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? 6
●    How many teachers in your school have completed Volumes 1 and 2 of LETRS? 21
●    How many teachers in your school are beginning Volume 1 of LETRS this year? 0
●    How many teachers in your school are beginning Volume 2 of LETRS this year? 6
●    How many CERDEP PreK teachers in your school have completed EC LETRS? 0
●    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-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.

At HVES, we utilize a variety of assessments to monitor student growth and guide instruction. Our assessment tools include iReady Reading (K–5) for phonological awareness, phonics, high-frequency words, vocabulary, and comprehension; Fastbridge Early Reading (Kindergarten: letter sounds, letter names, onset sounds, concepts of print, word segmenting, sight words; 1st Grade: sight words, word segmenting, nonsense words, sentence reading); Amplify CKLA curriculum assessments (K–5); KRA and MyIGDIs for Kindergarten and Pre-K; and SC Ready state testing.

We have fully implemented the Amplify CKLA curriculum in grades K–5, providing systematic and explicit instruction aligned with the Science of Reading, the five pillars of reading instruction, and the South Carolina College- and Career-Ready ELA Standards. Additionally, we use Heggerty in Pre-K through 2nd grade to strengthen phonological and phonemic awareness skills.

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.

Amplify CKLA serves as the core literacy program for grades K–5 at HVES and is aligned to the science of reading. This curriculum provides explicit and systematic instruction in foundational reading skills and follows a carefully sequenced approach to building background knowledge. A daily writing component is fully embedded, encompassing handwriting, spelling, and composition. Students in grades K–2 engage with decodable readers to reinforce phonics and word recognition skills, while students in grades 3–5 participate in novel study units designed to promote deeper comprehension and analysis.

At the beginning of the school year, placement assessments are administered as well as the iReady Reading Diagnostic and may include word recognition, story reading, letter names and sounds, and grammar and morphology, as appropriate for each grade level. Word recognition is continuously monitored throughout the year through program-based assessments and iReady data, allowing teachers to provide targeted instruction and intervention to ensure students develop fluent, automatic word reading skills.

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.  

Universal screeners and diagnostic assessments are administered three times per year (Fall, Winter, and Spring) to monitor student progress and guide instructional decisions. These include iReady for grades K–5 and Fastbridge Early Reading for grades K–1. In addition to overall reading proficiency, these assessments help teachers monitor both word recognition (decoding, sight word fluency, and phonics) and language comprehension (vocabulary and understanding of connected text), ensuring a complete picture of students’ reading development.

Students identified as Tier 3 (iReady 1st–10th percentile; 1st grade 1st–15th percentile; and/or Fastbridge Early Reading Composite Score—High Risk or CBM 1st–10th percentile) are eligible for pull-out, small-group literacy intervention using the Sounds Sensible/SPIRE program, which focuses on systematic phonics, word recognition, and reading fluency. Tier 2 students (iReady 11th–25th percentile; Fastbridge Early Reading Composite Score—Some Risk or CBM 11th–25th percentile) are eligible for targeted small-group intervention using the iReady Magnetic Reading program, which emphasizes both word recognition and comprehension strategies.

These groupings are fluid and may be adjusted following the Winter assessment window to ensure students receive the appropriate level of support for developing both decoding skills and higher-level comprehension abilities.

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.

At HVES, we partner with families to keep them informed and involved in their child’s learning. Each fall, we hold Data Conferences to review students’ individual screening and diagnostic assessment results as well as our school’s SC Ready data from the previous year. Families are also invited to our Open House during the first quarter and to our Family Literacy Night in March, which is held in conjunction with the Scholastic Book Fair.

To maintain ongoing communication, teachers send weekly classroom newsletters, Wednesday Folders with student work and grades, and the Amplify CKLA Knowledge Domains Caregiver Letter that explains what students are learning in reading. Parents are always welcome to schedule meetings or phone calls with teachers as needed to discuss progress or concerns.

All K-3 parents also receive a Read to Succeed Family Letter, translated into 10+ languages, that outlines in family-friendly language: What is the Science of Reading?, What does the South Carolina Read to Succeed Act mean for my student?, How will the school keep me informed about my student’s reading development?, How can I help my student become a good reader?, in addition to a direct link to the CCSD Read to Succeed webpage which includes even more ideas for supporting readers 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. 

HVES closely monitors reading achievement and growth through multiple layers of collaboration and data review. Targeted weekly PLCs, grade-level planning days, weekly instructional coach meetings, and MTSS meetings ensure that student data is analyzed regularly and instructional decisions are aligned across classrooms. Our two literacy interventionists utilize iReady and Fastbridge diagnostics, progress monitoring, and benchmark assessments to form instructional groups and guide targeted intervention, ensuring that students receive the appropriate support to accelerate their reading growth.Progress monitoring data is analyzed to make instructional decisions based on multiple data points. 

 
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.

All HVES teachers in CD, Kindergarten, 1st and 2nd grade, as well as our literacy interventionists, have completed LETRS training, with half of our 3rd grade teachers currently in the process of completing the program. In addition, teachers participate in ongoing professional development for Amplify CKLA and engage in weekly planning and curriculum development through PLCs with our reading coach, who holds both LETRS and Literacy Coach certifications.  PLC sessions focus on analyzing student data and standards to identify learning gaps, adjust instruction, and ensure alignment with grade-level expectations. During coaching cycles, the reading coach provides support through model lessons, co-teaching, classroom observations, and feedback conferences, helping teachers strengthen core instruction and intervention practices.  These professional learning structures ensure that instruction is research-based, aligned with the Science of Reading, and responsive to student needs.

