School Reading Plan

Describe how reading assessment and instruction for all PreK-5^th 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.

Students in PreK-5th grade at Newington Elementary engage with a research-based curriculum that 
encompasses oral language development, phonological awareness, phonics,
fluency, vocabulary, and comprehension to support their ability to meet grade-level 
English/Language Arts (ELA) standards.

Oral Language Development is fostered through rich text-based discussions and collaborative 
activities, which allow students to build vocabulary and expressive skills necessary for 
comprehending complex text. Teachers utilize questioning techniques during read alouds, and peer 
interactions to enhance students’ spoken language. These opportunities are presented in the 
research-based HMH Into Reading curriculum and address the Communication strand of SC ELA 
Standards.

Phonological awareness is developed among our students utilizing the Heggerty curriculum with 
students in grades 4K-1ˢᵗ grade and the University of Florida Literacy Institute (UFLI) Foundations 
curriculum for students in grades K-2. This curriculum aligns with the Science of Reading and 
focuses on foundational literacy skills, including phoneme blending, grapheme-phoneme 
correspondence, decoding automaticity, and encoding practice. The tasks become more complex as 
students’ understanding of how language can be broken into smaller parts or blended to form words 
increases. Students demonstrate their understanding of phonological awareness as they apply these 
skills into their daily reading and with the Heggerty and UFLI assessments Additionally, we use 
phonological and phonemic screeners likes AIMS Web and diagnostic assessments like the Foundational 
Skills survey to identify any gaps in students’ abilities and intervene early with targeted 
instruction. Both Heggerty and ULFI address the Foundational strand of SC ELA Standards.

In grades K-2, the University of Florida Literacy Institute (UFLI) Foundations curriculum is 
implemented for both phonemic awareness and phonics instruction and assessment. This curriculum 
aligns with the Science of Reading and focuses on foundational literacy skills, including phoneme 
blending, grapheme-phoneme correspondence, decoding automaticity, and encoding practice. The 
curriculum is research-based, grounded in the Science of Reading, systematic, and explicit. 
Students’ phonics skills are assessed utilizing the ULFI progress monitoring tool and demonstrated 
within their daily reading. Students in grades 3-5 study advanced phonics utilizing HMH’s Into 
Reading Foundations curriculum. This curriculum is also systematic in nature, includes explicit 
direct instruction and covers irregular words and phonic patterns, word analysis, the study of 
syllabication, affixes, and morphological awareness. Both ULFI and HMH Foundations address the 
Foundations Strand of SC ELA Standards.

In grades K-5, fluency, vocabulary, and comprehension instruction and assessment are delivered 
through the HMH Into Reading curriculum, which integrates essential literacy elements outlined by 
the Science of Reading. These include word analysis, fluency, language comprehension, background 
knowledge, vocabulary development, and reading comprehension. Fluency instruction and practice is 
addressed through repeated reading, modeling fluent reading and opportunities for students to read 
independently (both out loud and silently). Teachers have the opportunity to hear their students 
read every day and provide feedback to strengthen fluency. Vocabulary is addressed in the HMH 
curriculum via explicit instruction, context clues, and the study of morphology. Comprehension 
strategies are integrated throughout the HMH 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. These skills are assessed in Universal screens like NWEA’s reading MAP 
assessment and in weekly HMH comprehension assessments. Students in grades 2-5 are also assessed 
utilizing the district’s Common Assessments on the Formative platform. HMH Into Reading curriculum 
and assessments address the Applications of Reading Strand of SC ELA Standards.
Cumulatively the curriculum previously described addresses the literacy skills need to comprehend 
complex texts to meet grade-level ELA standards as outlined by the SC
Department of Education.
 

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 assessment and instruction for PrK-5ᵗʰ grade students at Newington Elementary are 
thoroughly aligned with the Science of Reading research because the instruction is explicit and 
systematic as made evident by the curriculum used: Heggerty, UFLI Foundations, and HMH Into 
Reading. Science of Reading research indicates that word recognition includes a reader’s ability to 
recognize and manipulate sounds in words, recognize words by-sight (phoneme-grapheme mapping), 
learn the letters sounds and patterns explicitly, develop the orthographic lexicon, and decode and 
encode words. These skills are explicitly and systematically taught in the aforementioned 
curriculums. Additionally, the pacing of content is grounded in skill progressions outlined by the 
SC ELA Foundational Standards. : Heggerty, UFLI Foundations, and HMH Into Reading highlights the 
significance of explicit phonemic awareness and phonics instruction in constructing foundational 
reading skills; resulting in our students’ abilities to decode words and grow into competent, 
fluent readers.
Word recognition assessment and instruction for students in grades PreK-5ᵗʰ reflects structured 
literacy practices because the instruction is explicit, systematic, and sequential. The instruction 
follows a clear progression from simple to increasingly complex tasks. Additional, instructional 
practices include manipulative-based learning like building words with sound boxes and letter tiles 
or manipulating tiles to represent sounds. Students are regularly assessed on skills explicitly 
taught, and their progress is monitored. Teachers adjust instruction according to students’ 
response patterns and assessment results. Our students engage in cumulative review and practice as 
demonstrated by our Heggerty, UFLI, and HMH pacing and curriculum.

