LETRS Questions:

·   How many teachers in your school have completed Volume 1 ONLY of LETRS? 2

·   How many teachers in your school have completed Volumes 1 and 2 of LETRS? 21

·   How many teachers in your school are beginning Volume 1 of LETRS this year?  9

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

·   How many CERDEP PreK teachers and CERDEP Teaching Assistants in your school have completed EC LETRS? 1

·   How many CERDEP PreK teachers and CERDEP Teaching Assistants in your school are beginning EC LETRS this year? 0

 

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 Nevitt Forest, we use reading assessment data and daily classroom work to identify what students can do and where they need additional instruction. Our instruction addresses oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension, with the goal of helping students understand and respond to texts that meet grade-level ELA standards.

In PreK, students build early literacy skills through conversations, read-alouds, songs, rhyming, and activities that develop awareness of sounds and letters. In K–5, HMH Into Reading supports our core reading instruction, including explicit instruction through the Structured Literacy lessons. Teachers provide opportunities for students to discuss texts, explain their thinking, and use new vocabulary. Phonological awareness and phonics instruction help students connect sounds to print, while reading connected text and rereading give students practice with accuracy, appropriate pacing, and expression. As students progress, instruction includes more complex spelling patterns, multisyllabic words, and word parts. Teachers model comprehension strategies and guide students in using text evidence to support their understanding.

We use i-Ready Reading data, classroom assessments, observations, and student work to monitor progress. When students have difficulty, assessments such as the PAST and LETRS phonics and spelling assessments help us identify specific skill gaps. Teachers also listen to students read and discuss texts to determine whether difficulties involve word reading, fluency, vocabulary, or understanding. We review this information during grade-level planning and MTSS meetings to plan small-group instruction and targeted interventions. Ongoing progress monitoring helps us determine whether the instruction is working and what adjustments are needed. Students who need additional support continue to receive grade-level instruction while we address the skills that are keeping them from being successful.

 

 

 

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.

At Nevitt Forest, word recognition instruction follows a structured literacy approach. We explicitly teach students how sounds connect to letters and how to use those connections to read and spell words. Instruction follows a planned sequence, builds on previously taught skills, and includes modeling, guided practice, review, and corrective feedback. We teach students to look through the whole word and apply the patterns they have learned rather than guess from pictures or context.

In PreK, students develop foundational skills through oral language, phonological awareness, alphabet knowledge, and letter-sound activities. In K–5, we use the Structured Literacy path in HMH Into Reading to teach and reinforce phonemic awareness, phonics, spelling, and word recognition. Students practice blending sounds to read words and segmenting sounds to spell them, then apply those skills in connected text. Instruction in high-frequency words includes identifying the regular sound-spelling patterns and explicitly teaching any irregular parts. As students progress, instruction expands to more complex vowel patterns, syllable patterns, multisyllabic words, and meaningful word parts, including prefixes, suffixes, and roots.

We use i-Ready Reading results to identify areas of concern and follow up with assessments such as the PAST and LETRS Phonics/Word Reading and Spelling assessments to pinpoint specific needs. Looking closely at students’ reading and spelling errors helps us determine where instruction should begin. Students who need additional support receive targeted instruction through resources such as UFLI Foundations, Heggerty, and decodable texts matched to the skills being taught. We use ongoing progress monitoring to adjust instruction and grouping, with the goal of helping students read words accurately and automatically so they can focus on understanding the text.

 

 

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. 

 

At Nevitt Forest, we use universal screening data as a starting point to identify students who are not meeting grade-level reading expectations. In K–5, we review i-Ready Reading results alongside classroom performance, teacher observations, and student work. In PreK, teachers use early literacy assessment information and observations of students’ language, sound awareness, and alphabet knowledge to identify areas needing additional support. We look beyond an overall score to determine which skills may be interfering with a student’s reading development.

 

When data indicate difficulty with word recognition, we use diagnostic assessments such as the PAST and LETRS Phonics/Word Reading and Spelling assessments to identify specific gaps. These results help us target instruction in phonemic awareness, sound-symbol relationships, decoding, and automatic word recognition. Students receive instruction matched to those needs through resources such as Heggerty, UFLI Foundations, and decodable texts.

