School Reading Plan

Describe how reading assessment and instruction for all PreK-5^th 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.

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Reading assessment and instruction in PreK-5th grade at Dr. Eugene Sires Elementary School focuses on a comprehensive, systematic approach designed to develop students’ foundational literacy skills and meet grade-level English/Language Arts standards. This instruction covers key components such as oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension. Each of these areas plays a vital role in helping students comprehend increasingly complex texts.

1. Oral Language:
   Teachers at Sires engage PreK and kindergarten students in rich conversations, read-alouds, and interactive discussions that build vocabulary, listening comprehension, and expressive language skills. Students are encouraged to speak in complete sentences, ask questions, and describe events or stories, which helps them internalize language patterns that will support reading.
2. Phonological Awareness:
   Phonological awareness is introduced through games, songs, and activities that focus on rhyming, syllable counting, and sound manipulation. Our PreK through 2nd-grade teachers use the Heggerty curriculum which emphasizes recognizing and playing with the sounds in spoken words. Students are taught to identify individual sounds (phonemes) in words, which lays the groundwork for decoding and spelling.  The tasks become more complex as students’ understanding of how language can be broken into smaller parts or blended to form words increases. Additionally, we use phonological and phonemic screeners and diagnostic assessments to identify any gaps in students’ abilities and intervene early with targeted instruction.
3. Phonics:
   Starting in kindergarten and continuing through 2nd grade, explicit phonics instruction using UFLI (University of Florida Literacy Institute) helps students connect letters to their corresponding sounds. This program builds from simple to complex letter-sound relationships. Students learn to decode words by blending sounds, practice spelling using their phonics knowledge, and eventually transition from sounding out words to recognizing them automatically.  Teachers in third grade have also been trained and have access to this curriculum for use as an intervention as needed with students.
4. Fluency:
   At Sires, fluency is a focus in 1st grade and beyond, once students have a firm grasp of phonics. Teachers provide opportunities for repeated readings, and partner reading to help students develop accuracy, automaticity, and expression. Fluency is key for reading comprehension because it allows students to focus on meaning rather than decoding each word. Teachers use fluency passages in the HMH curriculum as well as AIMS Web to monitor student progress.
5. Vocabulary:
   Vocabulary instruction at Sires begins early with oral language development and continues throughout the grades. Teachers explicitly teach vocabulary from texts and thematic units, focusing on both tier 2 (high-frequency academic) and tier 3 (subject-specific) words. Students encounter new words in context during read-alouds, guided reading, and independent reading, as well as participate in activities that help them practice and apply their growing vocabulary.
6. Comprehension:
   Comprehension instruction occurs across all grades, with an increasing focus on deeper thinking as students move up. In the early years, teachers ask simple questions about the text, encourage students to make predictions, and retell stories. By 3rd grade, students are taught to summarize, make inferences, identify the main idea, and analyze characters and events. Teachers model and use strategies like questioning, visualizing, and summarizing to help students actively engage with texts.

 

Assessment:
Reading assessments are administered regularly to monitor student progress and inform instruction. Teachers use a variety of assessments, including:

• Screeners: (AIMS Web, and NWEA MAP) These are typically used at the beginning of the year to identify students at risk of reading difficulties.
• Diagnostic assessments: (Foundational Skills Survey) These help pinpoint specific areas of need, such as phonological awareness or fluency.
• Progress monitoring: (Heggerty, HMH fluency passages, and AIMS Web) Ongoing assessments track students’ growth in specific skills, ensuring interventions are effective and timely.
• Formative assessments: (District Common Assessments, HMH unit assessments) Daily observations and anecdotal notes help teachers adjust instruction to meet students’ immediate needs.

 

By using a balanced approach that integrates these components, our teachers help students build the skills needed to comprehend grade-level texts. Instruction is differentiated to ensure all students, including those struggling or excelling, receive the support or challenge necessary to succeed.

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.
 

