Centerville Elementary School

2024-25 Reading Plan

Pillars of Reading Instruction
Describe how reading assessment and instruction for all 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.
 

1. Oral Language/Communication

Teachers provide structured discourse opportunities throughout the day for students to communicate about reading and writing in shared reading, partnership work, small group instruction to build effective communication skills. Students are assessed in communication skills through writing post assessments in narrative, informational, and opinion/argumentative. Students are informally assessed in oral communications skills through anecdotal records and Oral Reading Assessments (ORA). 

2. Phonological Awareness

Phonological Awareness is instructed using the Heggerty program in 4K 2nd grade classrooms, RTI, MLP and special education classes. Students are assessed using phonological awareness on iReady, Indicator Aligned Inventory for Word Recognition (based on grade level and iReady scores in the area of phonological awareness). 

3. Phonics

Phonics instruction is based on SCDE grade level foundational standards using the UFLI curriculum in grades K-3, RTI and MLP. In grades 4 and 5 students needing additional support in the area of phonics based on iReady benchmark testing use HMH- Into Reading: Foundational Skills instruction. Special Education students who need additional support in the area of phonics use the Really Great Reading curriculum.

4. Fluency

Students are instructed on fluency through small group instruction and shared reading using district approved vetted resources. Oral Reading Assessments are used to assess a student's individual fluency rate. 

5. Vocabulary

Vocabulary instruction is intentionally taught based on strategies learned in LETRS professional development, HMH-Into Reading vocabulary instruction, UFLI phonics program in conjunction with work morphology, and in authentic learning experiences such as read aloud, shared reading, and content area academic vocabulary. Students are assessed on vocabulary using reading module assessments and iReady. 

6. Comprehension

Comprehension instruction is based on the SCDE Application of Reading standards (AOR) to aid in the comprehension of texts to meet grade-level English/Language Arts standards. Students participate in comprehension

instruction through reading mini-lessons, read alouds, shared reading, small group instruction and independent reading. Teachers utilize district vetted Core Curriculum resources HMH- Into Reading and Reading Strategies 2.0. Students who need additional support in RTI, MLP, and Special Education use comprehension resources to meet the needs of their students such as the Rise Program, Level Literacy Interventions, Really Great Reading, TEAMS, Compass, and Literacy Footprints. Students are assessed in comprehension using end of module reading assessments, checkpoints, iReady, Oral Reading Assessments, and small group instruction anecdotal records. 

Intervention 
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.

The Indicator Aligned Inventory for Word Recognition, (IAI-WR) is given to students in K-2. The district literacy plan requires students who need additional instructions in foundational literacy skills, based on the phonics domain on i-Ready, to be assessed using the IAI-WR. 

Aligning word recognition assessment and instruction with the science of reading and structured literacy ensures that students develop strong foundational literacy skills. This approach is systematic, data-driven, and tailored to individual needs, supporting students from early literacy through more advanced reading abilities. 

I-Ready Diagnostic and Progress Monitoring is our universal screener. The screener is administered to all students two times a year. This screening is done on a student's grade level. This is to identify and pinpoint academic difficulties quickly. The purpose of this screening is to make certain that children are on and remain on-track with academic progress and to provide early identification of students in need of additional academic assistance.  A PM schedule is established and maintained throughout the process. Various data collection methods can be used to examine student performance, depending on academic, social, or behavioral needs. The progress monitoring system must examine student performance at regular intervals, frequently over time at specified time periods. Progress monitoring can be done at the student's instructional level if grade level monitoring is not appropriate. Progress monitoring is typically done every three to four weeks. Progress Monitoring can occur on a more frequent basis as determined by the RTI Team

Supporting Literacy at Home 
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. 

Centerville Elementary has several systems in place to maintain regular communication with parents and emphasize the importance of literacy beyond the school day. These include weekly newsletters, parent-teacher conferences, instructional nights, MLP Family nights, and support from the Title I family liaison. The Title I liaison also leads a 14 week engagement program for three and four-year-olds and their parents, focusing on fostering literacy in the home. The parent and the child participate together in weekly learning activities. During conferences and progress reporting periods, parents are provided with information on grade-level state standards and given strategies to support their child's learning at home. Additionally, through our communication platform, ParentSquare, families receive detailed reports and updates after each iReady benchmark assessment, conducted three times a year, to keep them informed of their student's progress.

Teacher Training 
Explain how the school will provide teacher training based in the science of reading, structured literacy, and foundational literacy skills to support reading achievement for all students.
 

Each school's RTI team administers iReady Growth Monitoring in September, October, November, January, February, and March to track student progress. In addition, updated Oral Reading Assessments (ORAs) are conducted at least every two months, and the PAST assessment is administered up to three times per year based on student needs. Progress monitoring data is used to track growth and guide instructional decisions, including tier movement or adjustments to interventions. Regular collaboration with classroom teachers ensures that progress is reflected in both assessment data and classroom performance. Special education uses iReady, easy CBM, and other curriculum based reading measures to monitor students' progress.

The RTI Team will carefully review all relevant data (reading assessment/text level, running records, iReady Reading, iReady Math, SC READY, PASS, grades, etc.) to plan appropriate instructional and intervention strategies as appropriate. Decisions regarding the development and implementation of interventions will be based upon multiple sources of relevant data. 

K-3 teachers, interventionists, the literacy coach, special education teachers, MLP teachers and administrators participate in LETRS training. Teachers also participate in weekly PLCs to unpack the ELA standards, plan best practices strategies to support all readers and writers in their classroom and implement the new ELA curriculum, HMH Into Reading.

District Analysis of Data 

Strengths
As a school, 43.8% of our students met their stretch growth in reading (iReady).

Possibilities for Growth
The percentage of (K-5) students meeting or exceeding stretch growth targets on i-Ready Reading will improve by 6 percentage points. 

Description Area
*Note: The three questions below are included this year to gauge school-level LETRS implementation. “Eligible” teachers for state-funded LETRS training: K-3 Classroom Teachers, Reading Coaches, Reading Interventionists, K-3 Special Education Teachers, School Administrators

How many eligible teachers in your school have completed Volume 1 ONLY of LETRS?   0

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)?  37