Reading Plan for 2025-2026

Pageland Elementary School Reading Plan for 2025-2026

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.:

Pageland Elementary is a 3rd-5th grade school in Chesterfield County, South Carolina, with a solid professional development commitment. We were previously listed as a Palmetto Literacy Project School and have used the HMH Into Reading curriculum since the 2022-2023 school year. Last year Chesterfield County formally adopted HMH Into Reading as the district-wide curriculum for our continued use. We continue to utilize this curriculum with fidelity, with teachers delivering instruction surrounding the 2024 South Carolina College and Career Readiness English Language Arts Standards using the resources provided in the adoption. The HMH curriculum is aligned to these standards with lessons that correlate. Core grade-level instruction provides teachers with the tools to instruct and assess foundational skills, decodable texts, and oral communication skills, which address the oral reading fluency component of the MTSS decision tree. Teachers assess oral reading fluency based on grade-level appropriate selections to determine which side of the MTSS decision tree students need instruction based on intervention and MTSS decisions. Teachers teach content lessons correlated to grade-level appropriate standards using embedded grade-level appropriate trade books that address background information, grammar, and vocabulary acquisition, which focuses on the MTSS comprehension section of the decision tree. Instruction is differentiated for individual needs in small groups through HMH student groupings and materials based on the 2024 South Carolina College and Career Readiness English Language Arts Standards. Students are assessed using iReady; tier levels are determined based on iReady scores as a universal screener. iReady provides individualized pathways to instruct students and assist in deciding tier levels for the MTSS process. iReady also correlates to the 2024 South Carolina College and Career Readiness English Language Arts Standards. Staff members throughout general education setting classrooms, special areas, special education, and interventionists serve students when providing standards-based instruction using various resources. Teachers engage in PLC and professional development sessions where standards and SCDE assessment specification documents align assessment and instructional practices. Science of Reading and professional development approaches gained in LETRS instruction are also utilized during core instruction to increase student academic achievement.

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 Pageland Elementary, teachers instruct students using the foundational skills component embedded in the HMH curriculum. This instruction aligns with the 2024 South Carolina College and Career Readiness English Language Arts Standards. The teaching methods involve direct and systematic instruction and assessment to develop students' decoding skills when encountering unfamiliar words, patterns, and content vocabulary.

Vocabulary and word instruction are tailored to the specific academic content areas to build background knowledge. Interventionists and 3rd-grade teachers have received training in LETRS professional development, which focuses on addressing instructional gaps based on grade-level standards. Teachers instructing English Language Arts in grades 4 and 5 have begun training in LETRS to deepen their understanding and implementation of the science of reading. The new knowledge gained from this professional development allows them to utilize a variety of approaches and strategies in their instruction.

The school's Multi-Tiered System of Supports (MTSS) decision tree determines each student's needs. As a 3rd-5th school, many foundational skills are covered in earlier grade-level standards. Much of the word recognition work is done at the intervention level, based on the results of universal screeners, performance on HMH lessons and assessments, and data from the iReady program.

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 Pageland Elementary, we believe in the power of data-driven approaches to education. Universal screener data is utilized in daily instruction at the classroom level and as a determining factor for intervention instruction. Our universal screeners include previous 2024-2025 and earlier iReady data, ongoing iReady assessments, SC Ready data, and teacher analysis of student oral reading. We measure student performance levels and analyze trends across multiple data points to make informed decisions. Determinations are made based on the iReady universal screener to determine student intervention pathways. Students who are significantly below receive intervention in areas determined to be areas of weakness in mastery of grade level appropriate 2024 South Carolina College and Career Readiness English Language Arts Standards. All data points are analyzed to determine if students have gaps in foundational skills or comprehension based on the MTSS decision tree. Students below grade levels receive individualized pathways through iReady, teacher input, and core instruction. This data-driven approach ensures we can provide targeted and effective student interventions.

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.:

Pageland Elementary is committed to fostering a strong partnership with parents. We engage in extensive outreach within the community, hosting events such as literacy nights, lunch and learn sessions, book fairs, and what-to-expect sessions that invite parents and community stakeholders into the school and share SCDE resources surrounding testing and curricular resources. These events provide a family-friendly, in-depth explanation of state literacy standards. We also work diligently through our Parent University and on the school level to reach the multi-lingual population of Pageland Elementary students. Teachers send newsletters regularly to communicate what students are learning and use electronic platforms to engage in regular parent communication. Printed flyers are sent out from the school showcasing literacy opportunities to assist students at home. We encourage parents to use technological platforms such as IXL as a resource at home to assist their students.

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

Pageland Elementary utilizes research-based approaches like the Science of Reading and LETRS to inform classroom instruction and intervention strategies.

The school holds regular data meetings, where teachers, administrators, and coaches discuss student performance. The goal is to ensure everyone understands where the students excel and where they need more support.

Teachers and other staff attend professional development sessions to learn how to interpret student data effectively and share it with all stakeholders. In addition, the school's Professional Learning Communities provide teachers with opportunities to monitor the effectiveness of the curriculum and make adjustments as needed.

Multi-Tiered System of Supports meetings are regularly held to determine each student's level of support and what interventions should be provided. This process uses data from universal screeners like iReady to place students in the appropriate instructional tiers. Interventionists meet regularly and attend MTSS meetings to discuss student progress and adjust their instruction and interventions based on performance data.

All teachers, including special area teachers, collaborate on lesson planning and provide support for literacy standards and interventions.

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. :

The district's teachers, principals, and literacy coaches have received special training on HMH Into Reading. In these training sessions, they learned how the curriculum aligns with state standards, how to work with small groups of students, and how to customize instruction for students with different needs.

