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.

At our school, reading assessments 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 basis 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-aloud, 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 all 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 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.

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 curriculum and UFLI program, there are fluency passages for students to practice reading. Teachers can monitor student progress and provide timely feedback to ensure this important skill is 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. District common assessments provide teachers with actionable data on students' progress in literacy components, and the results are used to adjust instruction as necessary. The Foundational Skills Survey is a diagnostic tool used to help teachers determine how well the kindergarten, 1^st, and 2^nd grade students are acquiring the skills they need to become strong readers.

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.

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 assessment and instruction for PrK-5^th grade students at Beech Hill are thoroughly aligned with the Science of Reading research because the instruction is explicit and systematic as made evident by the curriculum used: Heggerty, UFLI Foundations, and HMH Into Reading. The pacing of content is grounded in skill progressions outlined by the SC ELA Foundational Standards and based in research.

Word recognition assessment and instruction for students in grades PreK-5^th reflects structured literacy practices because the instruction is explicit, systematic, and sequential. The instruction follows a clear progression from simple to increasingly complex tasks. Students are regularly assessed on skills explicitly taught, and their progress is monitored via teacher observation, UFLI assessments, and HMH assessments. Our students engage in cumulative review and practice as demonstrated by our Heggerty, UFLI, and HMH pacing and curriculum.

Word recognition assessment and instruction for PK-5^th grade students are aligned with foundational literacy skills. Heggerty, ULFI, and HMH Into Reading Foundations follow skill progressions from phonemic awareness skills like segmenting, blending, and phoneme manipulation to phonics and decoding, like reading CVC words, and advancing to multi-syllabic words. In upper elementary, students are working on increasingly more complex decoding strategies, like word analysis of affixes and morphological awareness.

Teachers have an opportunity to collaborate to produce coherent instructional plans due in part to a commitment to a master schedule that allows for common planning, data analysis, and MTSS.

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 Beech Hill, we use universal screening and diagnostic assessments systematically to guide targeted intervention pathways for students who are at risk of not achieving grade-level proficiency.

All students in grades 1-5 take the NWEA Reading MAP assessment in the Fall, Winter, and Spring, while Kindergarten students participate in this assessment during the Winter and Spring. Students scoring below the 30th percentile are identified, and data is triangulated to determine the in-class intervention needed. In grades 3-5, students who score below the 30th percentile on the NWEA Reading MAP assessment undergo additional diagnostic evaluations. The results of these assessments, combined with SC Ready scores, classroom performance data, and other relevant metrics, are analyzed to inform placement in Read180, our reading intervention program for grades 3-5.

For students in grades K-2, we administer the Foundational Skills Survey (FSS), a diagnostic assessment focused on phonemic awareness and phonics. This diagnostic assessment

Students in grades K and 1 also take the AIMS Web screener to assess phonemic and phonics skills.

For students in grades K-2 who score below the 30th percentile on the NWEA Reading MAP assessment and/or demonstrate below-grade-level performance on the FSS, we conduct additional diagnostic assessments until their specific literacy deficiencies are identified. Once pinpointed, we provide explicit and systematic interventions, which occur for 30 minutes a day, five days a week, in small group settings. This targeted instruction is designed to address each student's unique needs and promote their literacy development effectively.

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 in grades 3-5. 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.

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 weekly communication through class and school newsletters, two-way communication through Parent Square, Parent Conferences, personalized feedback on student work, K/1 baggie books with reading resources and tools, UFLI home practice resources and instructions, and additional resources on class Schoology courses.  All provide actionable strategies and specific activities aligned with the classroom curriculum to foster a strong home-school connection for literacy development.

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 monitors reading achievement and growth for students in PreK-5th grade by using 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 helps identify trends and patterns in student performance, enabling teachers to pinpoint specific areas where students may be struggling.  With quarterly data debriefings and monthly MTSS meetings, our teachers are analyzing data and making data-driven decisions about instruction and interventions.

·       Individualized Interventions: Based on data analysis, we develop targeted intervention programs for students who need additional support, ensuring that resources are allocated effectively.  Read180 works with students in grades 3-5 during

·       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 fosters a supportive environment at home, encouraging reading practice and engagement.  Building home-school connections helps 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.

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.

Beech Hill Elementary School provides ongoing literacy professional development for staff to ensure the implementation of best practices. 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.

·       HMH Training: We utilize HMH's resources, which offer evidence-based strategies to enhance literacy instruction.  HMH resources and trainings from the District PD coaches equips teachers with tools to implement engaging, effective reading practices tailored to diverse learners.

• LETRS: Our K-3, Special Education, and Administrators participate 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.
• Summer HMH/Reading Curriculum Writing: Each summer, selected teachers 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.
• Edmentum and Exact Path: 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.
• Study Island: Our educators are trained in using Study Island, an online resource that reinforces core literacy skills through interactive practice and assessments. This tool helps students build foundational skills while allowing teachers to track progress.

·       Foundational Skills Assessment: All K-2 teachers will be using the Foundational Skills Survey to assess students each quarter and have been trained on how to administer the test as well as interpret the results. There will be ongoing professional development for this assessment, and its uses. 

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.

practices into their classroom.

Analysis of Data

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).

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.