Word recognition assessment and instruction for PK-5ᵗʰ grade students are aligned with foundational 
literacy skills. Heggerty, ULFI, and HMH Into Reading Foundations follow skill progressions from 
phonemic awareness skills like segmenting, blending, and phoneme manipulation to phonics and 
decoding, like reading CVC words, and advancing to multi-syllabic words. In upper elementary, 
students are working on increasingly more complex decoding strategies, like word analysis of 
affixes and morphological awareness.

UFLI (K-2) and HMH Into Reading provides students with repeated opportunities to apply their word recognition knowledge in encoding and decoding (reading) to demonstrate mastery of content.
 

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 Newington Elementary School, we employ universal screening and diagnostic assessments to 
systematically identify students at risk of not achieving grade-level
proficiency.
All students in grades 1-5 take the NWEA Reading MAP assessment in the Fall, Winter, and Spring, 
while Kindergarten students participate in this assessment during the Winter and Spring. This 
assessment functions as both a universal literacy screener and a dyslexia screener. Students 
scoring below the 30th percentile are flagged for further screening to determine their eligibility 
for literacy intervention.

Students in grades K-2, are administered the Foundational Skills Survey (FSS), a diagnostic 
assessment focused on phonemic awareness and phonics. Students in grades K and 1 also take the AIMS 
Web screener to assess phonemic and phonics skills.
In grades 3-5, students who score below the 30th percentile on the NWEA Reading MAP assessment 
undergo additional diagnostic evaluations. The results of these assessments, combined with SC Ready 
scores, classroom performance data, and other relevant metrics, are analyzed form placement in 
Read180, our reading intervention program for students in grades 3-5. Read 180 addresses both word 
recognition and language comprehension skills for students. Student progress is monitored 
throughout units of instruction and content is adjusted based on student performance. Read 180 uses 
the MAP Growth assessment as a universal placement and a progress monitoring assessment to ensure 
that students are appropriately placed within the Read 180 program. MAP Growth is administered 
three times during the year to identify current student reading levels and track reading growth. 
Students with RIT/Lexile results that indicate they are candidates for foundational literacy skills 
(phonemic awareness, phonics, fluency) will complete a screener called the Code Placement 
Assessment. The assessment measures both the accuracy and speed of students’ responses of letter 
recognition, high- frequency word recognition, decoding, and morphology.

Students in grades K-2 who score below the 30th percentile on the NWEA Reading MAP assessment 
and/or demonstrate below-grade-level performance on the FSS, are further assessed with additional 
diagnostic assessments until their specific literacy deficiencies are identified. Once pinpointed, 
explicit and systematic intervention is provided for students. This occurs for 30 minutes a day, 
five days a week, in small group settings. Every two these students are progress monitored using 
AIMS Web probs that match the foundation skills being taught. Student data is revied every 4-6 
weeks and instruction is adjusted according to student progress and response patterns. This 
targeted instruction and progress monitoring is designed to address each student's unique needs and 
effectively promote their literacy
development.
 

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.

At Newington Elementary School, we have established a comprehensive system designed to empower 
parents in supporting their children’s development as readers and writers. Our approach includes a 
variety of initiatives, such as parent workshops, literacy nights, take-home resources, and ongoing 
home-school communication.
Parent Workshops are facilitated by the Literacy Coach and District Content Experts. Offered at 
various points throughout the school year, these workshops are available in multiple formats—both 
in-person and virtual—ensuring accessibility for all families. The workshops focus on best 
practices for fostering reading skills, as informed by the Science of Reading research.

Literacy Nights provide families with valuable opportunities to learn effective strategies for 
enhancing reading and writing at home while fostering a deeper connection with the school 
community. Outside community members like the Public Library and Sodexo (food service provider) 
participate in these events as well. During these events, we provide literacy manipulatives such as 
sound boxes, letter cards, and books, enabling families to practice the strategies they’ve learned 
at home.

To keep parents informed and engaged, we distribute weekly newsletters featuring academic tips and 
tricks tailored to support literacy development at home. Additionally, reading progress reports and 
assessment results are sent home throughout the year, allowing parents to monitor their child’s 
growth.

