Read to Succeed Reading Plan

 

South Carolina Department of Education

Read to Succeed Primary and Secondary Exemplary Literacy Reflection Tool

Springfield Elementary 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? 7

● How many teachers in your school have completed Volumes 1 and 2 of LETRS? 22

● How many teachers in your school are beginning Volume 1 of LETRS this year? 9

● How many teachers in your school are beginning Volume 2 of LETRS this year? 7

● 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.

• Teachers ensure that instructional content includes comprehension, phonological awareness, phonemic awareness, phonics, fluency, and vocabulary.
• Teachers have access to and use assessments and high-quality curricula that support comprehension, concepts about print, phonological awareness, phonemic awareness, phonics, spelling, fluency, and vocabulary development.

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.

• Heggerty Daily Lessons provide explicit, oral practice in rhyming, alliteration, blending, segmenting, and manipulating sounds, directly supporting the phonological awareness component of word recognition.
• myIGDIs Early Literacy Assessments (Rhyming, Alliteration, Sound Identification) identify students’ early phonological strengths and needs, guiding differentiated instruction and early interventions.
• CKLA Skills Strand (PreK–K) bridges oral sound work to print, introducing letters, sounds, and beginning decoding through systematic phonics and decodable text routines.

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.  

• Teachers use a comprehensive formative assessment system. (i-Ready, FastBridge, myIGDIs, and CKLA)
• Universal Screening and Ongoing Progress Monitoring
• Diagnostic Assessment and Pathway Determination
• Tiered Response and Instructional Alignment

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.

• Throughout the year, family literacy activities are embedded within PTA meetings, Family Curriculum Night, and classroom events where teachers model reading strategies, demonstrate phonological awareness games, and share ways families can support vocabulary and comprehension through daily conversation and reading routines.
• Springfield also hosts Family Data Conferences, where teachers meet individually with parents to review student performance on universal screeners such as i-Ready, FastBridge, and myIGDIs, as well as classroom assessments from CKLA.

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. 

• Springfield’s system for monitoring reading achievement is comprehensive, ongoing, and collaborative. Through consistent data collection, analysis, and review—supported by FastBridge, i-Ready, myIGDIs, and CKLA—teachers and leaders ensure that all students are on a clear pathway toward grade-level proficiency in reading. This structured approach allows for early identification of needs, precise intervention, and sustained literacy growth for every student.
• Progress monitoring is a central component of this process. Teachers conduct weekly progress monitoring for students who are receiving targeted reading interventions or who have been identified as “students of concern.” Using FastBridge Curriculum-Based Measures (CBMs) and Nonsense words, teachers track student progress toward individual reading goals.

 

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.

Teachers participate in ongoing, job-embedded professional learning opportunities based on school data through:

• Collaboration through coaching cycles with the school coach
• Collaborative planning
• Peer observations/ learning walks
• Standards analysis through PLC
• Data Days

Administrators participate in professional learning opportunities within and outside the school district based on personal needs and/or school-wide data:

• Collaboration with the school coach
• Professional book clubs 
• LETRS trainings
• ML endorsement classes through Winthrop University Cohort

Section G: Analysis of Data

Strengths: 

• Teachers implemented research-based tier 1 instruction school wide.
• Teachers monitored student progress through PLC discussions about student work.
• SOR PD is available to teachers through LETRS

Possibilities for Growth: 

• Improve tier 2 instruction, in the areas of, reading and comprehending informational text, as identified by the SC Ready reading portion.
• Increase efforts to improve family literacy at home through parent communication, access to text digitally and in print, family nights where literacy activities and resources are available.

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).

Goal:

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 23.4 % to 20% in the spring of 2025.

Progress:

Third Grade Results: Reduced the percentage of third graders performing below readiness in the Spring of 2025 as determined by SC Ready from 23.4% to 20%.

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. 

Goal:

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 65% to 70% in the spring of 2026.

Action Steps: 

• Schoolwide use of systematic phonics and phonological awareness programs with fidelity
• Use of the MTSS process for targeted intervention goals for students receiving Tier 3 instruction with weekly progress monitoring 
• Analyzing iReady data (diagnostic results, personalized instructional summary, historical data results) to determine tier 2 intervention and reteach lessons to prioritize in small groups.
•  Grade level wide use for magnetic reading for tier 2 intervention.

Current Goal #2: Increase the percentage of Multilingual Learners scoring Meets and Exceeds in the spring of 2025 as determined by SC READY from 26.6% to 29% in the spring of 2026.

Action Steps: 

• Schoolwide use of systematic phonics and phonological awareness programs with fidelity.
• Use of Language Studio reinforcement for scoring 1.9 or higher on Access testing
• Collaborative PLCs with grade level teachers and ML teachers
• Magnetic Reading used as an intervention curriculum for comprehension needs with qualifying ML’s in 3rd-5th grade.