Section 59-155-110 - South Carolina Read to Succeed OfficeThe South Carolina Department of Education shall implement a comprehensive, systemic approach to reading which will ensure:
(1) classroom teachers use scientifically based reading instruction in prekindergarten through grade five, to include oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension; administer and interpret valid and reliable assessments; analyze data to inform reading instruction; and provide scientifically based interventions as needed so that all students develop proficiency with literacy skills and comprehension;(2) each district, in consultation with classroom teachers, periodically reassess curriculum and instructional materials for alignment with foundational literacy skills and exclusion of materials that employ the three-cueing system model of reading, visual memory as the primary basis for teaching word recognition, or the three-cueing system model of reading based on meaning, structure and syntax, and visual cues;(3) each student who cannot yet comprehend grade-level text is identified and served as early as possible and at all stages of his or her educational process;(4) each student receives targeted, effective, comprehensive support from the classroom teacher and, if needed, supplemental support from a reading interventionist so that ultimately all students can comprehend grade-level texts;(5) after each administration of a universal reading screener or formative assessment as defined in this chapter, each student and his parent or guardian are informed in writing of:(a) the student's reading proficiency needs, progress, and ability to comprehend grade-level texts;(b) specific actions the classroom teacher and other reading professionals have taken and will take to help the student comprehend texts; and(c) specific actions that the parent or guardian can take to help the student comprehend grade-level texts;(6) classroom teachers receive pre-service and in-service coursework based in the science of reading, structured literacy, and foundational literacy skills;(7) all students develop reading and writing proficiency to prepare them to graduate and to succeed in their career and post-secondary education;(8) each school district publishes annually a comprehensive scientifically-based reading plan that includes intervention options available to students and funding for these services; and(9) all programs focused on early childhood literacy development promote parental involvement in children's literacy and development of foundational literacy skills.Amended by 2024 S.C. Acts, Act No. 114 (SB 418),s 1, eff. 3/11/2024.Added by 2014 S.C. Acts, Act No. 284 (SB 516), s 1, eff. 6/11/2014.