District Reading Plan

South Carolina Department of Education Read to Succeed District Exemplary Literacy Reflection Tool

Please provide a narrative response for Sections A-I. LETRS Questions:

Section A

Describe how reading assessment and instruction for all students in the district 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.

Reading assessment and instruction for all students in Dorchester School District Two includes a comprehensive, systematic approach that addresses multiple components of literacy development. These components—oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension—are essential for aiding students in understanding and mastering grade-level SC CCR English Language Arts (ELA) standards. Here’s how these areas are addressed in assessment and instruction:

Oral Language:

Teachers incorporate activities like group discussions, storytelling, and read-aloud sessions, where students practice speaking, listening, and understanding language. This builds a strong vocabulary and sentence structure knowledge that supports reading comprehension. Our district adopted high-quality instructional materials from HMH Into Reading provide daily opportunities to build oral language. Additionally, The Office of Special Services adopted usage of Robokind for our Communication and Readiness programs and students with speech and language impairments. Robokind bases oral language instruction on the Science of Reading. TeachTown enCORE curriculum is an additional special education curriculum option. TeachTown gives access to a modified ELA curriculum for learners with moderate to severe disabilities that addresses oral language and communication skills.
Phonological Awareness:

Phonological awareness involves recognizing and manipulating sounds in words. Instruction focuses on skills such as rhyming, blending sounds, segmenting words into phonemes, and understanding syllable structures. Phonological awareness is the first step in UFLI Foundations, which has been adopted district-wide in kindergarten through second grade. For our students with special needs, curriculum such as Read It Once Again, Robokind, and Magnetic Reading Foundations/Curriculum Associates (K-2) focuses on phonemic awareness with rhyme, rhythm, and repetition and provides systematic instruction from foundational skills to fluency.
Phonics:

Phonics instruction teaches the relationship between letters and sounds, allowing students to decode written words. Systematic phonics programs focus on teaching letter-sound correspondence, word patterns, and the rules for spelling. Our DD Two Literacy Model has dedicated time for phonics instruction and small group instruction to support using decodables to attend to code and use phonics knowledge to decode words. Students practice through reading and writing exercises that involve decoding unfamiliar words. UFLI is our district adopted phonics curriculum in kindergarten through second grade. HMH Into Reading Structured Literacy is our district adopted phonics curriculum for third grade and up. Students with IEPs receive additional phonics instruction using the SPIRE and Magnetic Reading curriculum to further enforce phonics skills.
Fluency:

Fluency is the ability to read text accurately, quickly, and with appropriate expression. Teachers use repeated readings of familiar text, paired reading, and performance-based reading activities like reader’s theater. If a student shows a fluency deficit, diagnostics are used to determine the reason for the deficit. Our core curriculum resources such as UFLI and HMH Into Reading both have Fluency components available that teachers use to practice and enforce fluency skills with their students.
Vocabulary:

DD Two’s vocabulary instruction includes both direct and indirect methods. HMH Into Reading has dedicated time for vocabulary instruction. The procedures used to teach vocabulary align with the processes described in LETRS. Teachers use word walls, vocabulary notebooks, and interactive read-alouds to develop students' vocabulary. HMH Into reading provides vocabulary cards in K-2nd grade. Additionally, the Office of Special Services maintains the S.P.I.R.E curriculum based on Orton-Gillingham strategies that encompasses vocabulary instruction and Ready Reading from Curriculum Associates, which engages students in cloze reading strategies across a variety of genres and formats. TeachTown BASICS curriculum gives access to a modified ELA curriculum for learners with moderate to severe disabilities that addresses vocabulary and listening skills. Vocabulary instruction is a major focus for instruction for our ML students with our ML teachers using a variety of curriculum to further enhance and enforce this important component of reading for our ML students.
Comprehension:

Comprehension is the goal of reading. Instruction in this area involves teaching strategies like making predictions, asking questions, summarizing, and making inferences. Teachers model these strategies using both fiction and non-fiction texts, and students practice them in guided reading sessions, discussions, and writing activities. HMH Into Reading is our district adopted high-quality curriculum. Daily reading lessons in HMH Into Reading explicitly teach a particular skill or strategy before reading, which children immediately apply to help them comprehend a read-aloud or grade-level text. The skills repeat often throughout the school year in increasingly complex text. By continually spiraling through skills that are in service of texts, rather than focusing on a weekly skill, students will gradually learn to draw from many skills and strategies to comprehend what they read.

