Read to Succeed Reading Plan
Read to Succeed 2025-2026 Reading Plan
Directions: Please provide a narrative response for Section A-I.
LETRS Questions:
- How many teachers in your school have completed Volume 1 ONLY of LETRS? 5
- How many teachers in your school have completed Volumes 1 and 2 of LETRS? 26
- How many teachers in your school are beginning Volume 1 of LETRS this year? 10
- How many teachers in your school are beginning Volume 2 of LETRS this year? 5
- 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? 4
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 A.C. Corcoran Elementary School, the approach to reading assessment and instruction for all PreK-5th-grade students is rooted in a comprehensive understanding of the essential components of literacy development: oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension. Each of these components is intricately woven into our instructional practices to ensure that every student receives grade-level standards-based English/Language Arts instruction to meet grade-level English/Language Arts standards. Reading assessments inform instruction and include the essential components of literacy development: iReady, Fastbridge, myIGDIs, and CKLA benchmarks/end-of-unit assessments. We utilize structured literacy curricula, including Creative Curriculum (PreK), Core Knowledge Language Arts (CKLA) (K-5), and Heggerty (PreK-2nd), designed to help students build knowledge and skills systematically to meet grade‑level English/Language Arts standards. Throughout lessons, teachers utilize data-driven instruction and aggressive (academic) monitoring to determine reteaching needs of individual students.
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.
To ensure that instruction meets the diverse needs of all students, Word Recognition assessment data is used to inform instruction for PreK-5th-grade students and is further aligned to the science of reading, structured literacy, and foundational literacy skills. The assessments consist of the iReady diagnostic for reading, administered three times per year, and measures reading skills such as the following domains: Phonological Awareness, Phonics, and High-Frequency Words. The Fastbridge assessment, administered three times a year in Kindergarten, measures letter names, letter sounds, and onset sounds. The Fastbridge assessment, administered three times a year in First Grade, measures nonsense words, sentence reading, sight words, and word segments. PreK students are assessed through myIGDIs three times a year in the following domains: phonological awareness (measured by the rhyming and alliteration subtests) and alphabet knowledge (measured by the sound identification subtest).
Systematic and explicit instruction (for PreK-5th grade students) in the sub-skills such as Phonological Awareness, Decoding, and Sight Recognition under the Word Recognition Strand of the Reading Rope is provided daily using structured literacy curricula such as Creative Curriculum, Core Knowledge Language Arts (CKLA), and Heggerty designed to help students build knowledge and skills systematically to meet grade‑level English/Language Arts standards.
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.
A.C. Corcoran uses universal screener data (Fastbridge K-1, iReady 2-5) and diagnostic assessment data (iReady K-5) to determine skill needs and strengths. Using results from universal screener and diagnostic assessments, the literacy team is also able to create targeted pathways of intervention, including Tier 2 and Tier 3 (word recognition or language comprehension) for students in K-5th grade who are failing to demonstrate grade‑level reading proficiency. In alignment with MTSS guidelines, students are provided with intervention supports using targeted pull-out intervention with interventionists, within the classroom in small group instruction, by refining iReady personalized instructional pathways for students, and conducting regular progress monitoring of curricula/standards mastery. Prekindergarten teachers utilize myIGDIs as a progress monitoring tool three times a year to support the individual literacy needs of their students.
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.
The systems in place to help parents at A.C. Corcoran understand how they can support the student as a reader and writer at home are provided in multiple ways. During the second quarter, parent-teacher data conferences are mandatory. Parent and Teacher conferences occur throughout the school year, providing further support and strategies for practice and enrichment at home. Creative Curriculum and Core Knowledge Language Arts (CKLA) provide family-friendly guidance documents aligned to the Science of Reading practices and skills being taught within curricula. These guidance documents are sent home to parents in Thursday folders, along with monthly updates in classroom/grade level newsletters. Universal screeners and diagnostic assessment (i.e., iReady and Fastbridge) results are shared with families in a family-friendly format, including what students can do and the next steps for instruction. A.C. Corcoran hosts families in Make-and-Take opportunities, providing knowledge rooted in the Science of Reading research and practices. Schoolwide events such as Read Across America and planned reading volunteers reinforce helping parents understand how they can support their students as readers and writers at home. 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.
Our school effectively monitors reading achievement and growth for PreK-5th grade students using a comprehensive approach. Our approach uses systematic data collection, analysis, and intervention strategies to promote increasing reading achievement. Data collection methods for the monitoring of reading achievement and growth at the classroom and school level include, but are not limited to, formative assessments (i.e., CKLA curriculum student activity pages, quizzes, and i-Ready Personalized Instruction pathway). In addition, another data collection method is summative assessments ( i.e., CKLA Curriculum end-of-unit assessments, benchmark assessments, beginning, middle, and end-of-year i-Ready diagnostic assessments). As a result of progress monitoring, decisions about PreK-5th grade intervention are based on all available data to ensure grade-level proficiency in reading are made using the Tiered Intervention Model. Tier 1 Universal instruction is provided in the classroom with evidence-based practices that support all students. Students performing one to two grade levels below on i-Ready diagnostic assessments are identified as Tier 2 targeted small group interventions for students who need additional support provided by the classroom teacher (receiving a double dose with Tier 1 instruction and targeted small group instruction). Tier 3 intensive instruction for students with reading challenges scoring 3 or more grade levels below (or are between the 1-10 percentile) on i-Ready diagnostic assessments, receiving a double dose with Tier 1 instruction, targeted small group, and intensive instruction with literacy interventionists.
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.
A.C. Corcoran provides professional development on the science of reading, structured literacy, and foundational literacy skills to support all students in PreK-5th grade. Some examples include LETRS and CKLA curriculum and instruction training provided through job-embedded coaching cycles, district coaching cycles, professional development sessions, and PLC support.
Section G: Analysis of Data
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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).
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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.
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