School Reading Plan
School Name: Windsor Hill Arts Infused Elementary School
LETRS Questions:
- How many eligible teachers in your school have completed Volume 1 ONLY of LETRS?: 26
- How many eligible teachers in your school have completed Volumes 1 and 2 of LETRS?: 2
- How many eligible teachers in your school are beginning Volume 1 of LETRS this year (or have not yet started or completed Volume 1)?: 8
- How many eligible teachers in your school are beginning Volume 2 of LETRS this year? 26
- 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? 1
Please provide a narrative response for Sections A-I. LETRS Questions:
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 Windsor Hill reading assessment and instruction for PreK-5th grade students is grounded in a comprehensive approach that integrates key components of literacy: oral language, phonological/phonemic awareness, phonics, fluency, vocabulary, and comprehension. These elements are essential in supporting students' ability to comprehend texts and meet the grade-level English/Language Arts (ELA) standards outlined by the state.
Oral Language development is the base of communication. Teachers foster this essential component through rich discussions and collaborative activities, which allow students to build the vocabulary and the expressive skills necessary for understanding texts. Teachers also use questioning techniques, read-aloud, and peer interactions to enhance students' spoken language abilities, which in turn strengthens their reading comprehension.
To enhance phonological awareness our teachers, use a curriculum called Heggerty to deliver cumulative, systematic, explicit instruction to all students in grades 4K-1. This involves teaching students to recognize and manipulate the sounds within words, such as rhyming, segmenting, and blending sounds. The tasks become more complex as students’ understanding of how language can be broken into smaller parts or blended to form words increases. Additionally, we use phonological and phonemic screeners and diagnostic assessments to identify any gaps in students’ abilities and intervene early with targeted instruction.
Our phonics curriculum is currently UFLI, which is code instruction that is systematic and explicit, with a strong emphasis on connecting letters and sounds to help students decode words. With the UFLI curriculum, students engage in phonics activities that align with their developmental needs, ensuring they can read words accurately. We use AIMS Web and 95 Percent Group screeners to determine if students are learning the skills needed to decode written language or if additional phonics support is needed in a tiered intervention.
Fluency is addressed through repeated reading, modeling fluent reading, and providing opportunities for students to read aloud. Fluency instruction ensures students are not only able to read words accurately but also with appropriate speed, expression, and understanding, which is vital for comprehension. Within our HMH curriculum, there are fluency passages for students to practice reading. Teachers can monitor student progress and provide timely feedback to ensure this important skill is developed. For progress monitoring we can use AIMS web ORF passages to ensure students are making progress.
Vocabulary development is woven into all aspects of our reading instruction. HMH Into Reading emphasizes explicit vocabulary instruction, helping students acquire new words through direct teaching and context clues. Because knowledge of word parts aids in comprehension, we place emphasis on the study of morphology to understand the meaning and origin of words in the English language. As students build their word knowledge, they are better able to access and understand complex texts.
Comprehension strategies are integrated throughout the curriculum and spiral throughout the school year. Students learn to make predictions, ask questions, summarize, and infer meaning as they read. Teachers guide students in using these strategies both during and after reading to enhance their understanding of texts. This scaffolding is key to ensuring that students can access grade-level materials and meet the state’s ELA standards.
To ensure instruction meets each student's needs, we use a variety of assessments. AIMS web screening tools and Foundational Skills Survey help us monitor foundational skills such as phonological awareness and decoding in the lower grades, while MAP assessments are used school-wide to gauge overall reading proficiency. Common assessments on the Formative platform provide teachers with actionable data on students' progress in literacy components, and the results are used to adjust instruction as necessary.
By integrating phonological/phonemic awareness, oral language, phonics, fluency, vocabulary, and comprehension—our reading program is designed to address critical literacy skills with the goal of our students not only meeting but exceeding grade-level expectations in English/Language Arts.
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 a critical skill that focuses on helping students decode and recognize words automatically. PreK-5-word recognition instruction includes activities that develop the ability to hear, identify, and manipulate phonemes (the smallest units of sound). This is Phonemic Awareness, and this skill is foundational to learning how to decode words.
Structured literacy is a systematic and explicit instructional approach focusing on teaching the structure of language in a way that benefits all students, particularly those with learning differences. Windsor Hill uses explicit, systematic phonics instruction through UFLI and Heggerty which helps students map phonemes to graphemes (letters or letter patterns) so they can sound unfamiliar words. Assessments in UFLI and the Foundational Skills Survey measure students’ ability to apply phonics knowledge to decode words accurately.