These literacy components don't exist in isolation; rather, they are deeply interconnected and build upon one another. For instance, strong phonological awareness and phonics skills directly support reading fluency, which is essential for deep comprehension. Similarly, robust vocabulary development enhances both oral language and overall comprehension. Our district's literacy model therefore advocates for a comprehensive, integrated approach to teaching all five pillars, ensuring instruction works synergistically to develop well-rounded, proficient readers who consistently meet grade-level English Language Arts (ELA) standards.

Section B

Document how reading instruction and assessment for all students in the district are further aligned to the science of reading, structured literacy and foundational literacy skills.

To ensure reading instruction and assessment are aligned with the science of reading, structured literacy, and foundational literacy skills, DD Two has a structured literacy model. Each of the five pillars of reading is represented within our Literacy Model. Our approach is grounded in research and targets the essential components of reading instruction. Here’s how alignment is being achieved:

The science of reading is a body of research that encompasses how the brain learns to read. It emphasizes the need for systematic, explicit instruction in phonics, phonemic awareness, vocabulary, fluency, and comprehension. Instruction in these areas supports the development of skilled reading by recognizing the importance of decoding and language comprehension. The DD Two Literacy Model is structured in that it is systematic, cumulative, explicit, and diagnostic. We also have PK-5^th ELA Instructional Planning Guides to support teachers with intentional and sequential instruction in all areas of reading. Instruction follows a structured sequence, ensuring that skills are taught in an ordered way that builds on previous learning. Teachers deliver clear, direct instruction, often using a “I do, we do, you do” model, where they first model a skill, practice it with students, and then allow independent practice. Instruction is cumulative, meaning that each new skill is built on prior knowledge. Students continually practice previously learned skills, reinforcing them while acquiring new ones. We believe in continuous assessment of student progress through formative assessments, allowing teachers to monitor whether students are mastering each skill before moving on. These assessments help tailor instruction to meet the needs of each learner.

By systematically addressing these key literacy components through both instruction and assessment, DD Two can ensure that all students progress toward meeting the grade-level ELA indicators. Assessments include:

Assessment Methods:

Phonological Awareness and Phonics:

Phonological awareness is assessed through tasks like identifying rhyming words, segmenting words into sounds, or blending sounds to form words. In addition to teacher created assessments, phonological awareness is assessed using the Really Great Reading Foundational Skills Surveys in K-2nd grade. Phonics is assessed through reading exercises where students are asked to decode words or read passages aloud. Teachers monitor how well students apply their phonics knowledge to reading unfamiliar text, providing targeted interventions when necessary. The LETRS Spelling Screener is used in third grade and in fourth and fifth grade as an optional assessment tool.
Fluency:

Fluency is assessed through AIMSWeb, UFLI Foundations Fluency Checks, and weekly fluency conferences with students.
Vocabulary and Comprehension:

Vocabulary is assessed through using context clues to infer meanings of unfamiliar words in texts. Comprehension is assessed through both written and verbal responses to texts. DD Two utilizes district common assessments in grades 2-5 to assess both vocabulary and comprehension. These common assessments are given routinely throughout the year to assess standards mastery. Assessments also include standardized tests aligned with grade-level ELA indicators.

Section C

Document how the district uses universal and interim assessment data, in conjunction with diagnostic assessment data to assist schools in determining pathways of intervention for students who have failed to demonstrate grade‑level reading proficiency.

Dorchester District 2 uses Pearson’s AIMSweb Early Literacy Benchmarks and NWEA Map Growth Reading as Universal Screeners to identify students failing to demonstrate grade-level reading proficiency. Once these universal screener assessments provide preliminary data, schools use a data-driven decision-making process to ensure equity and consistency in determining appropriate intervention pathways. This process involves a variety of diagnostic assessments, such as the Foundational Skills Survey, to identify specific skill deficits and needs for intervention. Schools provide targeted, skills-based interventions to students not demonstrating Grade Level Reading Proficiency through a variety of instructional models, including in-class interventions, school-based interventions, special education instruction, and multilingual instruction. To assess the effectiveness of the intervention and track student progress, a series of progress monitoring tools, including AIMSweb and HMH Read 180 intervention progress monitoring data, are used to collect and review data on a regular basis. Formative and summative assessments, such as our District Common Assessments and HMH Module Assessments, are used to further identify areas of need and success for all students. All of these screeners and assessments, as well as other school- based assessments, contribute to the data-driven decision-making process for identifying, placing, and determining pathways of intervention for any student who demonstrates a need for reading intervention.

