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? 26
• How many teachers in your school have completed Volumes 1 and 2 of LETRS? 3
• How many teachers in your school are beginning Volume 1 of LETRS this year? 20
• How many teachers in your school are beginning Volume 2 of LETRS this year? 21
• 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? 1

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 our school, we utilize Frog Street, HMH Into Reading and Open Court to provide a comprehensive reading assessment and instruction framework for all PreK-5th grade students. Our approach encompasses several key components critical for developing literacy skills. We prioritize the development of oral language skills through discussions, storytelling, and interactive read aloud. Open Court focuses on phonological awareness activities that help students recognize and manipulate sounds in spoken language along with phonics that is systematic and explicit. Both curricula support reading fluency through repeated reading, guided reading and independent practice. Vocabulary development is integrated into daily instruction through direct teaching and exposure to rich language in context. Our school emphasizes the importance of understanding word meanings, which aids in comprehension, allowing our students to tackle more complex texts. Comprehension strategies are embedded across all grade levels. Students are taught prediction, how to ask questions, visualization, and summarizing texts to deepen their understanding.    

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. Our school emphasizes the importance of word recognition as a key component to literacy development for PreK-5th grade students. The assessment and instruction in this area are carefully aligned with the science of reading, structured literacy, and foundational literacy skills. Students are taught to recognize and manipulate sounds in spoken words, which is essential for decoding words during reading. Our teachers incorporate multi-sensory approaches, allowing students to engage in visual, auditory, and kinesthetic word recognition activities, enhancing their understanding and retention. Instruction includes vocabulary-building activities that enhance students’ understanding of word meanings, contributing to their overall word recognition abilities. Students engage in repeated reading and guided practice to improve their fluency in word recognition, allowing them to read more smoothly and with greater comprehension.  

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. Easy CBM provides a reliable universal screener that assesses students’ reading skills, including word recognition and language comprehension. This screening helps identify students at risk of reading difficulties. The assessments are conducted periodically to monitor students’ growth in reading and adjust interventions as needed. Scores from EASY CBM indicate which students are meeting grade-level expectations and which are not. Students who do not achieve benchmark scores are flagged for further analysis and intervention.  For students identified with deficits in word recognition, our RTI team implements interventions focused on phonics, decoding strategies and high-frequency word practice. These interventions aim to build foundational reading skills essential for fluency and comprehension

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 our school, we have established a comprehensive system to help parents understand how they can support their students as readers and writers at home. This system includes several key components: 1. Literacy Night, we host our annual Literacy Night that invites parents and students to engage in fun and informative activities centered on reading and writing. During this event, parents participate in workshops led by educators that provide strategies on how to support literacy at home. Parents receive handouts and resources, including book recommendations and activities that can easily be implemented at home to reinforce literacy skills. 2. In addition to Literacy Night, we hold a Parent Strategy Night focused specifically on practical ways parents can support their child’s literacy development. This event offers targeted sessions on reading and writing strategies, giving parents hands-on experience and personalized guidance to use at home.  3. Parent-Teacher Conferences: We host conferences throughout the year, offering an opportunity for one-on-one discussions about student progress in reading and writing. 4. Newsletters, weekly newsletters are sent out to keep parents informed about literacy activities, classroom activities, and important dates. These newsletters include tips and strategies.

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. Our school employs a comprehensive system to monitor reading achievement and growth for PreK-5th grade students. This system utilizes multiple assessment tools and data analysis to inform intervention decisions and ensure grade-level proficiency in reading. Mastery Connect is a key tool for tracking student progress and mastery of reading standards for grades 3-5. This assessment is ongoing during the school year and teachers have data meetings to discuss the results. Map assessments are conducted three times a year (fall, winter, and spring) to evaluate student growth in reading. Map assessments offer personalized data for each student, providing insights into their reading levels and growth. The results help teachers set specific, measurable goals for students, ensuring they stay on track for grade-level proficiency. We also implement Easy CBM as a progress monitoring tool to assess reading fluency and comprehension. The data collected informs intervention strategies at both the classroom and school levels, allowing educators to provide targeted support for struggling readers. Additionally, our school includes the DRC Beacon Assessment in Kindergarten. This assessment is a computer-adaptive interim tool that helps teachers identify student learning needs, measure progress, and achieve growth. DRC Beacon provides real-time online reports at multiple points during the school year, offering immediate insights that guide formative instructional practices and support learning in the classrooms.

Section F: Describe how the school provides teacher training based on the science of reading, structured literacy, and foundational literacy skills to support all students in PreK-5th grade. Our school is committed to providing comprehensive teacher training that aligns with the science of reading, structured literacy, and foundational skills to support all students in PreK-5th grade. This training is facilitated through several key initiatives. We implement the LETRS (Language Essentials of Teachers of Reading and Spelling) program as a foundational component of our professional development efforts. This research-based training focuses on understanding the science of reading and structured literacy approach. LETRS provides educators with practical strategies and tools to implement in the classroom, ensuring that all students receive high-quality literacy instruction tailored to their needs. Our Literacy Coach plays a pivotal role in supporting teachers through ongoing professional development. The Literacy Coach provides individualized coaching sessions, modeling effective teaching strategies and offers feedback to enhance instruction. Weekly training sessions are conducted to introduce innovative literacy practices and reinforce the knowledge gained through LETRS training. These sessions focus on best practices for teaching reading and writing skills.

Section G: Analysis of Data

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).

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.