In addition to these programs, instruction includes the use of decodable texts that match the phonics skills students are learning in their UFLI and Heggerty lessons. This helps reinforce word recognition skills and allows them to practice applying those skills in context. Instruction often includes multi-sensory activities (visual, auditory, kinesthetic) to support word recognition. For example, tracing letters while saying the sound aloud integrates sensory modalities, enhancing memory and recall, or using mouth cards for visual reference of the position of the lips teeth and tongue when creating sounds. Structured literacy emphasizes regular cumulative review and practice to ensure mastery of word recognition skills before moving on to more complex tasks.
Word recognition falls under foundational literacy skills as outlined in our Dorchester District Two literacy framework, including key areas like phonics and word analysis. Phonological Awareness instruction in pre-k through first grade includes breaking down spoken words into syllables, onset-rime, and individual phonemes, building the necessary foundation for recognizing printed words. Instruction also focuses on teaching high-frequency words that are not easily decodable, helping students develop automatic word recognition for these common words. As students' progress, instruction focuses on fluency—reading words quickly and accurately—so that cognitive resources can be allocated to comprehension rather than decoding. Repeated reading activities and fluency assessments are common in our HMH Into Reading curriculum.
Assessments are aligned to ensure that students are making progress in word recognition and literacy skills. These include early screening tools, AIMS web, KRA, and FSS which help us to identify students who are at risk of reading difficulties and need additional support in word recognition. Diagnostic assessments are used to provide more detailed information on specific skill gaps, such as weaknesses in phonemic awareness or phonics, and inform targeted instruction. Progress Monitoring occurs with ongoing assessments used to track student progress and adjust instruction. Windsor Hill uses AIMS Web to progress monitor word recognition. By aligning instruction and assessment with the science of reading, structured literacy, and foundational literacy skills, Windsor Hill Elementary School aims to ensure that all students develop the necessary word recognition skills for fluent reading and comprehension.
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.
Currently, Windsor Hill uses AIMS Web, Foundational Skills Survey, and NWEA MAP as our universal screeners. After universal screeners are given, teachers and the MTSS team meet to determine the best action plan for students needed intervention. Teachers will provide an intervention in the earliest skill area for students who score in the intensive range on their most recent benchmark. If students are showing a trend line (with at least 4 data points) that is flat or downward in a classroom intervention they may require an additional intervention through our MTSS process. If the intervention is not working the MTSS team decides with the classroom teacher if they need a different intervention or should be placed in a tier 2 intervention. Once a student has been placed in a tier 2 intervention, they will be progress monitored weekly and reevaluated quarterly. If a student’s progress shows three consecutive data points trending upward, they will be released from the tier two intervention and monitored by the classroom teacher. If a student is flat lined or downwards trending in their tier two placement the MTSS team will reevaluate and determine if the intervention measure needs to change or if the student needs a more intensive tier 3 intervention.
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.
To support parents in understanding how to help their child as a reader and writer at home, our school has implemented a comprehensive approach including: regular communication channels like class and school newsletters, parent portal, parent workshops for each grade level that specifically target literacy skills and strategies. Windsor Hill also hosts literacy night events to encourage families to get out and read together. Another way we support parents is through Parent Teacher Conferences. Windsor Hill has a 100% participation goal for teachers with parent conferences, that include personalized feedback on student work, and additional resources on class Schoology course. This past year Windsor Hill updated technology for all teachers to have a phone in their classroom for easier communication with parents. All provide strategies and specific activities aligned with the classroom curriculum to foster a strong home-school connection for literacy development.
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.
Windsor Hill has a solid system in place for monitoring reading achievement and growth for students in PreK-5th grade. By using universal screeners and diagnostic data to inform decisions about targeted interventions, to tailor support to meet each student's needs and help ensure growth to reach grade-level proficiency in reading. Key strategies used to help us monitor reading achievement and growth include:
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Regular Assessments
Implementing regular reading assessments can help track students' progress over time. This might include universal screeners, diagnostic assessments, common assessments, and classroom assessments.
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District Formative Assessments
Teachers implement formative assessments through each reading module in grades 2-5. During weekly PLC’s this data is reviewed to determine students needing remediation or enrichment in those specific learning categories.