Section D

Describe the system in place to help all parents throughout the district understand how they can support the student as a reader at home.

Dorchester District 2 supports all parents in fostering their child's reading development at home through several comprehensive initiatives and systems:

Parent and Family Engagement Centers:

These centers offer pre-literacy activities, resources for foundational skills, and a “lending library” with books, games, and learning materials for use at home. There are five centers placed strategically throughout our district and serve as dedicated hubs where families can access materials and connect with educators.
Monthly Parenting Events:

Schools host monthly, evidence-based workshops aligned with state standards and district data. These sessions focus on strengthening home-school partnerships and equipping parents with practical strategies, often highlighting the Science of Reading to help students build skills like phonemic awareness, decoding, fluency, and comprehension.
Clear and Consistent Communication:

The district ensures families are informed and connected through multiple platforms:
- Schoology provides access to course materials and class information.
- ParentSquare offers streamlined, two-way communication and delivers important updates in the family's preferred language.
- Families receive quarterly report cards and access to family-friendly academic standards that clearly outline learning expectations.
The Special Services Parent Liaison Group and Office of Special Services sponsored a Parent-Educator Conference in 2025:

The conference was called “Empowering Our Community Conference” with plans to host the conference annually. Sessions are targeted for both parents and educators and include breakout sessions for ALL that link literacy to home. One specific session “Home Sweet Home” equips parents with home to school connections for each DD2 approved elementary and secondary special education literacy curriculum options as well as links to summer curriculum options for home from the district website—for ALL students.

These systems create a strong partnership, empowering families to actively support their child's success as a reader.

Section E

Document how the district provides for progress monitoring of reading achievement and growth at the district level with decisions about intervention based on all available data to ensure grade-level proficiency in reading.

Dorchester School District Two Implements Read 180, a researched-based comprehensive literacy approach grounded in the science of reading for grades 3-5. The district provides guidance on eligibility, placement, and routine progress monitoring of students. The program utilizes multiple universal screeners to appropriately place students within the program. The district uses instructional technology to collect real-time performance data to track and monitor reading growth, digitally diagnose learning needs to allow schools to plan and provide targeted differentiated literacy instruction to create a pathway for grade-level proficiency in reading. Progress monitoring and placement tools include NWEA MAP Growth, Code Placement Assessment, student application, independent reading, oral fluency reading assessments, Real Book formative and summative assessments. In our primary grades, where we know that intervention is crucial, we provide tier 2 and tier 3 early literacy interventions based on the science of reading. After assessing students with the Foundational Skills Survey, AIMSWeb Plus Early Literacy Benchmark, and the NWEA MAP Growth Reading, our primary teachers use the data to provide targeted small group interventions that are progress monitored using assessments such as AIMSweb, EasyCBM, 95Percent Group, and more. Additionally, the Office of Special Services progress monitors IEP progress and personalized learning using assessments available to all district students and includes access to specialized curriculum-based measures. As a district, we have renewed our focus on ensuring that schools have the tools and resources necessary to provide quality interventions at all levels for all pillars of literacy. We have obtained licenses for all schools to use the Panorama Education Program; a tool designed to track and analyze student data for the purpose of monitoring progress for interventions. The use of this tool will further ensure that we streamline our interventions and progress monitoring tools with the needs of the students, and to align with the goals and objectives of our MTSS initiative. In addition to ensuring grade-level proficiency in reading for all students, Dorchester School District Two has utilized all available data to determine the need for teacher training to target the growth of high-achieving students. With these systems and processes in place, we are furthering our work towards ensuring all students are reaching grade-level reading proficiency

Section F

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

Dorchester School District Two is committed to improving reading achievement for all students through teacher training grounded in the science of reading, structured literacy, and foundational literacy skills. Central to this effort is the implementation of the LETRS (Language Essentials for Teachers of Reading and Spelling) program, which equips educators with the knowledge and tools to deliver high-quality, evidence-based reading instruction.

