School Reading Plan
School Name: Alston-Bailey Elementary
LETRS Questions:
- How many eligible teachers in your school have completed Volume 1 ONLY of LETRS?: 7
- How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?: 1
- How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?: 5- started in September 2025 – 6 started in August 24
- How many eligible teachers in your school are beginning Volume 2 of LETRS this year? 7
- 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? 2
Please provide a narrative response for Sections A-I. LETRS Questions:
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 Alston-Bailey Elementary, reading assessment and instruction for PreK-5th grade students is grounded in a comprehensive approach that integrates key components of literacy: oral language, phonological/phonemic awareness, phonics, fluency, vocabulary, and comprehension. These elements are essential in supporting students' ability to comprehend texts and meet the grade-level English/Language Arts (ELA) standards outlined by the state.
Oral Language development is the base of communication. Teachers foster this essential component through rich discussions and collaborative activities, which allow students to build the vocabulary and the expressive skills necessary for understanding texts. Teachers also use questioning techniques, read-alouds, and peer interactions to enhance students' spoken language abilities, which in turn strengthens their reading comprehension.
A critical foundational skill needed to transform young learners into future proficient readers is phonological/phonemic awareness. To ensure all students have opportunities to develop these listening and speaking skills, our teachers use a curriculum called Heggerty to deliver cumulative, systematic, explicit instruction to students in grades 4K-2. This involves teaching students to recognize and manipulate the sounds within words, such as rhyming, segmenting, and blending sounds. 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 such as Foundational Skills Survey and the Phonological Awareness Screening Test, or P.A.S.T test, to identify any gaps in students’ abilities and intervene early with targeted instruction.
Using UFLI phonics, our code instruction is systematic and explicit, with a strong emphasis on connecting letters and sounds to help students decode words. With the UFLI curriculum, students engage in phonics activities that align with their developmental needs, ensuring they can read words accurately. We use screeners and diagnostic assessments to determine if students are learning the skills needed to decode written language or if additional phonics support is needed in a small group. We utilize the 95% phonics library which supports students' ability to decode unfamiliar words and practice reading new phonics skills in texts.
Fluency is addressed through repeated reading, modeling fluent reading, and providing opportunities for students to read aloud. Fluency instruction ensures students are not only able to read words accurately but also with appropriate speed, expression, and understanding, which is vital for comprehension. Within our HMH Into Reading curriculum, there are fluency passages for students to practice reading. Teachers can monitor student progress and provide timely feedback to ensure this important skill is being developed.
Vocabulary development is woven into all aspects of our reading instruction. HMH Into Reading emphasizes explicit vocabulary instruction, helping students acquire new words through direct teaching and context clues. Because knowledge of word parts aids in comprehension, we place emphasis on the study of morphology to understand the meaning and origin of words in the English language. As students build their word knowledge, they are better able to access and understand complex texts.
Comprehension strategies are integrated throughout the curriculum and spiral throughout the school year. Students learn to make predictions, ask questions, summarize, and infer meaning as they read. Teachers guide students in using these strategies both during and after reading to enhance their understanding of texts. This scaffolding is key to ensuring that students can access grade-level materials and meet the state’s ELA standards. To ensure instruction is meeting each student's needs, we use a variety of assessments. AIMSweb screening tools help us monitor foundational skills such as phonological awareness and decoding in the lower grades, while MAP assessments are used school-wide to gauge overall reading proficiency. Common assessments on the Formative platform provide teachers with actionable data on students' progress in literacy components, and the results are used to adjust instruction as necessary. Students in our intervention program Read 180 take summative and formative assessments through the program diagnosing strengths and challenges and monitoring decoding and oral reading fluency progress.
By integrating all these elements— phonological/phonemic awareness, oral language, phonics, fluency, vocabulary, and comprehension—our reading program is designed to address critical literacy skills with the goal of our students not only meeting but exceeding grade-level expectations in English/Language Arts.
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.
Word recognition is a critical focusing on helping students decode and recognize words automatically. PreK-5 word recognition instruction includes activities that develop the ability to hear, identify, and manipulate phonemes (the smallest units of sound). This is Phonemic Awareness and this skill is foundational to learning how to decode words.