Section G: Analysis of Data

Strength

Possibilities for Growth

*Comprehensive Assessment System Use of iReady (K–5), Fastbridge Early Reading (K–1), Amplify CKLA assessments (K–5), KRA/MyIGDIs (Pre-K/K), and SC Ready to monitor student growth. Assessments track both word recognition (decoding, sight word fluency, phonics) and language comprehension (vocabulary, understanding connected text). Universal screeners and diagnostic assessments administered three times per year to guide instruction. *Evidence-Based Curriculum Amplify CKLA implemented K–5, aligned with the Science of Reading and the five pillars of reading instruction. Systematic, explicit instruction in foundational reading skills with a sequenced approach to building background knowledge. Embedded daily writing component including handwriting, spelling, and composition. K–2 students use decodable readers; 3–5 students participate in novel study units to strengthen comprehension and analysis. Heggerty program (Pre-K–2) strengthens phonological and phonemic awareness   *Targeted Intervention and Support Tier 3 students receive pull-out, small-group intervention using Sounds Sensible/SPIRE. Tier 2 students receive small-group support using iReady Magnetic Reading, focusing on both word recognition and comprehension. Groupings are fluid and adjusted after Winter assessments to meet changing student needs. * Family Engagement Fall Data Conferences review individual assessment results and SC Ready data. *Ongoing Monitoring and Professional Collaboration Weekly PLCs, grade-level planning days, instructional coach meetings, and MTSS meetings ensure regular data review. Literacy interventionists use iReady/Fastbridge diagnostics, progress monitoring, and benchmark assessments to guide instruction. *Professional Development and Teacher Expertise CD–2nd grade teachers and literacy interventionists trained in LETRS; half of 3rd grade teachers are completing the program. Ongoing Amplify CKLA training and weekly PLC planning with a LETRS- and Literacy Coach-certified reading coach. Instruction is research-based, systematic, and aligned with the Science of Reading.

*Achievement Gaps While 66.7% of Pupils in Poverty met or exceeded SC Ready Reading, this was slightly below the school goal (by 4 percentage points), indicating a need for continued focus on equity in reading outcomes. Some students in Tier 2 and Tier 3 may require additional support or differentiated strategies to accelerate growth in both word recognition and language comprehension.   *Grade-Level Expansion of LETRS Training Complete LETRS training for remaining 3rd grade teachers to ensure consistent, research-based instructional practices across all grades.   *Strengthening Comprehension and Higher-Level Thinking Enhance instructional strategies and supports for language comprehension, especially in upper grades, to complement strong foundational skills. *Data-Driven Instruction Continue to refine progress monitoring and intervention adjustments based on Winter and Spring assessment data to ensure targeted support meets individual student needs

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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
Previous 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 10.2 % to 9.5 % in the spring of 2025.	We met this goal as 7.4% scored Does Not Meet.
Previous Goal #2: In Spring 2024, 54% of Pupils in Poverty Met or Exceeded SC Ready Reading; by Spring 2025, our goal is for 70.8 % to Meet or Exceed.	On SC Ready Reading, 66.7% of HVES students identified as Pupils in Poverty met or exceeded expectations. While this was 4 percentage points below our goal, it represents a 12-percentage-point increase over the previous year’s results, demonstrating significant growth and progress in reading achievement for this student group.

 

 

 

 

 

 

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 3rd 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.

Goals	Action Steps
Current Goal #1 (Third Grade Goal): Increase the percentage of third graders scoring Meets and Exceeds in the spring of 2025 as determined by SC READY from 80.9 % to 81.9% in the spring of 2026.	*Data-Driven Grouping: Form intervention groups based on Spring 2024 and Fall 2025 iReady and Fastbridge data. *Tiered Interventions: provide daily Tier 3 intervention using Sounds Sensible/SPIRE, daily Tier 2 intervention using Magnetic Reading. *Ongoing Data Review: Reflect on student data during MTSS meetings and adjust instruction and groups as needed. *Targeted iReady Support: Assign iReady lessons based on student needs and monitor progress through targeted reports. *Curriculum Fidelity: Fully implement all required components of the Amplify CKLA with high fidelity during every core ELA block. *WIN Schedule: Implement time for the What I Need (WIN) schedule to provide personalized support. *Collaborative PLC Work: Use PLC meetings to unpack, discuss, and analyze priority reading standards—especially comprehension and informational text.
Current Goal #2:  In English Language Arts (grades 3–5), our goal is to increase the percentage of students meeting or exceeding expectations from 82.3% to 85.6%.	*Data-Driven Grouping: Form intervention groups based on Spring 2024 and Fall 2025 iReady and Fastbridge data. *Tiered Interventions: provide daily Tier 3 intervention using Sounds Sensible/SPIRE, daily Tier 2 intervention using Magnetic Reading. *Ongoing Data Review: Reflect on student data during MTSS meetings and adjust instruction and groups as needed. *Targeted iReady Support: Assign iReady lessons based on student needs and monitor progress through targeted reports.