Key Components of the Initiative Include the following:

LETRS Training:

Educators will complete comprehensive LETRS training focused on the cognitive and linguistic foundations of reading. This professional learning deepens understanding of phonemic awareness, phonics, vocabulary, fluency, and comprehension, enabling teachers to implement effective, research-based instructional practices.
Structured Literacy Framework:

The district will implement a structured literacy approach emphasizing systematic and explicit instruction which is proven effective for all students, including those with reading challenges. Teachers will learn strategies to deliver instruction that supports diverse learners and promotes mastery of essential reading skills.
Foundational Literacy Skills and Screening:

Teachers will strengthen their ability to assess and support foundational literacy development, including phonological awareness, decoding, and language comprehension. The district uses LETRS-aligned screeners, to include the Foundational Skills Survey, to identify students’ specific strengths and areas of need. Instruction is then intentionally matched to each student’s learning profile, ensuring targeted support and accelerated growth in reading proficiency.
Ongoing Professional Learning:

Sustained professional development will reinforce and extend LETRS training through workshops, instructional coaching, and collaborative planning. These opportunities cultivate a districtwide community of practice focused on continuous improvement in literacy instruction.
Data-Driven Instruction:

Educators will use data from screeners, progress monitoring, and formative assessments to inform instruction and intervention. Regular analysis of these data points guides teachers in adjusting instruction to meet individual student needs and improve outcomes for all learners.
Family and Community Engagement:

The district will strengthen partnerships with families and the community to promote literacy beyond the classroom. Parents and caregivers will have access to workshops and resources designed to help them support reading development at home.
Monitoring and Evaluation:

Dorchester School District Two will monitor implementation fidelity and evaluate the impact of training, screening, and instructional practices through ongoing data reviews. Findings will inform adjustments to strengthen outcomes and sustain growth in reading achievement.

By integrating LETRS training, LETRS-aligned screening tools, and a structured literacy framework, Dorchester School District Two is building a comprehensive system that empowers educators, engages families, and ensures every student receives the instruction needed for reading success.

Section G

Analysis of Data

Strengths	Possibilities for Growth
The use of universal screeners to identify students scoring below grade-level reading proficiency in 4K-5th grade Evidence-based reading interventions in grades 3-5 Providing professional development to all teachers in evidence-based reading practices, assessments, and curricula based on the science of reading District Curriculum Team providing observations, feedback, and target support to teachers that provide instructional coherence	Provide more targeted skills-based interventions in K-2nd grade based on the foundational skills Provide strategies and resources to teachers that will further target the growth of high-achieving students. Increase the use of diagnostic and progress monitoring tools in grades K-5 for student success through the MTSS process
District Leadership providing resources, such as the 4K-5^th Grade ELA Instructional Planning Guide, are created in a collaborative planning model with PLCs to ensure alignment and inclusion across district programs (GenEd, GT, ML, Sped) and schools to ensure resources meet the diverse needs of all learners	Moving from “skillful implementation” in year 1 of the HMH Into Reading curriculum to year two of implementing with integrity across all grades. Find ways to consolidate and streamline assessments given to our primary students and ensure that data is being used to positively impact instruction. Find more ways to promote intentional collaborative planning between district Content Specialists and special educators; inclusion of literacy curriculum extensions with fine arts/special education

Strengths

Possibilities for Growth

The use of universal screeners to identify students scoring below grade-level reading proficiency in 4K-5th grade
Evidence-based reading interventions in grades 3-5
Providing professional development to all teachers in evidence-based reading practices, assessments, and curricula based on the science of reading
District Curriculum Team providing observations, feedback, and target support to teachers that provide instructional coherence

Provide more targeted skills-based interventions in K-2nd grade based on the foundational skills
Provide strategies and resources to teachers that will further target the growth of high-achieving students.
Increase the use of diagnostic and progress monitoring tools in grades K-5 for student success through the MTSS process

District Leadership providing resources, such as the 4K-5^th Grade ELA Instructional Planning Guide, are created in a collaborative planning model with PLCs to ensure alignment and inclusion across district programs (GenEd, GT, ML, Sped) and schools to ensure resources meet the diverse needs of all learners

Moving from “skillful implementation” in year 1 of the HMH Into Reading curriculum to year two of implementing with integrity across all grades.
Find ways to consolidate and streamline assessments given to our primary students and ensure that data is being used to positively impact instruction.
Find more ways to promote intentional collaborative planning between district Content Specialists and special educators; inclusion of literacy curriculum extensions with fine arts/special education

