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Read to Succeed

Printable copy of Read to Succeed Report

Narrative Responses 

The narrative responses will guide the school in creating one to three goals 
and developing action steps based on the overall assessment of progress toward implementing Read 
to Succeed. 

Section A: Five Pillars of Reading Instruction * 

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. 

  • School Description of Instruction and Assessments Aligned to the Five Pillars of Reading Instruction

Riverview Elementary School has updated its Assessment Plan to align with the Five Pillars of Reading Instruction. In Grades K-1, students take the STAR Early Literacy Assessment three times a year as a universal screener. Students in grades 1-5 take the STAR Reading Assessment three times yearly as a universal screener. This data helps identify students needing further diagnostic assessments for Tier 2 and Tier 3 interventions. 

At Riverview, students in grades K-2 complete the LETRS Phonics and Word Reading Survey and the LETRS Spelling Screener three times a year. Students in grades 3-5 take the same LETRS assessments at the beginning of the year, with follow-ups as needed. 

For comprehension and Oral Reading Fluency, students in grades K-1 are given an oral retell comprehension check twice a year. 2nd through 5th-grade students are assessed three times a year using an oral reading fluency passage, followed by a retelling or summary to check comprehension. The passages for oral reading fluency come from our new HMH Into Reading curriculum. 

Grade 1 students also take the STAR CBM (Curriculum-Based Measurement) to monitor oral reading fluency three times a year. 

Phonological Awareness: While K-2 teachers currently give formative assessments at the school level, the district has paused district-wide formal evaluations to allow teachers time to adjust to other new assessments. Phonological Awareness will be emphasized more next school year. When students are below proficiency on the LETRS Phonics and Word Reading Survey and the Spelling Screener, RVES uses the SIPPS (Systematic Instruction of Phonemic Awareness, Phonics, and Spelling) screener to determine what phonological awareness skills need remediation and the area of the SIPPS program the student should be placed in for intense intervention. 

Vocabulary: Teachers at Riverview Elementary School currently formatively assess vocabulary and plan to explore more formal assessment options in the future. Teachers will use the data from these assessments to guide instruction using the new HMH Into Reading curriculum. During Professional Learning Team (PLT) meetings, teachers will analyze this data to make instructional decisions for Tier 1 and possibly Tier 2 and Tier 3 interventions. 

Section B: Foundational Literacy Skills, Continued 

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. 

  • School Description of Alignment for PK-5th Grade Students 

Riverview Elementary School has approximately 90 to 120 minutes dedicated to English Language Arts (ELA), which includes reading, writing, and foundational skills. This year, the district and Riverview adopted the HMH Into Reading curriculum, using its Reading, Vocabulary, and Writing components for grades K-5. For foundational literacy skills, Riverview uses the HMH Structured Literacy path for phonological awareness and foundational skills. The assessments from HMH and those listed in Section A align with the science of reading, structured literacy, and foundational literacy skills. They support the components of Scarborough’s Rope for Language Comprehension and Word Recognition. 

Section C: 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. 

  • School Description of Intervention for PK-5th Grade students Not on grade level

Riverview uses a systematic approach to determine student interventions based on Universal Screeners and additional diagnostics as needed. All students take either the STAR Early Literacy or STAR Reading assessments. Based on these results, we decide whether further diagnostics are necessary for Tier 2 or 3 interventions. Some assessments we use to inform these instructional decisions include SIPPS and STAR CBM. 

In addition to the Universal Screener, certain grade levels administer Foundational Skills Assessments to all students, providing another tool to guide intervention decisions. Each school’s MTSS (Multi-Tiered System of Supports) team analyzes all this data to recommend appropriate Tier 2 and Tier 3 interventions. 

Section D: 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 

  • School Description of System to support literacy in the home 

Through our district website, Riverview Elementary School will inform parents about ways to support literacy at home. We also encourage schools to establish systems that regularly communicate with parents on how to help their children with reading at home. In conjunction with the district, Riverview Elementary School aims to improve in this area as we continue learning about our new standards, curriculum, and the Science of Reading through LETRS training. 