Explicit, systematic phonics instruction using UFLI and Heggerty helps students map phonemes to graphemes (letters or letter patterns) so they can sound out unfamiliar words. Assessments in UFLI and the Foundational Skills Survey measure students’ ability to apply phonics knowledge to decode words accurately.
Structured literacy is a systematic and explicit instructional approach focusing on teaching the structure of language in a way that benefits all students, particularly those with learning differences. In alignment with structured literacy, instruction includes the use of decodable texts that match the phonics skills students are learning in their UFLI and Heggerty lessons. This helps reinforce word recognition skills and allows them to practice applying those skills in context.
Instruction often includes multi-sensory activities (visual, auditory, kinesthetic) to support word recognition. For example, tracing letters while saying the sound aloud integrates sensory modalities, enhancing memory and recall, or using mouth cards for visual reference of the position of the lips teeth and tongue when creating sounds. Structured literacy emphasizes regular cumulative review and practice to ensure mastery of word recognition skills before moving on to more complex tasks.
Word recognition falls under foundational literacy skills as outlined in our literacy framework, including key areas like phonics and word analysis. Phonological Awareness instruction in pre-k through first grade includes breaking down spoken words into syllables, onset-rime, and individual phonemes, building the necessary foundation for recognizing printed words. Instruction also focuses on teaching high-frequency words that are not easily decodable, helping students develop automatic word recognition for these common words. As students progress, instruction focuses on fluency—reading words quickly and accurately—so that cognitive resources can be allocated to comprehension rather than decoding. Repeated reading activities and fluency assessments are common in our HMH Into Reading curriculum.
Assessments are aligned to ensure that students are making progress in word recognition and literacy skills. These include early screening tools, AIMSweb, P.A.S.T and FSS which help us to identify students who are at risk of reading difficulties and need additional support in word recognition. Diagnostic assessments are used to provide more detailed information on specific skill gaps, such as weaknesses in phonemic awareness or phonics, and inform targeted instruction. Progress Monitoring occurs with ongoing assessments used to track student progress and adjust instruction. They include timed assessments of high-frequency word recognition, decoding skills, and fluency rates.
By aligning instruction and assessment with the science of reading, structured literacy, and foundational literacy skills, Alston-Bailey Elementary School aims to ensure that all students develop the necessary word recognition skills for fluent reading 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.
Universal screeners are administered at the beginning of the year to assess all students’ reading abilities including NWEA MAP and AIMSweb. Screeners identify students who are not meeting grade-level expectations. Students scoring below a predetermined benchmark are flagged for further evaluation. After students are flagged, diagnostic assessments are administered to pinpoint specific areas of weakness in word recognition: phonological awareness, decoding, sight word recognition, and language comprehension: vocabulary, listening comprehension, background knowledge. Diagnostic tools include Phonological Awareness Screening Test (PAST), CORE Phonics Survey, and assessments targeting language comprehension.
After both universal screener and diagnostic data are collected, our MTSS team (e.g., grade-level teams, MTSS coordinators) meet to analyze the results. Students who struggle with phonics, decoding, or sight word recognition are assigned interventions focused on these areas (e.g., phonemic awareness programs, decoding strategies). Students struggling with vocabulary or comprehension are provided interventions such as explicit vocabulary instruction, listening comprehension activities, and building background knowledge.
The MTSS team determines the pathway of intervention for individual students using a Tiered Intervention system:
- Tier 1: Core instruction continues for all students, often with small-group instruction targeting students who are close to grade level.
- Tier 2: Small-group, targeted interventions focusing on specific deficits identified (e.g., phonics instruction for word recognition, language modeling for comprehension).
- Tier 3: Intensive, individualized instruction for students with significant deficits in reading.
Frequent progress monitoring (weekly or biweekly) assesses whether interventions are effective. Tools like AIMSweb Progress Monitoring, EasyCBM or teacher-created formative assessments are used. If students are not showing growth, the intensity or focus of interventions is adjusted based on updated data.