Questions for District-level Survey

Please provide the total number of FIRST graders from the 2024-25 school year who were projected to score Does Not Meet OR Approaching Expectations on SCReady by third grade.
- We had 727 first-grade students (out of 1753: 41%) projected to be Does Not Meet/Approaches on SC Ready ELA by 3^rd Grade as measured by the Spring MAP Growth Achievement Quintiles. (This stayed the same from 2024.)
Please provide the total number of SECOND graders from the 2024-25 school year who were projected to score Does Not Meet OR Approaching Expectations on SCReady by third grade.
- We had 711 second-grade students (out of 1805: 39%) projected to be Does Not Meet/Approaches on SC Ready ELA by 3^rd Grade as measured by the Spring MAP Growth Achievement Quintiles. (This is a 4% decrease from 2024.)

Section H

Previous School Year SMART Goals and Progress Toward Those Goals

Please provide your previous district goals from last school year and the progress your district has made towards these goals. Utilize quantitative and qualitative data to determine progress toward the goal (s). As a reminder, all districts serving third grade were required to use Goal #1 (below).

Goals	Strengths
Goal #1 (Third Grade Goal) Reduce the percentage of third graders scoring Does Not Meet in the spring of 2024 as determined by SC READY from 21.6 % to 20.6 % in the spring of 2025.	The percentage of third graders performing below grade level in spring of 2025 was 12.7%.
Goal #2: (LETRS Goal) The overall proficiency of our DD2 teachers regarding foundational reading skills will increase from a baseline of 64% to 85% as measured by the LETRS post-assessment for Units 1-4. .	Dorchester District 2 teachers scored an average of 95% on the LETRS post-assessment for Units 1-4.

Goals

Strengths

Goal #1 (Third Grade Goal)

Reduce the percentage of third graders scoring Does Not Meet in the spring of 2024 as determined by SC READY from 21.6 % to 20.6 % in the spring of 2025.

The percentage of third graders performing below grade level in spring of 2025 was 12.7%.

Goal #2: (LETRS Goal)

The overall proficiency of our DD2 teachers regarding foundational reading skills will increase from a baseline of 64% to 85% as measured by the LETRS post-assessment for Units 1-4. .

Dorchester District 2 teachers scored an average of 95% on the LETRS post-assessment for Units 1-4.

Section I

Current SMART Goals and Action Steps Based on Analysis of Data

All districts serving students in third grade MUST respond to the third-grade reading proficiency goal. Districts that do not serve third grade students may choose a different goal. Districts 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. Districts 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.

Goals	Action Steps
Goal #1 (Third Grade Goal) Increase the percentage of third graders scoring Meets and Exceeds in the spring of 2025 as determined by SC READY from 66.7% to 68.29% in the spring of 2026.	DD2 will use a variety of assessments to measure students’ reading proficiency and progress monitor instruction and intervention to include MAP Reading, AIMSweb, Foundational Skills Survey, and District Common Assessments. All 3^rd grade teachers will receive professional development in foundational reading skills through the Lexia program, LETRS. All 3^rd grade students will receive structured literacy instruction using state-approved materials such as HMH Into Reading Program, including phonics instruction with the HMH Foundational Skills component for Tier 1 core instruction. Appropriate supplemental materials will be used for students in special programs such as Read 180, GATE, and Special Education. All 3^rd graders that show a deficit in grade-level reading proficiency will receive specialized reading instruction through differentiated, small group instruction and/or school-based interventions. The district’s MTSS framework will be used to identify student deficits and the need for intervention that will lay out a plan for student success. Eligible students showing a deficiency in reading proficiency as measured by MAP Growth Reading will be considered for the Read 180 Intervention Program in which they receive intervention and instruction in foundational skills. Students participating in this program will have their progress monitored and data will be reviewed to track student growth. Third Grade teachers will administer the LETRS Spelling Screener and use a variety of supplemental resources such as UFLI and HMH Structured Literacy to provide targeted in-class interventions to meet the needs of their students. Third grade teachers will hold parent conferences and provide families of struggling readers with ideas and tools for supporting literacy instruction at home. Students meeting the criteria for placement in interventions will have their data and progress tracked and communicated using a Literacy Assessment Portfolio (LAPs) in grades K-3. We will continue to implement a District Literacy Model aligned to the science of reading to include structured time for Phonics, Phonemic Awareness, Vocabulary, Fluency, and Comprehension with built-in time for differentiated instruction. The district will provide an increase in communication concerning the Read to Succeed law, including the Good Cause Exemptions and the implications of the law on their students, to all third grade parents.
Goal #2: (LETRS Goal) The overall proficiency of our DD2 teachers regarding foundational reading skills will increase from a baseline of 71% to 90% as measured by the LETRS post-assessment for Units 5-8.	Effectively communicate and partner with the SCDE and Lexia to ensure all teachers have the materials and access they need to complete the coursework. Provide resources such as study guides, scaffolding, and support to teachers participating in the LETRS training through the use of the School-Based Literacy Coach. Provide ample professional development time for the teachers to complete their LETRS coursework and Bridge to Practice activities. Create a professional development group in Schoology for participants to share resources and collaborate. Align district initiatives in curriculum, instruction, and assessment to the science of reading which will increase teacher knowledge and efficacy in foundational literacy skills. Identify ways teachers can incorporate strategies and skills learned during LETRS into their classroom instruction. Add 4K and 4^th/5^th grade teachers to the LETRS Initiative to ensure alignment and continuity throughout all elementary classrooms.

