Read To Succeed
South Carolina Department of Education Read to Succeed District Exemplary Literacy Reflection Tool
Directions: Please provide a narrative response for sections A-I.
Section A: Describe how reading assessment and instruction for all students in the district 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 and instruction for students Kindergarten through 5th grade have the components of oral language, phonological awareness, phonics, fluency, vocabulary and comprehension. This is addressed through the Collaborative Classroom curriculum which is based on the science of reading principles. Teachers use activities like sound identification, rhyming games, and syllable counting to assess students’ phonological awareness. Screening tools or formal assessments are used to identify students struggling with sound manipulation. Phonics assessments (SIPPS) might include decoding exercises, where students read words, non-words, or sentences aloud to demonstrate their ability to apply phonics rules.
Progress monitoring is key to ensure mastery of phonics skills over time.
Fluency is typically assessed by having students read aloud from grade-level texts, with teachers noting accuracy, rate (words per minute), and prosody (expression). Fluency checks are regularly conducted to ensure students can read smoothly and focus on comprehension. Vocabulary knowledge is assessed through quizzes, word maps, discussions, and the use of vocabulary in writing and speech. Teachers monitor whether students can infer word meanings from context and use new vocabulary appropriately comprehension instruction involves teaching strategies for understanding, interpreting, and analyzing texts. These strategies include predicting, summarizing, questioning, making inferences, and identifying main ideas and details. Teachers use a variety of genres to expose students to different types of texts
Section B: Document how reading instruction and assessment for all students in the district are further aligned to the science of reading, structured literacy and foundational literacy skills.
Foundational Literacy Skills are the building blocks of reading, including phonemic awareness, phonics, fluency, vocabulary, and comprehension. The Collaborative Classroom curriculum emphasizes the importance of these skills across grade levels. The Collaborative Classroom curriculum offers a structured progression of reading skills, beginning with phonological awareness and phonics, and advancing to more complex language structures, such as morphology, syntax, and grammar. Instruction is direct and sequential, which benefits all learners, especially those who need additional support. Lessons incorporate multisensory strategies that engage visual, auditory, and kinesthetic-tactile pathways to enhance learning. This aligns with Structured Literacy practices, where students are encouraged to hear, see, say, and write to solidify their understanding of sounds, words, and sentences.
Section C: Document how the district uses universal and interim assessment data, in conjunction with diagnostic assessment data to assist schools in determining pathways of intervention for students who have failed to demonstrate grade‑level reading proficiency.
The district employs the MTSS program to assess and support students who have not demonstrated grade-level reading proficiency. This system integrates universal, interim, and diagnostic assessments to create individualized intervention pathways, ensuring all students receive the support they need to improve their reading skills. The process involves tools like Mastery Connect, SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words), CBM’s, iReady, and teacher input to assess student progress and guide instructional decisions.
Mastery Connect:
· Mastery Connect is used as a universal and interim assessment tool to track student progress on grade-level reading standards throughout the year. Teachers use this data to monitor mastery of specific skills and identify gaps in students' understanding.
· Data from Mastery Connect helps in identifying students who are falling behind or struggling with specific ELA standards. Teachers and administrators analyze this data to ensure timely interventions.
SIPPS:
· SIPPS is a targeted phonics and phonological awareness intervention used primarily for students who need foundational reading support. It provides systematic instruction that addresses gaps in decoding, word recognition, and sight word proficiency.
· SIPPS data is gathered through progress monitoring and used alongside other assessment results to ensure students are receiving the appropriate level of intervention and advancing in foundational skills necessary for grade-level reading comprehension.
iReady:
· iReady is a diagnostic tool that provides detailed insights into a student's reading ability across multiple domains such as phonological awareness, phonics, vocabulary, comprehension, and fluency. This assessment is typically administered at key points in the school year to provide a baseline understanding of each student's current performance and specific areas of weakness.
Integration and Data-Driven Decision-Making:
Combining Data:
o The district integrates data from Mastery Connect, SIPPS, and iReady to form a comprehensive view of each student's reading performance. By combining interim assessment data (Mastery Connect) with diagnostic data (iReady) and targeted intervention data (SIPPS), schools can determine which students need additional support and in what specific areas.
Data Review Teams:
o Teachers, intervention specialists, and administrators regularly review assessment data to identify trends and determine which students are at risk of falling behind in reading. These teams use this data to create individualized intervention plans that target specific skills.
Pathways of Intervention:
o For students not demonstrating proficiency, pathways of intervention may include targeted small-group instruction, phonics or comprehension interventions, or one-on-one support, often informed by SIPPS placement data. The intensity of the intervention is based on the severity of the student’s needs, as indicated by iReady diagnostic results and ongoing progress monitoring from SIPPS.
Section D: Describe the system in place to help all parents throughout the district understand how they can support the student as a reader at home.
The school has systems to engage and support parents in helping their children become successful readers at home. This system provides clear communication, accessible resources, and ongoing support to ensure parents understand how they can contribute to their child's reading development. Throughout the year the school hosts events (Book Clubs, Book Fair and this year, a curriculum night) to engage parents in reading and assisting their children at home.
Section E: Document how the district provides for progress monitoring of reading achievement and growth at the district level with decisions about intervention based on all available data to ensure grade-level proficiency in reading.
The school uses a structured approach through the Multi-Tiered System of Supports (MTSS) to monitor progress in reading achievement and growth, ensuring that decisions about interventions are data-driven and aimed at helping students achieve grade-level proficiency. Below is an outline of how the school implements progress monitoring through the MTSS process:
At the beginning of the school year, all students undergo universal screening assessments to identify their current reading level and areas of need. These screenings, such as iReady or other standardized assessments, provide a baseline for determining which students may require additional support.