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Sires’ structured literacy approach focuses on clear and systematic instruction, especially in phonics. Teachers provide straightforward lessons that help students understand how sounds relate to letters. Multisensory techniques—like combining visual, auditory, and hands-on activities—are also utilized to make learning more effective and enjoyable.

Sires teachers know that foundational literacy skills are crucial for reading success. For instance, phonological awareness helps students recognize sounds in spoken language, which supports their ability to decode words. The kindergarten assessments evaluate essential skills such as rhyming, blending words, and breaking down sounds. Phonics instruction in the primary grades aligns with grade level standards, including understanding how letters and sounds work together and decoding single-syllable words.

Assessments play a vital role in this process. The Foundational Skills Survey, administered in kindergarten through second grade, is used throughout the school year to assess student progress. These assessments help teachers identify students' strengths and areas where they may need additional support. Skills evaluated include functional vocabulary, phonological and phonemic awareness, letter knowledge, decoding, blending, high-frequency word reading, and fluency. Regular screenings and progress checks allow teachers to pinpoint where students excel and where they might need extra help.

In the classroom, explicit instruction is key. Our teachers demonstrate strategies and provide guided practice to help students with word recognition. Differentiated instruction is also utilized to meet the varying needs of students. This could mean helping some students with vowel sounds or print features while others focus on different skills. Our teachers integrate phonics, vocabulary, and comprehension into lessons, so students develop well-rounded literacy skills.

To make all of this work, teachers participate in ongoing professional development. Regular training on structured literacy and the science of reading helps educators stay effective in the classroom. Collaboration among teachers is also encouraged so they can share successful strategies and resources.

In addition, teachers help families understand the importance of word recognition and provide tips for supporting reading at home. Community resources are also leveraged to boost literacy skills beyond the school environment.

In summary, bringing together grade level expectations with the principles of the science of reading and structured literacy creates a solid foundation for developing literacy skills in PreK-5th grade students. By aligning assessment practices with effective teaching strategies, educators help all students become confident readers and equip them with the skills they need for their academic journeys.

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.

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Universal screener data and diagnostic assessment data play an important role in determining targeted pathways of intervention for students in PreK through 5th grade who have not demonstrated grade-level reading proficiency.

Universal screener data is collected from all students, typically administered three times a year: at the beginning, middle, and end of the school year. This data measures key literacy skills such as phonemic awareness, phonics, fluency, vocabulary, and comprehension. The universal screener provides a snapshot of each student’s reading abilities and helps identify those who are at risk of not meeting grade-level expectations.  Following the universal screening, diagnostic assessments are conducted for students identified as needing additional support. These assessments involve a more in-depth evaluation of specific reading skills, including word recognition and language comprehension. The diagnostic assessments are instrumental in understanding the underlying causes of reading difficulties that some students may face.

 

First and Second Grade: Phonemic skills are strengthened by providing practice with: segmenting, isolating, manipulating, blending, substituting, and deleting phonemes. Phonics-based instruction using UFLI Foundations curriculum and complimentary decodable text is provided along with Heggerty curriculum.  Students are guided through repeated readings of leveled and decodable fluency passages using UFLI materials for self and teacher monitoring of fluency (speed and accuracy).  We use leveled text with rich plots to instruct students in reading comprehension skills. We are also using Literacy Footprints Digital Reader that provides researched and evidence-based instruction that aligns with our reading standards. The kits include books and lessons.

 

Sires uses NWEA MAP as a universal screener to assess all students to identify those who are at risk for reading difficulties. These assessments are administered multiple times a year (beginning, middle, and end of the year).  Grade level teams of teachers analyze the results to categorize students based on their reading proficiency levels. This analysis helps identify students who are significantly below grade level and may need intervention.

Read 180 is a comprehensive reading intervention program used by Sires designed to support struggling readers in grades 3-5, with an emphasis on differentiated instruction and engaging content. Components of Read 180 include Interactive Software, which offers personalized practice for students, adapting to their specific reading levels and needs, Small Group Instruction, which provides targeted instruction in word recognition and comprehension skills in small group settings, and Independent Reading which encourages students to read books at their own level, fostering a love for reading while building comprehension and vocabulary. Read 180 includes built-in assessments to track student progress, allowing our teachers to make data-driven decisions regarding instruction and intervention.

