School Reading Plan

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.

In grades 4K–2, our teachers assess the foundational skills with the following assessments: FSS, UFLI, AIMSweb, Amira (K and 1), resources from HMH, Heggerty, and MAP data. These assessments are aligned to the Science of Reading. In grades 3–5, teachers assess the foundational skills with the following assessments: MAP data, HMH curriculum resources, and SC READY. All these assessments are aligned to the Science of Reading.

Students are placed in interventions based on their needs when they are not meeting grade level standards and when they perform below grade level on assessments. We use the LETRS screener as a data point and students receive intervention based on their individual deficits. Groups are created based on “like” deficits. Groups are fluid and change throughout the year based on need.

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, and oral reading practice. We also use Heggerty, where the following skills are addressed: rhyme, onset fluency, phoneme isolation, blending, segmenting, adding, deleting, and substituting.

1st and 2nd grades: Interventions in grades 1 and 2 consist of working with the classroom teacher and a reading interventionist. The reading interventionist works with groups for 30 minutes each day. The interventionist uses Heggerty: rhyme, onset fluency, phoneme isolation, blending, segmenting, adding, deleting, and substituting. The classroom teacher uses the UFLI curriculum and is currently receiving training with the LETRS program.

3rd, 4th, and 5th grades: Interventions in grades 3, 4, and 5 consist of working with the classroom teacher and a reading interventionist. The reading interventionist in 3rd, 4th, and 5th grade works with students for 60 minutes a day on the Read 180 program. Read 180 integrates research around personalized best practices, adaptive technology, instructional strategies based on the Science of Reading, and scaffolded support for reading independently. Students receive systematic, explicit instruction and practice of foundational literacy skills to develop their fluency, expand vocabulary and strengthen comprehension skills to become proficient, skillful readers. The classroom teacher in grades 3, 4, and 5 pull students in small groups based on MAP data, district formative assessments, and classroom assessments. The teacher reteaches skills if needed. This happens daily on a rotation basis.

All students in grades K and 1st are screened with Amira. If interventions are needed, students are progress monitored using AIMSweb. In 2nd grade intervention students are also progress monitored with AIMSweb. In grades 3–5, students in Read 180 are progress monitored through Read 180. 4K–5 special education students and MTSS students for reading are all progress monitored using AIMSweb.

We use Parent Literacy Nights where strategies are taught to parents on how to work with their child(ren) at home. We hold multiple sessions throughout the year. These strategies include modeling for parents how to use letter cards, high frequency word cards, fluency passages, and journaling. We also give parents sample questions of what they should ask their child(ren) while they are reading to check for comprehension. These same strategies are mentioned in parent meetings and parent conferences. Schoology and ParentSquare are also used to communicate with parents, so they know when events are going to be held to focus on reading and writing. We have specific intervention nights that are targeted towards parents who have students in intervention. Invitations are sent to these families specifically.

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 deficits for 30–60 minutes daily. We progress monitor the student using AIMSweb on a weekly basis. If the student grows to grade-level proficiency, they are removed from the intervention time and placed back in the core. If a student still does not show growth, the student could be placed in an additional intervention and/or become part of our MTSS process. The student will still be progress monitored and receive intervention. After data is collected for an additional 6–8 week period, the team may determine to test for a learning disability if there is still no growth or data declines. We use the platform of Panorama to document progress, data, and notes.

We provide training with LETRS and we also provide training on the UFLI curriculum to ensure teachers are trained in the Science of Reading, structured literacy, and foundational literacy skills. We provide training on AIMSweb. Different interventions are modeled for teachers, so they use the intervention to gather data. At each faculty meeting, we highlight visible learning strategies, so all teachers can benefit from the knowledge.