Tier Placement:
Based on the screening data, students are placed into one of the three tiers of MTSS:
Tier 1: Universal instruction, for students on or near grade-level.
Tier 2: Targeted interventions for students who need additional support.
Tier 3: Intensive interventions for students significantly below grade-level.
The school uses a variety of progress monitoring tools, including, SIPPS (Systematic Instruction in Phonological Awareness, Phonics, and Sight Words), and
iReady diagnostics to regularly assess student progress in reading. Data is collected frequently (weekly, bi-weekly, or monthly depending on the tier) to track
student growth and evaluate the effectiveness of interventions. This data includes fluency rates, comprehension checks, phonics mastery, and vocabulary development. The school also uses curriculum based measures such as DIBELS (Dynamic Indicators of Basic Early Learning Skills) to determine if sufficient student progress is being made and tier placement is accurate.
The school's MTSS team, which includes teachers, reading specialists, and administrators, meets regularly to review student progress data. These meetings focus on identifying trends in student achievement and determining whether current interventions are effective or need to be adjusted. Decisions to move students between tiers are based on data from progress monitoring assessments.
The school’s MTSS process for monitoring reading achievement and growth is data-driven, systematic, and focused on providing timely and effective interventions. By regularly collecting and analyzing progress monitoring data, the school ensures that each student is on a clear path to reaching grade-level proficiency in reading. Decisions about interventions are tailored to meet individual needs, and continuous adjustments are made to support student success.
Section F: Explain how the district will provide teacher training based in the science of reading, structured literacy, and foundational literacy skills to support reading achievement for all students.
The district has developed a comprehensive plan to provide K-3 teachers with training in the science of reading, structured literacy, and foundational literacy skills through the LETRS (Language Essentials for Teachers of Reading and Spelling) program. This training is designed to support reading achievement for all students by equipping teachers with evidence-based strategies that promote literacy development.
All K-3 teachers will participate in LETRS training, a research-based program focused on the science of reading and structured literacy. LETRS offers educators a deep understanding of how students learn to read, why some students struggle, and how to provide effective instruction. Training will be delivered in phases, allowing teachers to complete the course over time. This ensures thorough engagement with the content and allows teachers to apply what they learn effectively in the classroom. LETRS training includes units on phonological awareness, phonics, vocabulary, fluency, comprehension, and spelling.
The district will provide ongoing coaching to support teachers in implementing LETRS strategies. Literacy coaches and instructional specialists, trained in
LETRS, will work with teachers to guide them through the process of applying these strategies in the classroom.
Section G: Analysis of Data
Strengths |
Possibilities for Growth |
· Tier 1 instruction · Literacy Intervention (Tier 2 and Tier 3) · The master schedule honors MTSS and allows for intervention to occur consistently. |
· Additional training to focus on small groups · Coaching to continue to strengthen Tier 1 instruction during the MTSS intervention time |
Questions for District-level Survey:
1. Please provide the total number of first graders from the 2023-24 school year who were projected to score Does Not Meet/Approaching on SC Ready ELA by third grade: There are currently 24 1st graders that are below the 25%ile on the iReady Reading assessment
2. Please provide the total number of second graders from the 2023-24 school year who were projected to score Does Not Meet/Approaching on SC Ready ELA by third grade: Based on iReady reading data, 12 2nd graders are working below the 25th percentile.
Section H: Previous School Year SMART Goals and Progress Toward Those Goals
Please provide your previous district goals from last school year and the progress your district has made towards these goals. Utilize quantitative and qualitative data to determine progress toward the goal (s). As a reminder, all districts 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 2022 as determined by SC READY from 25.6 % to 24% in the spring of 2024. |
Upon review of the 2023/2024 SCReady Data, 84% of students in third grade scored in the Approaches/Meets/Exceeds category for ELA, 16% of student scored in the Does Not Meet category |
Goals |
Progress |
Goal #2: |
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Goal #3: |
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Section I: Current SMART Goals and Action Steps Based on Analysis of Data
All districts serving students in third grade MUST respond to the third-grade reading proficiency goal. Districts that do not serve third grade students may choose a different goal. Districts 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. Districts are strongly encouraged to incorporate goals from the strategic plan. Utilize a triangulation of appropriate and available data (i.e. SC READY, screeners, MTSS processes, benchmark assessments, and observational data) to set reasonable goal(s) for the current school year.
Goals |
Action Steps |
Goal #1 (Third Grade Goal): Reduce the percentage of third graders scoring Does Not Meet in the spring of 2024 as determined by SC READY from 16% to 15% in the spring of 2025 |
· Focused PLC’s · MTSS Data Meetings to focus on students and disseminate data to provide needed supports · LETRS training for all third grade teachers |
Goals |
Action Steps |
Goal #2: Engage multilingual families in literacy-building activities to improve family literacy practices, with the objective of moving from a baseline engagement percentile of 10% to at least 20% by the end of the school year. This will be achieved through interactive, culturally relevant family literacy events and take-home activities. |
· Provide Take-Home Literacy Kits: Distribute literacy kits that include bilingual books, vocabulary flashcards, and simple comprehension activities to encourage reading at home. · Monitor Family Participation: Track attendance and engagement levels, aiming for an increase in family participation with each event, and solicit feedback to adjust activities based on family needs. · Host Literacy Events: Organize family literacy nights, each featuring activities like bilingual storytime, vocabulary games, and shared reading strategies. |
Goal #3: |
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