 

Read 180 uses the MAP Growth assessment as a universal placement and a progress monitoring assessment to ensure that students are appropriately placed within the Read 180 program. MAP Growth is administered three times during the year to identify current student reading levels and track reading growth. Students with RIT/Lexile results that indicate they are candidates for foundational literacy skills (phonemic awareness, phonics, fluency) will complete a screener called the Code Placement Assessment. The assessment measures both the accuracy and speed of students’ responses of letter recognition, high-frequency word recognition, decoding, and morphology.

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.

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At Sires, there are several systems in place to help parents support their children as readers and writers at home.  Workshops for parents that focus on reading and writing strategies are offered several times throughout the year.  These sessions may cover topics like phonics, comprehension strategies, and ways to encourage writing at home. Teachers communicate with parents through newsletters, emails, and parent-teacher conferences.  This year all parents are encouraged to use the Parent Square app. Our school and district use this platform to share important information with families. They may provide resources, tips, and updates on what students are learning, offering specific ways parents can support those skills at home. At Sires, our media specialist organizes reading programs that involve parents. For example, some of her reading challenges encourage parents to read with their children and discuss the stories.

Family and Parent Engagement Centers are provided to provide activities and resources for parents to check out and use at home.  Monthly newsletters are sent to parents to ensure they are aware of the resources available.  To support parents in understanding how to help their child as a reader and writer at home, our school has implemented a comprehensive approach including: regular communication channels like class and school newsletters, parent portal, parent workshops that specifically target literacy skills and strategies, parent conferences, personalized feedback on student work, and additional resources are available on the class Schoology course. 

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.

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Our school has a solid system in place for monitoring reading achievement and growth for students in PreK-5th grade.  We use universal screeners and diagnostic data to inform decisions about targeted interventions to tailor support to meet each student's needs and help ensure growth to reach grade-level proficiency in reading.  Key strategies used to help us monitor reading achievement and growth include:

Regular Assessments: Implementing regular reading assessments can help track students' progress over time. This might include universal screeners, diagnostic assessments, common assessments, and classroom assessments.

Data Analysis: Analyzing the collected data help identify trends and patterns in student performance, enabling teachers to pinpoint specific areas where students may be struggling.  Teacher and student data notebooks are used to set goals and track growth.

Individualized Interventions: Based on the data analysis and the use of our literacy decision tree, we develop targeted intervention programs for students who need additional support, ensuring that resources are allocated effectively.

Professional Development: Providing teachers with training on effective reading instruction strategies and interventions can enhance their ability to support student growth.

Family Engagement: Involving families in the reading process foster a supportive environment at home, encouraging reading practice and engagement.  Building home-school connections help to reinforce skills and strategies needed for success.

Progress Monitoring: Continuously monitoring student progress during interventions allows for timely adjustments to strategies as needed.

By prioritizing these strategies, our school creates a responsive and effective reading program that helps all students thrive.

R180 Intervention Information for Grades 3, 4 and 5:

ReaL Book Assessments

Students complete daily instructional tasks in the ReaL Book that are used as embedded formative assessments. These assessments monitor student understanding and pace instruction. The ReaL Books also include summative assessments, which help gauge students’ mastery of new skills taught during whole-and small-group instruction. These results are used for intervention, instructional planning, progress monitoring, and grading.

Real Book: Comprehension- Skills monitored include comprehension, vocabulary/ word study, close reading, writing and conventions.

Real Book Code: Foundations- Skills monitored include phonemic awareness/ phonics, spelling and word automaticity, vocabulary, oral reading fluency, comprehension, writing.

Student Application

Screening Assessments identify the correct entry point for each student into the Student App. Formative assessments gauge students’ learning as they complete daily activities in each segment. Embedded summative assessments assess student mastery within students' Zone of Proximal Development. This data is used for forming groups, diagnosing strengths and challenges, selecting lessons, monitoring progress, and grading.

