Announcements

South Carolina Department of Education

Read to Succeed Reading Plan 2026-27

School: C. E. Murray Middle School 2026-2027

Key Changes:

High schools are no longer required to complete annual reading plans.
Only middle schools where 50% or more of students scored Does Not Meet (DNM) on SC Ready ELA in the prior school year must complete this survey.

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

Section A: Describe how reading assessment and instruction for all 6-8^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.

At C.E. Murray Middle School, reading instruction for grades 6-8 integrates the five pillars of literacy: phonological awareness, phonics, fluency, vocabulary, and comprehension. These are embedded in daily lessons aligned with the McGraw Hill and HMH Curriculums, as well as the SC ELA standards. Vocabulary and comprehension are assessed from the adopted StudySync book that is used by the ELA teachers. The use of this book from which the scope and sequence was developed for the district ensures the use of high quality instructional material. For phonological awareness, phonics, and fluency, students are given the opportunity to follow along with the audio of the text, read in small groups, and follow the teacher as the text is read aloud. Instruction is differentiated through guided reading groups and personalized pathways in i-Ready. Formative and summative assessments, including teacher-created assessments, interim assessments, and the i-Ready diagnostic, are used to monitor progress and adjust instruction.

Section B: Document how reading instruction and assessment for 6-8^th grade students who are not on grade-level are aligned to the science of reading, structured literacy and foundational literacy skills.

Reading instruction for students below grade level is aligned with the science of reading. Students receive structured literacy interventions during WIN periods, utilizing a multi-sensory approach. Foundational skills, such as phonics and decoding, are addressed in small-group settings using the Educational Epiphany Literacy Kit, individualized learning pathway in i-Ready, SC Ready workbooks that are standards-aligned, and supplemental resources from the student’s Study Sync textbook. Progress is monitored through regular data tracking in i-Ready and targeted support plans developed through MTSS and RTI meetings. As students test during district-wide diagnostics and benchmarks, the school is able to modify the student’s grouping so that once growth is achieved, the student can be placed in a different group that targets their needs or no longer receive support if they have reached the desired gains and are now testing consistently on grade level.

Section C: Document how the school uses interim assessment data and diagnostic assessment data to determine intervention supports for students in 6-8^th grade who have failed to demonstrate grade‑level proficiency in reading.

C.E. Murray Middle School uses a tiered system of support, driven by both interim assessment data (e.g., district common formative assessments) and i-Ready diagnostic assessments. Students identified as needing additional support are placed in Tier 2 or Tier 3 interventions, which are provided during the WIN period. Interventionists collaborate with classroom teachers to review data every six weeks and adjust instruction accordingly, ensuring targeted skill deficits are addressed. Parents and students are provided materials that explain the data and give suggestions on what can be done at home to improve the child’s targeted areas where skill deficiency is present.

Section D: Describe the system in place to help parents in your school understand how they can support the student as a reader and a writer.

CEMMS engages parents in supporting their child’s literacy through parent workshops, family literacy nights, and regular communication via newsletters and conferences. Parents are provided with access to i-Ready reports, along with guidance on how to use these reports to track their child's progress. Additionally, teachers send home resources, such as vocabulary lists and reading strategies, to help parents support reading and writing development at home.

Section E: Document how the school provides for the monitoring of reading achievement and growth at the classroom and school level with decisions about 6-8^th grade intervention based on all available data to ensure grade-level proficiency in reading.

At both the classroom and school levels, reading achievement is monitored through i-Ready progress monitoring and teacher-led assessments. Teachers utilize data walls in their classrooms to track student growth and set individual student goals. School-wide data reviews are conducted monthly, and interventions are adjusted based on students' reading levels. All students participate in a combination of independent reading time and teacher-led instruction aimed at improving reading proficiency. For students needing tier 3 support, the reading interventionist provides lessons on foundational skills during pull-outs. Twice a month, the interventionist provides updates on student progress based on the specific skills covered during the time of intervention. Students who are above grade level are provided with supplemental materials, such as Latin and Greek word parts, novels, and higher DOK questions to accompany their reading to ensure that they are challenged regularly. All students who are below grade level receive tiered support through the use of iReady, small group instruction, or other teacher-generated activities to address their needs. The school’s MTSS team meets every six weeks to discuss the data of students receiving interventions and decide on next steps that would best serve the student.

Section F: Describe how the school provides teacher training based in the science of reading, structured literacy, and foundational literacy skills to support striving readers in 6-8^th grade.

CEMMS provides ongoing professional development in structured literacy and the science of reading. This includes training on phonemic awareness, phonics instruction, and comprehension strategies through monthly district PD sessions, weekly PLCs, and monthly coaching cycles. Additionally, teachers receive support in implementing data-driven instruction, and interventionists are provided with specific training on supporting struggling readers. By conducting weekly class observations, teachers receive feedback on the implementation of their strategies to determine what is working effectively and what needs to be modified. This consistent check-in holds teachers accountable for the instruction necessary to improve student literacy.