Section E: Progress Monitoring * 

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. 

  • School Description of MTSS Progress Monitoring for PK-5th Grade Students

As part of our process for identifying students in the MTSS (Multi-Tiered System of Supports) framework, we also implement consistent progress monitoring for students in Tiers 1, 2, and 3. Tier 1 and Tier 2: Teachers will use a combination of tools, such as STAR, HMH curriculum assessments, HMH Structured Literacy, and other standards-based assessments, to monitor progress in grade-appropriate reading skills and support overall proficiency. 

Tier 3: Literacy interventionists have additional tools for progress monitoring, including DIBELS, and STAR. Throughout the year, teams will meet regularly during Professional Learning Team (PLT) and MTSS team meetings to analyze data and make instructional decisions for all students. 

Section F : Teacher Training * 

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 

  • School Description of PLO Opportunities 

Currently, Riverview Elementary teachers are participating in LETRS training. This includes K-3 teachers, administrators, interventionists, literacy coaches, lead teachers, and SPED teachers. Additionally, the district has funded LETRS training for 30 staff members, including 4th—and 5th-grade teachers, school psychologists, and ESOL teachers. Riverview has specifically added special education and ESOL teachers as well. 

For 4th—and 5th-grade teachers not enrolled in LETRS, Riverview has created opportunities for PD with our Inclusion Coach, Jackie Hahn, to learn more about how we can provide opportunities for students with disabilities to progress toward mastery of essential grade-level standards, structured around learning targets. 

Section G: Analysis of Data - Strengths * 

RVES shows strengths through the use of small group instruction or differentiating based on students' needs. 

Section G: Analysis of Data - Possibilities of Growth * 

RVES could grow by intentionally using data from frequent and consistent common formative assessment data and summative assessment data to drive instruction and differentiate based on students' needs with more depth. 

School-Level LETRS Implementation 

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

  • 43 teachers will have finished Unit 1 of Volume 1 by October 2nd. 

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

  • None. We are in our first year of LETRS training. 

How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?* 

  • 43 teachers 

Section H: 

2023-24 Previous School SMART Goals and Progress Toward those Goals 
Please provide your previous school 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) 

Goal #1 * 
Reduce the percentage of third graders scoring Does Not Meet in the spring of 2022-2023 as determined by SC Ready from 18.5% to 9% in the spring of 2023-2024 school year. 

Progress of Goal #1 * 
The percentage of third grade students scoring within the Does Not Meet category in the Spring of 2024 as determined by SC Ready increased from 18.5% to 19.3%. 

Goal #2 *
85% of Kindergarten and First Grade students will show proficiency on STAR Early Literacy as measured by the end of the school year benchmark. This will be an increase from 64% proficiency in 2022-2023 to 85% proficiency in 2023-2024. 

Progress of Goal #2 * 
66.5% of Kindergarten and First Grade students scored in the proficient range on the 2023-2024 STAR Early Literacy Assessment. This was a slight increase from 64% in 2023. 

Section I: 

2024-25 School 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. Utilize a triangulation of appropriate and available data (i.e. SC READY, screeners, MTSS processes, benchmark assessments, and observational data) to set reasonable goal(s) for the current school year. 

Goal #1 (3rd Grade Reading Proficiency Goal Required) 

(Third Grade Goal): Reduce the percentage of third graders scoring DNM level in the spring of 2024 as determined by SCREADY from ______ % to ______ % in the spring of 2025. 

The Third Grade Goal is the reduce the percentage of third graders scoring in the DNM level in the spring of 2024 as determined by SC Ready from 19.3% to 15% in the Spring of 2025. 

Actions Steps for Goal #1 

Teachers will work collaboratively in PLC meetings to unpack the new ELA standards as they approach each new module/unit of instruction. Teachers will collaboratively create common formative assessments as well as summative assessments and analyze the data results in order to determine instructional needs and plans. This will include intentional planning for small group instruction and reteaching/intervention.