Independent Reading Quizzes

Independent Reading Quizzes monitor students’ comprehension of what they read during Independent Reading. This summative assessment data evaluates students' understanding of what they have read, guides reading selection, and provide reading motivation.

Oral Reading Fluency (ORF) Assessments

This summative assessment is administered two to three times a year to evaluate students’ current fluency levels and monitor decoding and oral fluency progress.

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.

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Dr. Eugene Sires invests in ongoing literacy professional development for staff to ensure the implementation of best practices. Currently, all Kindergarten through Third Grade teachers, two special education teachers, our ML teacher, our Reading Coach, our Professional Development Coach and administrators are participating in LETRS training. This is a professional development class for teachers that provides knowledge and tools based in Science of Reading research to help students become proficient readers. The skills acquired in this professional development can be applied to any reading curriculum. In addition to LETRS, all grade level teachers participate in ongoing professional development throughout the year focused on structured literacy and the science of reading which helps educators stay effective in the classroom. Collaboration among teachers is also encouraged so they can share successful strategies and resources.

Analysis of Data

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Strengths

Possibilities for Growth

Teachers use a comprehensive formative assessment system.   Teachers ensure that instruction is explicit and follows a systematic scope and sequence so that students practice new behaviors, skills, and processes by reading and writing authentic texts for most of the instructional time.   Ongoing professional development provided to all staff via LETRS and district PD opportunities.

Teachers monitor student engagement in reading and writing and use this data to build stamina and growth.   Teachers and students collaborate to set measurable short-term goals aimed at growing students’ reading behaviors and make strategic plans outlining how these goals will be accomplished.   Teachers will analyze data regularly to personalize learning and adapt curriculum resources based on students' strengths and weaknesses.   ·    Analyze our data to identify areas for further training or support.

 

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).

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Goals	Strengths
Goal #1 (Third Grade Goal): Reduce the percentage of third graders scoring Does Not Meet in the spring of 2023 as determined by SC READY from 12.1 % to 10 % in the spring of 2024.	We did not meet our goal. The percentage of third graders scoring Does Not Meet in the spring of 2023 as determined by SC READY was 12.1% and increased to 18.4% in the spring of 2024.   Students who were not meeting grade level expectations for each quarter were given a Literacy Assessment Portfolio to document their interventions and support.
Goal #2 Dr. Eugene Sires Elementary will have 100% of teachers and students collaborate to set measurable short-term goals aimed at growing students reading behaviors and to make strategic plans outlining how these goals will be accomplished by May 2024.	This goal was not met with 100% of teachers and students routinely collaborating and discussing measurable short-term goals aimed at growing students’ reading behaviors and making strategic plans outlining how these goals will be accomplished.   We believe that this goal was not met due to teachers and students not having concrete understanding on how they could improve their MAP scores.

 

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.

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Goals	Strengths
This goal was not met with 100% of teachers and students routinely collaborating and discussing measurable short-term goals aimed at growing students’ reading behaviors and making strategic plans outlining how these goals will be accomplished.   We believe that this goal was not met due to teachers and students not having concrete understanding on how they could improve their MAP scores.	·       Changed R180 model from an hour of support to the entire ELA block. ·       Two groups of R180 3rd graders. We are serving more students this year. ·       ML students are receiving more support – full time ML teacher. ·       ML teacher is pushing in to support students as well as pulling students for groups. ·       Two teachers who are pursuing ML endorsements.
Goal #2: Dr. Eugene Sires Elementary will have 100% of teachers and students collaborate to set measurable short-term goals using grade appropriate reading instructional software aimed at growing students reading behaviors by May 2025.	·       Monitor Q2, Q3 and Q4 reading instructional software data. ·       During PLCs teachers will discuss progress. ·       Reminders will be shared with teachers in our weekly newsletter. ·       During data meetings progress will be discussed to reach our goals. Data meetings we will discuss the correlation to MAP data.