South Carolina Department of Education

Read to Succeed Primary and Elementary Reading Plan

2025-2026

 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?

·       How many teachers in your school have completed Volumes 1 and 2 of LETRS?

·       How many teachers in your school are beginning Volume 1 of LETRS this year?

·       How many teachers in your school are beginning Volume 2 of LETRS this year?

·       How many CERDEP PreK teachers in your school have completed EC LETRS?

·       How many CERDEP PreK teachers in your school are beginning EC LETRS this year?

 

Eligible Faculty and Staff (Administration, Coaches, Teachers, Assistant Teachers): 27
 - 18/27 (67%) have completed Volume 1 only of LETRS
 - 5/27 (19%) have completed Volumes 1 and 2
 - 4/27 (15%) are currently completing Volume 1

Eligible CERDEP 4K Teachers for LETRS Early Childhood (EC): 3
 - 2/3 (67%) have completed LETRS EC
 - 1/3 (33%) is currently completing LETRS EC

Projection: 100% of current eligible faculty will be fully trained in LETRS by the conclusion of the 2026–2027 academic year.

This year: All remaining eligible faculty have begun Volume 1 of LETRS or LETRS EC.

 

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 Blacksburg Primary, reading instruction is grounded in the science of reading and integrates the six essential components: oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension.

  • Oral Language: Developed through collaborative discussions, interactive read-alouds, and small-group learning.

  • Phonological Awareness: Explicitly taught in grades 4K–1 using the OG and Heggerty curriculum.

  • Phonics: Delivered through Orton-Gillingham (OG) in kindergarten–third grade, providing systematic, explicit, and multisensory instruction.

  • Fluency: Supported through oral reading fluency assessments, rereading strategies, and small-group practice with grade-level texts.

  • Vocabulary & Comprehension: Built through exposure to complex texts, structured read-alouds, and scaffolding strategies to ensure mastery of grade-level ELA standards.

Students are assessed with iReady, PAST, and LETRS assessments, which provide comprehensive data across all domains. Teachers analyze results to guide instructional decisions and ensure alignment with state standards and student needs.

 

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.

 Foundational literacy skills at BPS are aligned with the science of reading and structured literacy practices. Instruction and assessment are data-driven.

  • Orton-Gillingham strategies build foundational skills and comprehension.

  • Decodable readers, aligned to explicitly taught phonics skills, allow students to practice and apply knowledge.

  • Instruction integrates word recognition and comprehension, emphasizing cohesive skill development.

Teachers administer LETRS assessments and the Phonological Awareness Screening Test (PAST) three times per year, along with OG inventories and classroom-based formative assessments. Instruction is targeted to strengthen decoding, fluency, and 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. 

 BPS uses universal screeners, diagnostic assessments, and the SCDE Decision Tree to identify students needing intervention and ensure they receive targeted support.

  • Tier 2 instruction is provided for students not demonstrating grade-level proficiency, with pathways tailored to word recognition or language comprehension.

  • 4K: DIAL-4 screener is administered.

  • Kindergarten: KRA is administered within the first 45 days.

  • Grades K–2: iReady diagnostics, PAST, LETRS assessments, and classroom benchmarks are administered three times annually.

The MTSS team analyzes all available data to determine individualized intervention pathways. Students receive Tier 2 or Tier 3 interventions targeted to address specific learning gaps.

 

 

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.

 BPS prioritizes family engagement in supporting literacy through the MTSS process, consistent communication, and regular progress updates during conferences.

  • Families are invited to Literacy Nights, where they learn practical strategies for phonics, fluency, and comprehension.

  • Parents are equipped with tools to reinforce reading at home, strengthening the home–school connection.

 

 

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.

 Reading achievement and growth are systematically monitored through benchmark assessments (iReady, PAST, LETRS) three times per year, in addition to ongoing classroom assessments.

  • Data is analyzed at classroom, grade, and school levels.

  • The CCSD Decision Tree ensures evidence-based decisions for interventions.

  • Regular data meetings allow staff to monitor progress, adjust support, and refine instructional practices.

 

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.

 BPS is committed to building teacher expertise in the science of reading, structured literacy, and foundational literacy skills. Teachers engage in professional learning through:

  • School- and district-based professional development sessions

  • Annual participation in the SC State Literacy Conference

  • Comprehensive LETRS training (all faculty members are in various stages of completion)

  • Orton-Gillingham training (all faculty except one new teacher, who will complete training this summer)

Professional learning communities (PLCs) are data-driven, connecting professional learning to daily instruction and promoting the sharing of best practices.

This training equips teachers to deliver strong Tier 1 instruction and implement evidence-based literacy practices with fidelity.

 

 

 Section G: Analysis of Data

 

Strengths

Possibilities for Growth

 

  • Instruction is consistently data-driven to guide instruction and intervention.

  • Teachers utilize comprehensive assessments and adjust instruction responsively.

  • Classroom routines, texts, and materials are well-organized and accessible, with opportunities for student choice.

  • Intentional Tier 1 instruction (teacher clarity, learning intentions, and success criteria) supports academic growth.

  • Teachers and students collaborate to set measurable goals and track progress.

  • PLCs focus on standards-based learning progressions and collective data analysis.

  • Student engagement in reading and writing is consistently monitored.

  • Overall increase in the percentage of K–2 students reading on or above grade level.

  • Increase the percentage of students meeting stretch goals on iReady.

  • Continue strengthening Tier 1 instruction to reduce reliance on interventions.

  • Expand opportunities for parents to engage in supporting literacy at home.

 

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).

Goals

Progress

Previous Goal #1

By the end of 2025, 100% of teachers will complete training on Learning Targets and implement them with fidelity in their classrooms, as measured by observation and lesson plan reviews.

 Achieved. 100% of teachers completed district-provided Learning Target training. Coaching cycles supported implementation.

 

Previous Goal #2:

By the end of 2025, 40% of students will achieve their individual iReady stretch goals, as tracked through iReady assessment reports and progress monitoring.

 24% of students reached their stretch goal in 2024–2025. This highlights the need for stronger Tier 1 instruction.

 

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.

 

Goals

Action Steps

Current Goal #1 (Third Grade Goal): By May 2026, at least 35% of students in grades K–2 will meet or exceed their iReady Reading stretch goals.

·       Students will set quarterly iReady growth goals, reviewed during data conferences.

  • Teachers will monitor “lessons passed” (rather than minutes) to track progress toward stretch goals.

  • Teachers will participate in two targeted iReady professional development sessions (Fall 2025 and Spring 2026).

  • The MTSS team will review iReady data after each benchmark window to adjust interventions.

 

Current Goal #2:

By May 2026, 100% of teachers will implement Learning Intentions and Success Criteria with fidelity in daily reading instruction, as evidenced by lesson plans, classroom observations, and PLC discussions.

·       Teachers will collaboratively deconstruct ELA standards during weekly PLCs to create clear learning intentions and success criteria.

·       Administrators and coaches will conduct monthly classroom walkthroughs to monitor implementation.

·       Coaching cycles will provide feedback and support to ensure fidelity.

·       Evidence of implementation will be collected in lesson plans and PLC documentation.

Current Goal #3:

By May 2026, at least 75% of BPS families will participate in at least one literacy-focused event or engagement opportunity (e.g., Literacy Night, parent workshops, classroom-based conferences).

·       Host two Literacy Nights (Fall and Spring) with take-home resources.

·       Provide quarterly parent communication on literacy progress, including at least one strategy for at-home support.

·       Track family participation through sign-ins and surveys.

 

 Updated August 2025