After the initial NWEA MAP screener, students in grades 3-5 may qualify for Read 180. Read 180 uses a true blended learning model that integrates research around personalized best practices, adaptive technology, instructional routines based on the science of reading, and scaffolded support for reading. Students that participate receive systematic, explicit instruction with flexible and adaptive instructional resources and practice of foundational literacy skills to develop their fluency, expand vocabulary and strengthen comprehension skills to become proficient, skillful readers.
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.
Parents are informed about their child's progress and the interventions in place. Regular updates help maintain transparency and ensure collaboration between school and home. Students are reassessed at the end of a set intervention period using both universal screeners and diagnostic assessments. If students meet grade-level expectations, they exit the intervention pathway but continue to be monitored to ensure continued success. Students who do not meet benchmarks may receive more intensive support or alternative interventions. This process ensures that each student’s unique needs are addressed through data-driven decisions, with targeted instruction focusing on either word recognition or language comprehension deficits.
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.
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, and Parent Power Hours, Parent Conferences, personalized feedback on student work, and additional resources on class Schoology course. Parents are also an integral part of the MTSS process for students who are performing below grade level. All provide actionable strategies and specific activities aligned with the classroom curriculum to foster a strong home-school connection for literacy development. 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.
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.
The system in place for monitoring reading achievement and growth for students in PreK-5th grade begins as early as the second week of school. Baseline data is collected using universal screeners and diagnostics and data is used to inform decisions about targeted interventions and 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 implementing regular reading assessments to track students' progress over time. MAP and AIMSweb provide data in Fall, Winter and Spring, common assessments are throughout each quarter, along with regular classroom assessments. Analyzing the collected data helps identify trends and patterns in student performance, enabling teachers to pinpoint specific areas where students may be struggling.
Regular data debriefing meetings are held that focus on unpacking data, professional development to address needs and collaborative planning time for teachers to develop action plans. Based on the data analysis and collaborative MTSS meetings, we develop targeted intervention programs for students who need additional support, ensuring that resources are allocated effectively. Title 1 is providing a full-time interventionist for grades 1-2, using the 95Percent group, a system that uses diagnostic tools to identify skill gaps in phonemic awareness and phonics. This student-centered data allows the interventionist to see student progress and optimize intervention lessons and activities. 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.
Within our 3rd-5th grade reading intervention program students complete daily instructional task 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.
Screening Assessments identify the correct entry point for each student into the Student App. Formative assessments gauge student 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 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 Assessment (ORF), a summative assessment is administered two to three times a year to evaluate Read 180 students’ current fluency levels and monitor decoding and oral fluency progress.
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 ABES we are committed to providing comprehensive teacher training in the science of reading, structured literacy, and foundational literacy skills to ensure all PreK-5th grade students receive the support they need to become proficient readers.
In HMH training we utilize HMH's resources, which offer evidence-based strategies to enhance literacy instruction. This training equips teachers with tools to implement engaging, effective reading practices tailored to diverse learners.
As of January of 2024 our educators in Kindergarten through third grade along with our SPED, intervention teachers and administration have participated in the Language Essentials for Teachers of Reading and Spelling (LETRS) training, which deepens their understanding of the science of reading. This professional development focuses on phonological awareness, phonics, fluency, vocabulary, and comprehension, empowering teachers to deliver instruction that is grounded in research.
Each summer, selected teachers from ABES engage in curriculum writing workshops focused on the HMH reading program. This collaborative effort allows teachers to adapt and refine the curriculum, ensuring it aligns with our students' needs and incorporates the latest literacy research.
New teachers attend district training on the implementation of UFLI focusing on delivery of the lessons correctly, with fidelity, which instruct students to apply phonics knowledge to decode words accurately.
Teachers are trained to utilize Edmentum and Exact Path, which provide personalized learning pathways for students. These platforms support differentiated instruction, allowing teachers to meet students where they are and guide them to success. Individual meetings with teachers were held to instruct on retrieving Edmentum Data. Our educators are also trained on using Study Island, an online resource also provided by Edmentum that reinforces core literacy skills through interactive practice and assessments. This tool helps students build foundational skills while allowing teachers to track progress.