Teachers and school leaders have also been trained to use the iReady platform to analyze student performance data. In addition, the literacy coach regularly participates in Professional Learning Opportunities offered by the South Carolina Department of Education and is a local LETRS facilitator. Therefore, she can share with all school staff through professional learning community meetings and other training opportunities.

These professional development sessions have also focused on the 2024 South Carolina College and Career Readiness English Language Arts Standards. All required school staff are participating in LETRS training, which covers the science of reading and structured literacy approaches. These reading strategies are incorporated into regular classroom instruction and small group interventions.

STRENGTHS:

Pageland Elementary will continue to hold events to reach the greater community, bringing awareness and continuity among stakeholders by inviting individuals to school-level events.

Pageland Elementary will continue to provide and facilitate PLC opportunities, professional development, data meetings, and MTSS opportunities for stakeholders to collaborate and grow students. Instructional decisions will be made based on data from all sources.

Pageland Elementary will continue to use administrator classroom walk-throughs to identify and support the needs of staff and teachers while connecting them with coaching and professional development sessions.

POSSIBILITIES FOR GROWTH:

Pageland Elementary will continue to work to provide professional development opportunities to engage staff in acquiring knowledge of the Science of Reading and structured literacy through the utilization of the 2024 South Carolina College and Career Readiness English Language Arts Standards.

Pageland Elementary will continue to work to build capacity by retaining highly qualified staff who have received training in focal areas.

Pageland Elementary will continue to use the MTSS decision tree to evaluate student intervention needs and continue to make use of decodable texts and science of reading strategies.

Pageland Elementary School Data and Goals for Reading Plan 2025-2026

How many eligible teachers in your school have completed Volume 1 ONLY of LETRS?:	1
How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?:	10
How many eligible teachers in your school are beginning Volume 1 of LETRS this year?:	5
How many eligible teachers in your school are beginning Volume 2 of LETRS this year?:	1
How many CERDEP PreK teachers in your school have completed EC LETRS?:	0
How many CERDEP PreK teachers in your school are beginning EC LETRS this year?:	0

Previous Goal #1:

Goal #1 (Third Grade Goal): Reduce the percentage of third graders scoring Does Not Meet in the spring of 2025 as determined by SC READY from 47.2% to 42.2 % in the spring of 2024.

Goal #1 Progress: , Through ongoing professional development as related to the science of reading, structured literacy, 2024 South Carolina College and Career Readiness English Language Arts Standards, LETRS trainings, continued implementation of HMH with fidelity, and collaborative planning and PLC opportunities Pageland Elementary met and exceeded the goal of reducing 3rd grade students scoring does not meet. As indicated by 2025 SC Ready testing, 34.1% of students in 3rd grade scored does not meet. This was a 13.1% reduction.

Previous Goal #2: , Goal #2:
By May 2025, Pageland Elementary will increase the percentage of students (3rd, 4th, and 5th grade) scoring early, mid, or above on iReady testing by 5% at each grade level.
In 5th grade, 7% of students entered scoring early, mid, or above grade level on iReady testing. 2025 Goal 12%
In 4th grade, 15% of students entered scoring early, mid, or above grade level on iReady testing. 2025 Goal 20%
In 3rd grade, 27% of students entered scoring early, mid, or above grade level on iReady testing. 2025 Goal 32%

Goal #2 Progress: , Teachers met in MTSS/data teams to analyze and establish continuity across intervention and grade-level core instruction and develop action plans for tiers 1, 2, and 3 while utilizing HMH resources with fidelity to provide core instruction based on data collected through assessment tools. Teachers implemented tiered instruction in the classroom and utilized iReady pathways determined for individual students. The weekly engagement goal was 30-49 minutes per week, and two lessons passed in ELA. Decisions were based on assessment data and students in tiered instruction received intervention and support from school interventionists. Results were 27% of 5th graders scoring early, mid, or above; 30% of 4th graders scoring early, mid, or above; and 53% of 3rd graders scoring early, mid, or above. All grade levels met or exceeded their iReady goals.

Current Goal #1:

Goal #1 (Third Grade Goal): Increase the percentage of 3rd graders scoring Meets and Exceeds in the spring of 2025 as determined by SC Ready from 38.4% to 48.4% in the spring of 2026.

Goal #1 Action Steps: , In recognition of the North Star goal and acknowledging growth needed, teachers will participate in ongoing professional development related to the science of reading, structured literacy, 2024 South Carolina College and Career Readiness English Language Arts Standards, and LETRS training.
Teachers will continue implementation of HMH with fidelity.
Teachers will engage in subject area collaborative planning and PLC opportunities at Pageland Elementary.
Data will be utilized to plan and deliver core instruction and identify intervention needs to achieve student progress and growth.

Current Goal #2: , Goal #2:
By May 2026, Pageland Elementary will increase the percentage of students (3rd, 4th, and 5th grade) scoring early, mid, or above on iReady testing by 10% at each grade level.
In 5th grade, 12% of students entered scoring early, mid, or above grade level on iReady testing. 2025 Goal 22%
In 4th grade, 14% of students entered scoring early, mid, or above grade level on iReady testing. 2025 Goal 24%
In 3rd grade, 25% of students entered scoring early, mid, or above grade level on iReady testing. 2025 Goal 35%

Goal #2 Action Steps: , Teachers will meet in MTSS/data teams to analyze and establish continuity across intervention and grade-level core instruction and develop plans for tiers 1, 2, and 3
Teachers will utilize HMH resources with fidelity to provide core instruction based on data collected through assessment tools.
Teachers will implement tiered instruction in the classroom and utilize iReady pathways determined for individual students. The weekly engagement goal is 35-49 minutes per week, and two lessons passed in ELA.
Decisions will be based on assessment data and students in tiered instruction will receive intervention and support from school interventionists.