Section G: Analysis of Data

Strengths	Possibilities for Growth
According to benchmark and diagnostic data, students performed higher on literary texts than informational texts. Therefore, understanding inferences and drawing conclusions, plot analysis, and characterization should not be prioritized over elements of informational text. Use of the MTSS framework in order to address student needs MTSS/Response to Intervention Framework Implementation: · Progress Monitoring/i-Ready Progress Monitoring & Data Review-Utilizing a whole-school approach to progress monitor scholars using i-Ready, teacher/district common and formative assessments, etc. · Regrouping students based on progress monitoring data in the domains for targeted small group instruction during core content area classes as well as WIN periods. · Regular Check-Ins: Weekly review of individual student progress to inform instructional adjustments. · Mid-Term Review: Formal review of data at the halfway point of the intervention cycle to evaluate effectiveness and regroup students if necessary. · Pull-out Model: Utilizing the pull-out model to tiered groups during WIN and/or related arts periods to provide additional instructional support via the school’s full-time reading interventionist. · Reading Interventions Group Instruction: Continue to focus on targeted reading skills such as phonics or comprehension using i-Ready teacher resources. Interactive Reading Tools: Utilize digital tools and apps that align with identified skill deficits. · Additional School-wide Instructional Support: Utilizing additional instructional support staff during WIN period as well as lab classes to assist in small group targeted instruction to create school wide support. Mastery Connect: Implementing the use of more weekly quick formative assessments utilizing Mastery Connect that teachers can use to guide instruction (to know which skills need to be reviewed and re-taught). Professional Development: Professional Development and classroom instructional assistance is provided through the effective implementation of school-wide PLCs by the Instructional Coach and School Administration. CEMMS 21^st Century After-School Program: Encouraging students to enroll in the CEMMS 21^st Century After-School Program which can provide additional individualized learning support via teacher-led instructional lessons in areas of support and district approved additional evidence based-interventions/resources (Progress Learning, Khan Academy, IXL, etc.).	Although overall reading scores have improved, the proficiency rate for many of our students including those with disabilities remains below expectations. Additional support and differentiated instruction are needed to close this gap. Our current 7^th graders need assistance in reading scientific texts as only 43% demonstrated mastery from the previous year’s SC Ready Science data. Lower amounts of students met/exceeded on SC Ready as the grade level increases. More support will be needed in 8^th and 7^th grade classrooms as opposed to 6^th grade classrooms. Students will need assistance in staying on topic and elaborating on their own thoughts for writing based on initial writing scores for the school year. More consistent implementation of progress monitoring across classrooms could ensure that all teachers are using data effectively to drive instruction. For growth in reading, utilizing best practices in teaching that focuses on main idea, context clues, increase comprehension through informational text, and vocabulary (ex. Project-Based Learning activities that integrate informational texts and vocabulary development.). Review textual annotations, chunking, and summarizing as tools to implement in classrooms to improve literacy Provide Tier 2 and Tier 3 Interventions with fidelity.

Strengths

Possibilities for Growth

According to benchmark and diagnostic data, students performed higher on literary texts than informational texts. Therefore, understanding inferences and drawing conclusions, plot analysis, and characterization should not be prioritized over elements of informational text.

Use of the MTSS framework in order to address student needs
MTSS/Response to Intervention Framework Implementation:
·         Progress Monitoring/i-Ready Progress Monitoring & Data Review-Utilizing a whole-school approach to progress monitor scholars using i-Ready, teacher/district common and formative assessments, etc.
·         Regrouping students based on progress monitoring data in the domains for targeted small group instruction during core content area classes as well as WIN periods.
·         Regular Check-Ins: Weekly review of individual student progress to inform instructional adjustments.
·         Mid-Term Review: Formal review of data at the halfway point of the intervention cycle to evaluate effectiveness and regroup students if necessary.
·         Pull-out Model: Utilizing the pull-out model to tiered groups during WIN and/or related arts periods to provide additional instructional support via the school’s full-time reading interventionist.
·         Reading Interventions Group Instruction: Continue to focus on targeted reading skills such as phonics or comprehension using i-Ready teacher resources. Interactive Reading Tools: Utilize digital tools and apps that align with identified skill deficits.
·         Additional School-wide Instructional Support: Utilizing additional instructional support staff during WIN period as well as lab classes to assist in small group targeted instruction to create school wide support.
Mastery Connect: Implementing the use of more weekly quick formative assessments utilizing Mastery Connect that teachers can use to guide instruction (to know which skills need to be reviewed and re-taught).
Professional Development: Professional Development and classroom instructional assistance is provided through the effective implementation of school-wide PLCs by the Instructional Coach and School Administration.
CEMMS 21^st Century After-School Program: Encouraging students to enroll in the CEMMS 21^st Century After-School Program which can provide additional individualized learning support via teacher-led instructional lessons in areas of support and district approved additional evidence based-interventions/resources (Progress Learning, Khan Academy, IXL, etc.).

Although overall reading scores have improved, the proficiency rate for many of our students including those with disabilities remains below expectations. Additional support and differentiated instruction are needed to close this gap. Our current 7^th graders need assistance in reading scientific texts as only 43% demonstrated mastery from the previous year’s SC Ready Science data.
Lower amounts of students met/exceeded on SC Ready as the grade level increases. More support will be needed in 8^th and 7^th grade classrooms as opposed to 6^th grade classrooms.
Students will need assistance in staying on topic and elaborating on their own thoughts for writing based on initial writing scores for the school year.
More consistent implementation of progress monitoring across classrooms could ensure that all teachers are using data effectively to drive instruction.
For growth in reading, utilizing best practices in teaching that focuses on main idea, context clues, increase comprehension through informational text, and vocabulary (ex. Project-Based Learning activities that integrate informational texts and vocabulary development.).
Review textual annotations, chunking, and summarizing as tools to implement in classrooms to improve literacy
Provide Tier 2 and Tier 3 Interventions with fidelity.

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