit, and sequential phonics as a critical pathway to skilled reading. Through the Amplify CKLA curriculum, students are taught the relationships between phonemes and graphemes in a clearly defined sequence, allowing them to master simpler sound-spelling patterns before progressing to more complex ones. Daily instruction includes direct modeling, guided practice, and cumulative review, ensuring that students have multiple opportunities to build automaticity with word recognition.

Instruction is carefully scaffolded to support all learners, with intentional integration of phonological awareness, phonics, and morphological awareness. Students regularly engage with decodable texts that align with the phonics patterns they are learning, which provides authentic opportunities to apply new skills in connected text, strengthen decoding accuracy, and build reading fluency. Vocabulary instruction is embedded throughout, deepening students’ understanding of word meaning and usage to support both recognition and comprehension.

Assessment of word recognition is ongoing and multifaceted. Teachers use curriculum-embedded formative assessments, mid- and end-of-unit checks, and benchmark diagnostics to monitor student progress and identify instructional needs. Frequent checks for understanding and targeted progress monitoring allow for responsive instruction and differentiated support, ensuring that all students,  including multilingual learners and those requiring additional intervention, are making steady progress toward proficient word recognition and overall reading development.

 

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.  

Assessment System:
Students are screened early and frequently to identify instructional needs. Universal screeners such as KRA and ACCESS for ELLs provide baseline information on early literacy and language skills. Diagnostic tools, including myIGDIs (4K), FastBridge earlyReading (Kindergarten), and iReady Reading, offer more detailed insight into specific skill gaps across the components of reading. Ongoing progress monitoring, conducted through myIGDIs, FastBridge subtests, iReady, Amplify CKLA curriculum assessments, and Heggerty phonological awareness checks, ensures that instruction remains responsive to student growth.

Data-Driven Decision Making:
Assessment data is systematically analyzed by collaborative instructional teams that include classroom teachers, the literacy coach, literacy interventionists, and school administration. Data meetings are embedded into Professional Learning Communities (PLCs) to examine trends, identify skill deficits, and determine whether students require additional support in word recognition (phonemic awareness, phonics, decoding) or language comprehension (vocabulary, background knowledge, oral language).

Targeted Pathways and Intervention Planning:
Based on these data reviews, teachers develop targeted instructional action plans that include small-group interventions, differentiated core instruction, and tiered supports. Progress toward goals is monitored through fidelity checks, student outcome data, coaching cycles, and SLO conferences. The MTSS team reviews ongoing data to evaluate the effectiveness of interventions, make recommendations for instructional adjustments, and ensure that students receive the right level of support to accelerate their reading growth.

This data-informed approach ensures that every student,  including multilingual learners and those requiring intensive support, receives instruction aligned to their individual needs and has a clearly defined pathway toward grade-level proficiency in reading.

 

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 facilitate meaningful two-way communication, the school employs two bilingual secretaries, a bilingual parent liaison, and two bilingual multilingual learner program (MLP) teachers. Additionally, four bilingual staff members are embedded across the seven kindergarten classrooms. The school also collaborates closely with the Multilingual Services and Outreach Department and uses Language Line interpretation services to remove language barriers. These supports ensure that families can fully engage in parent-teacher conferences, in-person meetings, phone calls, emails, and communication platforms such as Facebook and ClassDojo.

 

Family engagement opportunities are intentionally designed to build parent capacity. Events such as literacy nights, open houses, Title I meetings, and School Improvement Council meetings provide hands-on experiences and resources for families. The school also hosts parent workshops focused on practical strategies for supporting reading and writing at home, such as reading aloud together, discussing stories, practicing sight words, and encouraging drawing and writing to build language and literacy. Take-home materials and bilingual resources are provided to extend learning beyond the classroom.

 

Through these ongoing partnerships and supports, Midland Park Primary strengthens the home-school connection and equips families with the knowledge, confidence, and tools to support their children’s literacy development in meaningful ways.

 

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. 

 

Ongoing Data Review and Collaboration:

A dedicated Multi-Tiered System of Support (MTSS) team meets weekly to review universal screening results, diagnostic assessments, progress monitoring data, and classroom performance. Data sources include those outlined in Section A, such as myIGDIs, FastBridge, iReady, Amplify CKLA, Heggerty, and curriculum-based assessments , as well as additional evidence gathered from formal classroom walkthroughs documented in Grow , weekly administration and literacy coach meetings, and grade-level PLC meetings.

 

Data-Informed Decision-Making:

Within PLCs, teachers collaborate with the literacy coach, interventionists, and administrators to analyze individual, small-group, and whole-class data. This analysis informs adjustments to Tier 1 instruction, targeted Tier 2 supports, and individualized Tier 3 interventions. Action plans are developed to address identified needs, and instructional strategies are monitored for fidelity and effectiveness.

 

Continuous Monitoring for Growth:

Progress monitoring occurs at regular intervals throughout the year to measure growth in foundational literacy skills, word recognition, language comprehension, and overall reading proficiency. These data points are used to make decisions about instructional grouping, the intensity and duration of interventions, and necessary instructional adjustments. The MTSS team also uses outcome data to evaluate schoolwide literacy initiatives and allocate resources where they will have the greatest impact.

 

Through this systematic and collaborative process, Midland Park Primary ensures that every student’s reading progress is closely tracked and that instructional responses are timely, targeted, and aligned with the ultimate goal of grade-level literacy proficiency.

 

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.

 

Currently, 8 teachers have completed Volumes 1 and 2 of LETRS, while 3 teachers are beginning Volume 1 this year and 4 teachers are beginning Volume 2. In addition, 8 CERDEP PreK teachers have completed Early Childhood LETRS, with 1 additional teacher and the literacy coach beginning the course this year.

 

Teachers also receive regular training and support in the implementation of Amplify CKLA and Heggerty, both of which are grounded in the science of reading. Professional learning is continuous and occurs through school-based workshops, district-provided sessions, collaborative PLC planning, and literacy coaching cycles. This layered approach ensures that instruction remains aligned to evidence-based practices and meets the needs of all students, including multilingual learners and those requiring targeted intervention.

 

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.