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Read to Succeed Reading Plan

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? 4
  • How many teachers in your school have completed Volumes 1 and 2 of LETRS? 7
  • How many teachers in your school are beginning Volume 1 of LETRS this year? 6
  • How many teachers in your school are beginning Volume 2 of LETRS this year? 4
  • How many CERDEP PreK teachers in your school have completed EC LETRS? N/A
  • How many CERDEP PreK teachers in your school are beginning EC LETRS this year? N/A

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 meed grade-level English/Language Arts standards.

At Charles Pinckney Elementary, students in grades 3-5 receive comprehensive English Language Arts (ELA) instruction that incorporates all key components of literacy: oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension. Instruction is aligned to the South Carolina College- and Career-Ready ELA Standards and are delivered using the state-adopted curriculum, CKLA Amplify, which is grounded in the Science of Reading.

CKLA instruction for grades 3-5 includes integrated lessons in speaking and listening, reading, writing, and language, all aligned with the Science of Reading research. Each lesson is designed to address multiple domains of literacy development, including oral language, foundational skills, vocabulary, and comprehension.

To ensure student progress and instructional effectiveness, we implement both formative and summative assessments across all literacy domains. The iReady Diagnostic is administered three times per year to all students in grades 3-5. This assessment provides benchmark data and tracks student growth in phonological awareness, phonics, high-frequency words, vocabulary, and comprehension (literature and informational text). Students also receive individualized instruction through their personalized iReady learning path, aligned with state standards. In addition, students complete three standards-based checkpoints through the Derivita platform, focusing on vocabulary and comprehension. Data from these checkpoints are reviewed to inform targeted instruction. Teachers also administer CKLA end-of-unit assessments to monitor progress and determine needs for remediation or enrichment. At the end of the school year, all 3rd-5th grade students take the SC READY reading and writing assessments, which evaluate mastery of grade-level South Carolina College- and Career-Ready ELA standards. 

Instructional decisions are supported by a strong culture of data-driven practice. Each week, teachers, instructional coaches, and administrators participate in Professional Learning Communities (PLCs) focused on unpacking standards, analyzing data from iReady, Derivita, CKLA, and classroom assessments, and using data to inform future instruction, remediation, and extension opportunities. This structured, collaborative approach ensures that instruction is responsive to student needs and aligned with rigorous academic 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. 

At Charles Pinckney Elementary, all teachers in grades 3-5 align instruction with the South Carolina College- and Career-Ready Standards, including the Foundations of Literacy domain with a focus on Word Recognition. Teachers create ELA focus walls that highlight morphology from the CKLA Amplify curriculum, emphasizing prefixes, suffixes, roots, and word patterns. Instructional planning and delivery incorporate lessons targeting these areas, with spelling and morphology assessments embedded directly with CKLA lessons. Additionally, Word Recognition is formally assessed as part of the High-Frequency Words domain on the iReady Diagnostic, which is administered three times a year -- fall, winter, and spring.

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. 

At Charles Pinckney Elementary, data from universal screeners and diagnostic assessments are systematically analyzed to identify and support students performing below grade-level proficiency. Students who score below grade level on the fall administration of the iReady Reading Diagnostic are further assessed using the FastBridge Curriculum-Based Measurement (CBM) screener and FastBridge Reading screener to evaluate fluency and comprehension. These multiple data points are collaboratively reviewed by instructional teams to determine students in need of additional literacy support, either through targeted classroom instruction or the school's literacy intervention program.

Progress monitoring is conducted weekly using FastBridge CBM to measure student growth and to ensure the effectiveness of interventions. Interventionists participate in monthly data review meetings where results are analyzed, intervention plans are adjusted, and instructional groupings are refined to meet the evolving needs of students.

For students with Individualized Education Plans (IEPs), placement within intervention programs is determined through a comprehensive review of collected data, individual student needs, and alignment with established IEP goals. This process ensures that instructional decisions are data-driven, equitable, and tailored to support each learner's success. 

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 Charles Pinckney Elementary, fostering strong home-school partnerships is a priority to ensure that parents understand how to support their child's literacy development at home. During the first semester of the school year, parents are invited to attend a Family Data Conference with their child's teacher. At this meeting, teachers review student assessment data from SC READY and iReady, highlight individual strengths, and discuss opportunities for growth in reading and writing. Families are also provided with an iReady Family Report, which includes student scores as well as targeted strategies for supporting literacy development at home across key domains: phonological awareness, phonics, high-frequency words, vocabulary, comprehension of literature, and comprehension of informational text.

In addition to data conferences, parents participate in IPS, 504, and IEP meetings where individualized literacy supports and resources are shared. Teachers maintain consistent communication with families through weekly newsletters outlining upcoming reading and writing skills, as well as bi-weekly folders containing graded assignments and other important information.

This comprehensive approach ensures that families are active partners in supporting literacy development and are equipped with the tools necessary to extend learning beyond the classroom.

All K-3 parents also receive a Read to Succeed Family Letter, translated into 10+ languages, that outlines in family-friendly language: What is the Science of Reading?, What does the South Carolina Read to Succeed Act mean for my student?, How will the school keep me informed about my student's reading development?, How can I help my student become a good reader?, in addition to a direct link to the CCSD Read to Succeed webpage which includes even more ideas for supporting readers at home. 

