2025-2026 Read to Succeed Reading Plan

South Carolina Department of Education Read to Succeed Primary

and Elementary Reading Plan 2025-2026 

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

LETRS Questions:  

• How many teachers in your school have completed Volume 1 ONLY of LETRS?  41
• How many teachers in your school have completed Volumes 1 and 2 of LETRS?   8
• How many teachers in your school are beginning Volume 1 of LETRS this year?   15
• How many teachers in your school are beginning Volume 2 of LETRS this year?   41
• How many CERDEP PreK teachers in your school have completed EC LETRS?   8
• How many CERDEP PreK teachers 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.

Legacy uses the MAP Assessment (NWEA), DIBELS 8th edition, diagnostics surveys, and curricular assessments to support core instruction and interventions. Kindergarten through 2nd-grade scholars use Let’s Know for oral language, vocabulary, and comprehension. CKLA is used in grades 3-5 to expand on scholars' early foundational growth. Reading Horizons is used for foundational literacy instruction. Other instructional programs include OxEd as our language assessment and NELI as the intervention for language based on OxEd results, WordFlight, and Reading Horizons Discovery and Elevate. These programs help teachers dig deeper into individual scholar needs and address Tier 2 and Tier 3 MTSS supports.

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.

Word recognition is taught through strategies such as: slides, whole-word blending, word families, and dictation using the most common words in Reading Horizons. As all teachers, teacher associates, and school leaders immerse themselves in the science of reading through our LETRS partnership with the state, assessment, and instruction in the early grades will be strengthened and aligned to address those foundational literacy skills.

From Lexia –“ Lexia® LETRS® stands for: Language Essentials for Teachers of Reading and Spelling.

LETRS is a professional learning course for instructors of reading, spelling, and related language skills. It provides educators with in-depth knowledge and tools that they can use with any reading program. 

LETRS professional learning is accredited by the International Dyslexia Association and aligns with their Knowledge and Practice Standards for Teachers of Reading. The program follows a Structured Literacy approach, and provides educators with Science of Reading pedagogy, depth of knowledge, and tools to teach language and literacy skills to every student.”

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.  

DIBELS 8th edition is used as our universal screener in grades K-2. Scholars in Kindergarten are given the Readsters pre-reading survey. Scholars in grades 3 through 8 who are below the benchmark on NWEA/MAP are also given the DIBELS 8th edition and additional diagnostic surveys to determine specific literacy needs. Further data is gathered to inform core instruction and create instruction groups through Reading Horizons and WordFlight, used to address oral language deficits, and OxEd is used to address expressive and receptive vocabulary.

Extended Day and Summer Reading Camp opportunities are also provided for identified scholars in need of additional reading interventions.

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.

Our campuses host literacy events over the school year to share best literacy practices with parents and strengthen school-home connections. As we continue to improve our routines and practices, we will send home teacher-made instructional videos and literacy tips -an initiative supported by one of our Legacy partnerships. Decodable books are provided for our scholars to extend reading practice at home with their families.

By the end of the second quarter, Legacy follows the Read to Succeed Third Grade Retention Guidance Document procedures and communication to parents of scholars considered for retention.  

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.  

DIBELS and MAP are given three times a year to measure student growth at the school level. DIBELS and additional diagnostics are used to determine specific intervention needs for individual scholars. The DIBELS progress monitoring and program-based progress monitoring are used every 10 days to measure scholar growth and mastery of specific skills in between each full administration of DIBELS and MAP.

Reading Horizons post-skills assessments are given to monitor scholar progress for all grades 5k-8th. Monthly school-level MTSS meetings compile current literacy data in order to determine next level MTSS interventions and instruction.

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.

South Carolina supports LETRS training for Pre-K programs and K-5 teachers and administrators. The Transformative Reading Group is a crucial partner assisting Legacy in building systems for assessment, data analysis, modeling instructional best practices, and building leadership capacity.

Reading Horizons provides on-going coaching and professional development. Our State Reading Specialist provides on-going coaching and training as we strengthen our knowledge with Letrs.  

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.