 

When students can read words accurately but have difficulty understanding what they read, we look more closely at language comprehension. We use vocabulary tasks, listening comprehension, retelling, text discussions, and classroom assessments to identify needs in vocabulary, background knowledge, sentence understanding, and making meaning from text. Comparing what students understand when listening to a text with what they understand when reading independently helps us determine whether word recognition, language comprehension, or both need attention. Students with needs in both areas receive support that addresses both.

 

During grade-level planning and MTSS meetings, we use this information to form small groups based on specific skill needs rather than overall reading levels alone. We identify the focus of intervention and monitor students’ progress in that skill. At our six-week MTSS reviews, we consider progress-monitoring results, attendance, and consistency of intervention to determine whether to continue, adjust, or intensify support. Intervention supplements grade-level classroom instruction so students continue to build knowledge and comprehension while receiving the targeted instruction they need.

 

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.

 

At Nevitt Forest, we provide ongoing opportunities for families to learn how to support their children as readers and writers. Monthly “Meet with the Coach” meetings are offered online and in person so parents can participate in the format that works best for them. These meetings give families a chance to ask questions, learn about reading and writing instruction, and practice simple strategies they can use at home.

 

Newsletters sent home reinforce these strategies and share practical ideas, such as reading together, discussing books, practicing previously taught phonics skills, and encouraging writing through notes, lists, and journals. We emphasize short, consistent routines that families can fit into their day. We also help parents understand that talking with their children about books and everyday experiences builds the vocabulary and knowledge they need for reading and writing.

 

Through family engagement events such as Donuts with Grownups and Literacy Night, adults are given practical tips and tools on how to promote literacy at home. Each 9 weeks with the report card, there are iReady updates sent home with “Next Steps” for parents as well as a guide on where their child should be in their literacy knowledge in their grade level along with strategies to help achieve that at home.

 

Parents are encouraged to reach out to the reading coach at any time with questions or concerns or to request help choosing activities that match their child’s needs. Teacher communication and parent conferences provide additional opportunities to explain assessment results, discuss progress, and identify specific next steps for home practice. Our goal is for families to understand what their child is working on and feel comfortable partnering with us to support that growth.

 

 

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.

 

At Nevitt Forest, we monitor reading achievement and growth through universal screening, diagnostic assessments, classroom assessments, and ongoing progress monitoring. In PreK, teachers use early literacy assessments and observations to monitor language development, phonological awareness, and alphabet knowledge. In K–5, teachers review i-Ready Reading results alongside students’ daily reading, writing, and classroom performance. We look at both progress toward grade-level expectations and growth in the specific skills students are being taught.

 

During weekly grade-level planning, teachers and the reading coach review student work and assessment results to determine what needs to be retaught, which students need additional practice, and how small groups should be adjusted. At the school level, the leadership team reviews reading data across classrooms and grade levels to identify patterns and determine where additional instructional support or teacher training is needed.

 

Our six-week MTSS meetings provide a regular process for reviewing students receiving intervention. Decisions are based on all available information, including screening and diagnostic results, progress-monitoring data, classroom performance, teacher and parent input, attendance, and consistency of instruction. We consider whether students are receiving the planned intervention regularly and whether it is addressing the identified skill gap. Based on their response, we may continue the intervention, adjust the instructional focus or grouping, or increase the frequency or intensity of support. Students continue to receive grade-level classroom instruction while intervention addresses the skills they need to become proficient readers.

 

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 Nevitt Forest, teacher learning is supported through professional development, weekly grade-level planning, and ongoing coaching. We use student data, classroom observations, and teacher questions to identify where support is needed. Training focuses on putting the science of reading into daily practice through explicit, systematic instruction in foundational skills and intentional development of language comprehension.

The reading coach supports teachers in planning and delivering structured literacy instruction, including phonemic awareness, phonics, spelling, fluency, vocabulary, and comprehension. In PreK, this includes developmentally appropriate instruction in oral language, sound awareness, and alphabet knowledge. In K–5, support includes using the Structured Literacy path in HMH Into Reading, following a clear instructional sequence, providing sufficient practice and review, and giving immediate, specific feedback. Teachers also receive support in using assessment results to identify skill gaps and plan targeted small-group instruction.