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Universal Screeners
Our school utilizes a variety of universal screeners including AIMS Web, NWEA Map, and FSS. These are given 3 to 4 times a year to assess students’ achievement to similar aged peers. These assessments set growth goals for students which are reviewed by classroom teachers and administration.
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Weekly Data Analysis
Analyzing the collected data helps identify trends and patterns in student performance, enabling teachers to pinpoint specific areas where students may be struggling. Teacher and student notebooks are used to set goals and track growth.
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Individualized Interventions
Based on the data analysis and the use of our literacy decision tree, we develop targeted intervention programs for students who need additional support, ensuring that resources are allocated effectively.
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Progress Monitoring
Continuously monitoring student progress during interventions allows for timely adjustments to strategies as needed.
By prioritizing these strategies, our school creates a responsive and effective reading program that helps all students thrive.
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.
Windsor Hill is committed to providing comprehensive teacher training in the science of reading, structured literacy, and foundational literacy skills to ensure all PreK-5th grade students receive the support they need to become proficient readers.
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HMH Training
We utilize HMH's resources, which offer evidence-based strategies to enhance literacy instruction. This training equips teachers with tools to implement engaging; effective reading practices tailored to diverse learners.
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LETRS
Our educators participate in the Language Essentials for Teachers of Reading and Spelling (LETRS) training, which deepens their understanding of the science of reading. This professional development focuses on phonological awareness, phonics, fluency, vocabulary, and comprehension, empowering teachers to deliver instruction that is grounded in research.
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Summer HMH/Reading Curriculum Writing
Each summer, selected teachers engage in curriculum writing workshops focused on the HMH reading program. This collaborative effort allows teachers to adapt and refine the curriculum, ensuring it aligns with our students' needs and incorporates the latest literacy research.
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Aims WEB Training
To assess and monitor student progress, our staff receives training on Aims WEB, a tool that provides data-driven insights into student performance. This allows for targeted interventions and personalized instruction based on individual student needs.
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Edmentum and Exact Path
Teachers are trained to utilize Edmentum and Exact Path, which provide personalized learning pathways for students. These platforms support differentiated instruction, allowing teachers to meet students where they are and guide them to success.
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Study Island
Our educators are trained in using Study Island, an online resource that reinforces core literacy skills through interactive practice and assessments. This tool helps students build foundational skills while allowing teachers to track progress.
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Vertical Alignments
We conduct regular vertical alignment meetings where teachers collaborate across grade levels to ensure consistency in literacy instruction. This alignment helps create a cohesive learning experience as students’ progress through grades.
Through these diverse training opportunities, we create a robust framework that empowers our educators to deliver high-quality literacy instruction, ensuring every student develops the foundational skills necessary for lifelong reading success.
Section G
Analysis of Data
| Strengths | Possibilities for Growth |
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Section H
Previous School Year SMART Goals and Progress Toward Those Goals
- Please provide your school’s 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).
| Goals | Progress |
|---|---|
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Previous 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 45 % to 35% in the spring of 2025. |
In the Spring of 2025 18.2% of student scored Does Not Meet on the SC Ready ELA test. We believe that the school put a lot in place to improve the scores of these students. This was the first group of students who received pull out intervention services for ELA starting in kindergarten. We also made sure that teachers were supported in the roll out of the curriculum last year |
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Previous Goal #2: Using MAP data 45% of 1st and 2nd graders will meet their projected growth in ELA from Fall to Spring. |
In the Spring of 2025, 62% of first grade students and 73% of second grade students met the projected growth goal in ELA from Fall to Spring. One key component of increased improvement was that we are in year 3 of UFLI implementation which helped us close some phonemic gaps as well as the use of HMH curriculum which helped fill in gaps with informational text and vocabulary. |
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Previous Goal #3: Using MAP data 55% of 4th and 5th graders will meet their projected growth in ELA from Fall to Spring. |
In the Spring of 2025 71% of 4th grade students and 68% of fifth grade students met the projected growth goal in ELA from Fall to Spring. The area we saw the most growth in in these grade levels was informational text which we think was a strength coming from the implementation of HMH.
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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.
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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 51.1% to 54% in the spring of 2025. |
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Current Goal #2: By the end of the 2025-2026 school year, we will increase our certified LETRS teachers from 2 teachers to 25 teachers. |
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Current Goal #3: Using NWEA MAP assessment data 60% of students in grades First-Fifth will meet their projected growth goal from Fall 2025 to Spring 2026. |
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