Through these diverse training opportunities, we create a robust framework that empowers our educators to deliver high-quality literacy instruction, ensuring every student develops the foundational skills necessary for lifelong reading success.
Section G
Analysis of Data
Strengths:
- Alston Bailey Elementary School has one teacher who has completed Volumes 1 and 2 of the LETRS program and 7 teachers who have completed Volume 1 of the LETRS program. Fifteen teachers began the program in January of 2024 and are expected to complete Volume 2 in January.
- Teachers utilize a comprehensive formative assessment system that evaluates both meaning and print knowledge. This system includes screening, diagnostic assessments, and progress monitoring to identify students' instructional needs.
- Instructional content is carefully designed and delivered, covering essential literacy components such as comprehension, phonological awareness, phonemic awareness, phonics, fluency, and vocabulary.
Possibilities for growth:
In order to improve student learning, teachers should collaborate to plan small group instruction. In addition to 90 minutes to daily reading and writing instruction teachers provide at least 30 minutes of targeted and intensified individual and small group instruction. Teachers working together to plan small group instruction can develop their skills and create better learning experiences for students. Together teachers can anticipate misconceptions and consider alternative approaches to differentiated lessons. This unified approach ensures that students experience clear, aligned teaching across different subjects or grade levels, reinforcing their understanding of key concepts and promoting deeper learning. Additionally, collaboration among teachers allows them to address student needs more effectively, leading to improved academic outcomes and a more supportive learning environment
Closely monitoring students' reading and writing engagement will provide data that can be used to confer with students and help them build stamina. In addition, academic conferences between guidance counselors and students to discuss academic progress will foster goal setting. When students discuss their academic, social, and personal goals and learn to track their progress, they learn to identify areas for improvement, and seek help when needed.
Participating in strategically planned and developed partnerships to promote reading and writing will significantly enhance students' literacy experiences. These collaborations will provide access to a wider array of resources, such as diverse reading materials and creative writing opportunities, while also offering tailored support through community volunteers and experts. By working with county libraries, state and local arts organizations, and the school media specialist, schools can create enriching programs that foster a love of reading and writing. These partnerships will also strengthen connections between the school, families, and the broader community, ultimately helping students build stronger literacy skills and fostering lifelong learning.
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).
During the 24-25 school year, Alston-Bailey Elementary surpassed its reading goal, which was to reduce the percentage of third graders scoring Does Not Meet in the spring of 2023 as determined by SC READY from 49.1% to 39.1% in the spring of 2024. The percentage of third grade students scoring Does Not Meet on SC READY actually decreased from 49.1% to 37.3% as teachers took the action steps outlined in the 23-24 reading plan.
- To achieve the goal set, LETRS training for all 3rd grade teacher’s including 3rd grade Read 180 teacher.
- Teachers will use best practices to teach reading and writing.
- Teachers will implement differentiated instruction daily with intentionality and fidelity.
- Reading intervention strategies will be used to support underperforming students.
- Time built into interventionist schedule to pull students or Tier lll intervention as needed in all grade levels.
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. 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.
Third Grade Goal:
To increase the percentage of 3rd grade students who scored Meets/Exceeds on SC Ready from 51.7% in the spring of 2025 to 56.7% in the spring of 2026.
- LETRS training for all 3rd grade teachers including 3rd grade Read 180 teacher.
- Teachers will use best practices to teach reading and writing.
- Teachers will implement differentiated instruction daily with intentionality and fidelity.
- Reading intervention strategies will be used to support underperforming students.
- Time built into interventionist schedule to pull students or Tier lll intervention as needed in all grade levels.
4th and 5th Grade Goal:
By May 2026, the percentage of 4th and 5th grade students who score Meets or Exceeds on SC Ready ELA will increase from 55% to 60% in 4th grade, and from 62% to 67%.
- Teachers will analyze data and instructional practices to meet the needs of underperforming students.
- Teachers will use best practices to teach reading and writing.
- Teachers will implement differentiated instruction daily with intentionality and fidelity.
- Reading intervention strategies will be used to support underperforming students.
- Time built into interventionist schedule to pull students or Tier lll intervention as needed in all grade levels.