 

Coaching includes modeling lessons, planning with teachers, observing instruction, and providing feedback with specific next steps. Interventionists receive support in using resources such as UFLI Foundations and Heggerty and in matching instruction to students’ needs. We revisit these practices during planning and coaching to see how they are being implemented and whether students are making progress. This ongoing follow-up helps teachers connect professional learning to the instruction students receive each day.

 

 

 

 

 

Section G: Analysis of Data

 

Strengths

Possibilities for Growth

 

 

 

·       Current third graders show a relative strength in beginning-of-year reading readiness. Fall 2026 i-Ready results placed 37 of 93 students (39.8%) at early on-grade level or above, the highest proportion among the grades 2–5 reports reviewed (Kindergarten and first grade were not included since they do not have 2 grade levels below as an option so as not to skew the data). This provides a group ready for continued grade-level instruction and enrichment. 3rd Grade Fall Reading

 

 

 

 

 

 

Section H: Previous School Year SMART Goals and Progress Toward Those Goals

 

Goals

Progress

Previous Goal #1 (Third Grade Goal): Increase the percentage of third graders scoring Meets and Exceeds in 2024-2025 as determined by SC READY from ____50__ % to __60____ % in the spring of 2025-2026.

We met our third-grade reading goal of increasing the percentage of students scoring Meets or Exceeds from 50% to 60%. On the spring 2026 SC READY Reading assessment, 62 of 102 students scored Meets or Exceeds, bringing our proficiency rate to 60.8%. This represents an increase of 10.8 percentage points from the baseline and exceeds our target by 0.8 percentage points.


While we met our goal, 39.2% of students remained below proficiency, including 25.5% scoring Approaches and 13.7% scoring Does Not Meet. Our next steps are to strengthen core reading instruction and use diagnostic and classroom data to identify the specific needs of students who are not yet proficient. Targeted small-group instruction and regular progress monitoring will help us determine whether students are making progress and when additional support is needed.

 

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): Increase the percentage of third graders scoring Meets and Exceeds in the spring of 2026 as determined by SC READY from 60.8 % to 70 % in the spring of 2027.

-       Analyze student data to identify specific reading needs. Review spring 2026 SC READY data for grade-level trends and current third graders’ fall i-Ready, classroom assessments, and reading samples. Identify students needing foundational support and students needing support to reach Meets or Exceeds.

-       Strengthen daily, standards-aligned Tier I instruction. Use HMH Into Reading to provide explicit modeling, guided practice, and independent application. Include comprehension, vocabulary, and written responses supported by text evidence.

-       Use weekly grade-level planning to align instruction and assessments. Unpack priority standards, review assessment expectations, plan questions requiring deeper thinking, and examine student work to determine reteaching and enrichment needs.

-       Provide targeted small-group instruction based on specific skill needs. Use WIN time and classroom small groups to address identified gaps. Provide extension opportunities that deepen comprehension for students working toward Exceeds.

-       Monitor student progress and adjust instruction. Use brief, standards-aligned checks every two weeks and designated progress-monitoring measures for students receiving intervention. Review intervention response at six-week MTSS meetings.

-       Provide ongoing coaching on explicit comprehension instruction. Model and support think-alouds, purposeful questioning, comprehension monitoring, and gradual release to independent reading. Follow up through observations and student-work review.

-       Communicate individualized next steps to families. Share reading progress, a specific skill to practice, and a manageable home activity. Address attendance concerns when students repeatedly miss core instruction or intervention.

 

 

 

 

Current Goal #2:

By spring 2027, at least 80% of students in kindergarten through second grade who score below grade level in phonological awareness and/or phonics on the fall 2026 i-Ready Reading Diagnostic will meet their individualized Typical Growth target in reading, as measured by the spring 2027 i-Ready Reading Diagnostic.

 

-       Use PAST and a phonics/word-reading assessment, as appropriate, to identify the specific skill gaps of students flagged by i-Ready.

-       Provide explicit, systematic foundational-skills instruction daily through the HMH Structured Literacy pathway.

-       Provide targeted small-group instruction matched to identified needs, using resources such as UFLI and Heggerty.

-       Monitor targeted skills at least every two weeks and review students’ response during six-week MTSS meetings.

-       Adjust instructional groups, intensity, and practice opportunities based on progress-monitoring results.

-       Review winter i-Ready growth to identify students needing additional support to meet their annual targets.