Goals

Action Steps

Goal #1 (Third Grade Goal)

Increase the percentage of third graders scoring Meets and Exceeds in the spring of 2025 as determined by SC READY from 66.7% to 68.29% in the spring of 2026.

DD2 will use a variety of assessments to measure students’ reading proficiency and progress monitor instruction and intervention to include MAP Reading, AIMSweb, Foundational Skills Survey, and District Common Assessments.
All 3^rd grade teachers will receive professional development in foundational reading skills through the Lexia program, LETRS.
All 3^rd grade students will receive structured literacy instruction using state-approved materials such as HMH Into Reading Program, including phonics instruction with the HMH Foundational Skills component for Tier 1 core instruction. Appropriate supplemental materials will be used for students in special programs such as Read 180, GATE, and Special Education.
All 3^rd graders that show a deficit in grade-level reading proficiency will receive specialized reading instruction through differentiated, small group instruction and/or school-based interventions.
The district’s MTSS framework will be used to identify student deficits and the need for intervention that will lay out a plan for student success.
Eligible students showing a deficiency in reading proficiency as measured by MAP Growth Reading will be considered for the Read 180 Intervention Program in which they receive intervention and instruction in foundational skills. Students participating in this program will have their progress monitored and data will be reviewed to track student growth.
Third Grade teachers will administer the LETRS Spelling Screener and use a variety of supplemental resources such as UFLI and HMH Structured Literacy to provide targeted in-class interventions to meet the needs of their students.
Third grade teachers will hold parent conferences and provide families of struggling readers with ideas and tools for supporting literacy instruction at home.
Students meeting the criteria for placement in interventions will have their data and progress tracked and communicated using a Literacy Assessment Portfolio (LAPs) in grades K-3.
We will continue to implement a District Literacy Model aligned to the science of reading to include structured time for Phonics, Phonemic Awareness,
Vocabulary, Fluency, and Comprehension with built-in time for differentiated instruction.
The district will provide an increase in communication concerning the Read to Succeed law, including the Good Cause Exemptions and the implications of the law on their students, to all third grade parents.

Goal #2: (LETRS Goal)

The overall proficiency of our DD2 teachers regarding foundational reading skills will increase from a baseline of 71% to 90% as measured by the LETRS post-assessment for Units 5-8.

Effectively communicate and partner with the SCDE and Lexia to ensure all teachers have the materials and access they need to complete the coursework.
Provide resources such as study guides, scaffolding, and support to teachers participating in the LETRS training through the use of the School-Based Literacy Coach.
Provide ample professional development time for the teachers to complete their LETRS coursework and Bridge to Practice activities.
Create a professional development group in Schoology for participants to share resources and collaborate.
Align district initiatives in curriculum, instruction, and assessment to the science of reading which will increase teacher knowledge and efficacy in foundational literacy skills.
Identify ways teachers can incorporate strategies and skills learned during LETRS into their classroom instruction.
Add 4K and 4^th/5^th grade teachers to the LETRS Initiative to ensure alignment and continuity throughout all elementary classrooms.