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.

At the classroom level, teachers use standards-based formative and summative assessments throughout curriculum-based instruction to monitor each student's reading achievement and growth. They analyze assessment data to make informed instructional decisions tailored to individual students needs. Teachers also track progress through iReady personalized lessons, using the results to adjust instruction as needed and provide targeted support. Collaborative team discussions center on both group and individual performance, ensuring that instructional decisions and action plans respond to the specific needs of all learners. Literacy interventionists further support this process by collecting weekly data from Magnetic Reading lessons and FastBridge progress monitoring. This data is documented in the Panorama Student Success platform which can be accessed and monitored by teachers.

At the school level, teachers, coaches, and administrators collaborate through Professional Learning Communities (PLCs) and Multi-Tiered Systems of Support (MTSS) teams to collect, review, and analyze student data. These collaborative structures guide instructional decision-making for all students. Multiple assessment sources--including screeners, diagnostic tools, and progress monitoring resources--are used to identify instructional needs and support all students in achieving grade-level reading proficiency.

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.

At Charles Pinckney Elementary, teachers engage in ongoing professional development aligned to the Science of Reading through participation in the LETRS course. Professional growth is further supported through weekly Professional Learning Communities (PLCs), where teachers receive professional development, analyze student data, make instructional decisions, and collaborate with colleagues to strengthen instructional practices.

Teachers receive targeted feedback from classroom walkthroughs and participate in instructional learning walks and peer observations, providing opportunities to reflect on practice and learn from one another. Goal-based coaching cycles, facilitated by the literacy coach, allow teachers to refine instructional strategies and deepen curriculum implementation in identified areas of need.

This structured system of professional development ensures continuous teacher growth and improved student outcomes.

Section G: Analysis of Data

Strengths Possibilities for Growth
  • Professional Learning Communities (PLCs) that provide teachers the opportunity to meet weekly with their team for data analysis, targeted professional development, collaboration and planning, as well as meeting quarterly for extended full-day PLCs
  • Focus on unpacking of standards and alignment between CKLA curriculum and state standards
  • Collaboration with teacher librarian including literacy-based lessons, school-wide literacy challenges, school-wide book clubs, and facilitation of cross-grade level book buddies
  • Ensuring that targeted teachers are LETRS trained
  • Literacy rich classroom environments that include access to classroom libraries, organized and accessible texts and reading/writing materials, and instruction that provides authentic learning experiences around literacy
  • Focus on Inquiry Standards across all curriculum areas
  • Instruction that balances both a curriculum aligned to the Science of Reading and the implementation of lessons aligned to the SC College- and Career-Ready Standards
  • Increase opportunities for peer observations through learning walks
  • Effective literacy intervention program and teachers that analyze and use data to make instructional decisions for each student
  • Continued professional development around student discourse and engagement

 

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 toward 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 Progress
Previous Goal #1 (Third Grade Goal): Maintain or reduce the percentage of third graders scoring Does Not Meet in the spring of 2025 as determined by SC READY from 6.8% in 2024. Goal MET: In Spring of 2025, 3.9% of 3rd graders scored Does Not Meet as determined by SC READY. 

 

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. Students 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 observable data) to set reasonable goal(s) for the current school year.

Current Goal #1 (Third Grade Goal)

Increase the percentage of third graders scoring Meets and Exceeds as determined by SC READY from 85.7% in the spring of 2025 to 91.3% in the spring of 2026.

Action Steps

  • Collaboration with primary feeder school: literacy coaches, interventionists, and teachers
  • Facilitate weekly PLCs that focus on analyzing ELA standards, student work, and assessment data
  • Professional learning on strategies to increase student discourse (accountable talk, turn and talk, Socratic questioning)
  • Highlight examples of effective student discourse
  • Literacy Intervention with a certified interventionist using the iReady Magnetic Reading program and FastBridge screening with consistent progress monitoring
  • Reading buddies for 3rd through 5th graders with guiding questions aligning to No Place for Hate
  • Beanstack Challenges: District, School-Wide Challenges (Nonfiction November, Off to the Races)
  • Create a school-wide master schedule to ensure 120 minutes of ELA instruction with time for targeted small groups

Current Goal #2

By Spring 2026, the percentage of third through fifth-grade students in literacy intervention at Charles Pinckney Elementary who meet or exceed their iReady stretch growth goals in reading will increase from 58.8% to 59.8%, as measured by the spring administration of the iReady Diagnostic.

Action Steps

  • Analyze student iReady Diagnostic data and FastBridge CBM screening results to create targeted literacy intervention groups. 
  • Analyze and monitor iReady personalized pathways to ensure intervention students are meeting recommended weekly minutes, weekly passed lessons, and yearly passed lesson percentage
  • Provide literacy intervention using the Magnetic Reading curriculum and targeted iReady lessons 305 days a week as determined by the CCSD Literacy Intervention Guidelines
  • Create a school-wide master schedule that ensures that intervention students are receiving both literacy intervention and in-class targeted instruction
  • Regularly discuss and analyze data from literacy intervention during MTSS and Literacy team meetings