School Reading Plan
School Name: William Reeves Elementary School
LETRS Questions:
- How many eligible teachers in your school have completed Volume 1 ONLY of LETRS? 33
- How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS? 0
- How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)? 10
- How many eligible teachers in your school are beginning Volume 2 of LETRS this year? 33
- 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? We are not CERDEP at this time.
Please provide a narrative response for Sections A-I. LETRS Questions:
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.
4K
In 4K, we use the On My Way curriculum. This curriculum focuses on letter identification and letter sound knowledge. Teachers also pull students into groups and focus on vocabulary, phonics, and comprehension of texts to meet grade-level ELA standards. We also use myIGDIs as the assessment for 4K.
Kindergarten, 1st and 2nd Grades
In K–2, we use the Into Reading HMH curriculum, UFLI curriculum, Heggerty, MAP assessment for Reading, and the FSS assessment to focus on oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension to meet grade-level ELA standards.
We also use district common assessments for 2nd grade that focus on these skills as well.
3rd, 4th, and 5th Grades
In 3–5, we use the Into Reading HMH curriculum, district common assessments, and MAP assessment for Reading to focus on oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension to meet grade-level ELA standards.
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.
LETRS and Science of Reading Alignment
In grades K–3, special education teachers and ML teachers are currently taking the LETRS course. Some 4th and 5th grade teachers are taking LETRS as well. 4K teachers are also taking LETRS.
This course focuses on the science of reading and provides an understanding of how students learn to read. It emphasizes structured literacy and foundational literacy skills.
By integrating LETRS knowledge with the UFLI curriculum, phonics and word study instruction are aligned with the science of reading in daily lessons. The HMH curriculum used across all grades is also aligned with the science of reading.
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.
Intervention Placement and Supports
Students are placed in interventions when they are not meeting grade-level standards and when they perform below grade level on assessments.
4K and Kindergarten
Interventions that are used with 4K and kindergarten students are conducted in small groups with the teacher and the assistant in the room. Interventions include:
- Letter recognition practice
- Letter sounds practice
- Nonsense words practice
- Oral reading practice
Heggerty is also used to address the following skills:
- Rhyme
- Onset fluency
- Phoneme isolation
- Blending
- Segmenting
- Adding
- Deleting
- Substituting
1st and 2nd Grades
Interventions consist of working with the classroom teacher and a reading interventionist. The reading interventionist works with groups for 30 minutes each day using Heggerty to focus on:
- Rhyme
- Onset fluency
- Phoneme isolation
- Blending
- Segmenting
- Adding
- Deleting
- Substituting
The classroom teacher uses the UFLI curriculum and is currently receiving training with the LETRS program.
3rd, 4th, and 5th Grades
Interventions in these grades involve both the classroom teacher and a reading interventionist. The interventionist works with students for 60 minutes daily using the Read 180 program, which includes:
- Personalized best practices
- Adaptive technology
- Instructional strategies based on the Science of Reading
- Scaffolded support for independent reading
Students receive systematic, explicit instruction and practice of foundational literacy skills to develop fluency, expand vocabulary, and strengthen comprehension.
Classroom teachers also pull small groups daily based on MAP data, district formative assessments, and classroom assessments to reteach skills as needed on a rotation basis.
Progress Monitoring
- All students in Kindergarten and 1st grade are screened with Aimsweb. If interventions are needed, students are progress monitored using Aimsweb.
- 2nd grade intervention students are also progress monitored with Aimsweb.
- Grades 3–5 students in Read 180 are progress monitored through Read 180.
- All 4K–5 special education and MTSS reading students are progress monitored using Aimsweb.
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.
Family Engagement and Literacy Support
We use Parent Literacy Nights to teach strategies that help parents support their child(ren) at home. Multiple sessions are held throughout the year.
Strategies modeled for parents include:
- Using letter cards
- Using high frequency word cards
- Reading fluency passages
- Journaling
Parents are also provided with sample questions to ask their child(ren) while reading to check for comprehension. These strategies are also shared during parent meetings and conferences.
Schoology and ParentSquare are used to communicate event information, such as literacy nights focused on reading and writing.
We also hold specific intervention nights targeted at families of students in intervention. Invitations for these events are sent directly to those 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.
Intervention Eligibility and Monitoring Process
We use Aimsweb data, MAP Reading data, SC Ready data, and the FSS assessment to determine if students require intervention.
If a student requires intervention, he/she will be placed with a reading specialist to work on skill deficits for 30–60 minutes daily. Progress monitoring is conducted weekly using Aimsweb.
If the student reaches grade-level proficiency, they are removed from intervention and returned to core instruction. If the student does not show growth, they may receive additional interventions and/or be included in the MTSS process.
The student will continue to receive intervention and progress monitoring. After an additional 6–8 week data collection period, the team may determine whether a learning disability evaluation is appropriate if there is still no growth or if performance declines.
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.
Professional Development and Teacher Training
We provide training with the LETRS program as well as training on the UFLI curriculum to ensure that teachers are well-versed in the Science of Reading, structured literacy, and foundational literacy skills.
Teachers also receive training on how to use Aimsweb. Various interventions are modeled for teachers so they can effectively use them to gather and analyze student data.
At each faculty meeting, we highlight strategies from LETRS training so that all teachers, regardless of participation level, can benefit from the shared knowledge.
Section G
Analysis of Data
Strengths and Possibilities for Growth
| Strengths | Possibilities for Growth |
|---|---|
| In grades K–3, special education, and ML teachers are all receiving the LETRS course/training. Some 4th and 5th grade teachers are also receiving the LETRS training. 4K teachers are receiving the training this year. | In all grades, we will use MAP growth targets to influence instruction for students. |
| SC Ready Reading scores in grades 3–5: In 2023–2024, 73.5% of 3rd graders, 65.79% of 4th graders, and 57.99% of 5th graders met or exceeded expectations—above both district and state averages. In 2024–2025, scores increased in all grades: 3rd grade 79.1%, 4th grade 84.8%, and 5th grade 75.3%, all remaining above district and state averages. | Teachers in all grades will use SC Standards vocabulary and MAP vocabulary to help students progress to the next RIT band level in MAP assessments. |
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 and Progress
| 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 10.32% to 10% in the spring of 2025. |
Does Not Meet was 5.7% in the spring of 2025. |
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.
Current Goals and Action Steps
| 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 79% to 81% in the spring of 2026. |
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| Current Goal #2: Increase the percentage of fourth and fifth graders scoring Meets and Exceeds in the spring of 2025 as determined by SC READY from 84.8% to 86% in fourth grade, and from 75.3% to 77% in fifth grade in the spring of 2026. |
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