Parent-teacher conferences serve as a platform for providing targeted strategies tailored to each 
student’s needs, ensuring that families are equipped with the tools to support their little 
learners effectively.

Finally, our support system is enhanced by digital resources, including access to e-books and 
customized student digital learning programs, providing families with even more opportunities to 
grow their child’s literacy skills at home.
Together, these initiatives create a framework that empowers parents to play an active role in 
their children’s literacy journey.
 

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.

Newington Elementary Schools employes a comprehensive monitoring system to ensure that 
instructional decisions are data driven and
achievement-focused.

Regular assessments are given throughout the school year to monitor reading achievement and growth. 
These assessments include NWEA’s Reading MAP assessment (K-5) AIMs Web (K-1), Foundational Skills 
Survey (K-2), District-level Common Assessments on the Formative platform (2-5), UFLI Progress 
Monitoring tool (K-2), Heggerty Assessments (4K-1), HMH vocabulary and comprehension assessments 
(K-5), and HMH Foundations assessments (3-5).
Assessment data is tracked and analyzed at the student-level, class-level, grade-level, and 
school-level to look for trends in both student achievement and student growth. Teachers 
collaborate during weekly PLC’s to discuss assessment results, share insights, and modify 
instruction At monthly, MTSS meeting data-informed decisions are made regarding interventions for 
students who are not growing or who are not meeting grade-level proficiency. All students 
participating in reading intervention are progress monitored and instruction is adjusted according 
to student progress and response patterns. The progress monitoring tool depends on the intervention 
in place and skills being addressed. Students in grades K-2 are primarily progress monitored using 
AIMS Web probs and students in grades 3-5 are progress monitored utilizing the R180 assessments.

This data-drive approach allows Newington Elementary to make efficient intervention decisions.

ReaL Book Assessments
Students complete daily instructional tasks in the ReaL Book that are used as embedded formative 
assessments. These assessments monitor student understanding and pace instruction. The ReaL Books 
also include summative assessments, which help gauge students’ mastery of new skills taught during 
whole-and small-group instruction. These results are used for intervention, instructional planning, 
progress monitoring, and grading.
Real Book: Comprehension- Skills monitored include comprehension, vocabulary/ word study, close 
reading, writing and conventions.
Real Book Code: Foundations- Skills monitored include phonemic awareness/ phonics, spelling and 
word automaticity, vocabulary, oral reading
fluency, comprehension, writing.

Student Application
Screening Assessments identify the correct entry point for each student into the Student App. 
Formative assessments gauge student learning as they complete daily activities in each Segment. 
Embedded summative assessments assess student mastery within students' Zone of Proximal 
Development. This data is used for forming groups, diagnosing strengths and challenges, selecting 
lessons, monitoring progress, and grading.

Independent Reading Quizzes
Independent Reading Quizzes monitor students’ comprehension of what they read during Independent 
Reading. This summative assessment data evaluates students' understanding of what they have read, 
guides reading selection, and provide reading motivation.

Oral Reading Fluency (ORF) Assessments
This summative assessment is administered two to three times a year to evaluate students’ current 
fluency levels and monitor decoding and oral
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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.

Newington Elementary invests in ongoing literacy professional development for staff to ensure that 
all students receive effective and research-based instruction grounded in best practices. Currently 
all K-3 teachers, 3 special education teachers, our literacy interventionists, ML teacher, and 
administrators are participating in LETRS training. This is a professional development class for 
teachers that provides knowledge and tools based in Science of Reading research to help students 
become proficient readers. The skills acquired in this PD can be applied to any reading curriculum. 
Teachers in grades 4-5 will participate in a book study on “Shifting the Balance.” This book is 
grounded in Science of Reading research and teachers 6 ways for teachers to bring these best 
practices into their classroom. In additional to these two formal Professional Development paths, 
Dorchester District Two offers comprehensive training opportunities for staff on the Science of 
Reading, Structured Literacy, and Foundational Literacy skills. These trainings are provided both 
virtually and in-person to meet the learning styles of our teachers. Additionally, ongoing coaching 
from the school’s Literacy Coach and District’s Professional Develop Coaches support teachers with 
the practical application of Science of Reading and Structured Literacy techniques in the 
classroom. The Professional Development is data-driven, utilizing both qualitative (from classroom 
observations) and quantitative (from student assessment results) to address instructional concerns, 
enhance strengthens, and support instructional weaknesses.
Newington strives to equip its staff with the knowledge and skills needed to delivery high-quality 
instruction, grounded in research and best practices for students.
 

Analysis of Data

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).

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. 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.