South Carolina Code 59-155-110. South Carolina Read to Succeed Office
(1) classroom teachers use evidence-based reading instruction in prekindergarten through grade twelve, 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 evidence-based interventions as needed so that all students develop proficiency with literacy skills and comprehension;
Terms Used In South Carolina Code 59-155-110
- Department: means the State Department of Education. See South Carolina Code 59-155-120
- Guardian: A person legally empowered and charged with the duty of taking care of and managing the property of another person who because of age, intellect, or health, is incapable of managing his (her) own affairs.
- Reading proficiency: means the ability of students to meet state reading standards in kindergarten through grade twelve, demonstrated by readiness, formative, or summative assessments. See South Carolina Code 59-155-120
(2) classroom teachers periodically reassess their curriculum and instruction to determine if they are helping each student progress as a proficient reader and make modifications as appropriate;
(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, comprehension 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) each student and his parent or guardian is continuously informed in writing of:
(a) the student’s reading proficiency needs, progress, and ability to comprehend and write grade-level texts;
(b) specific actions the classroom teacher and other reading professionals have taken and will take to help the student comprehend and write grade-level texts; and
(c) specific actions that the parent or guardian can take to help the student comprehend grade-level texts by providing access to books, assuring time for the student to read independently, reading to students, and talking with the student about books;
(6) classroom teachers receive pre-service and in-service coursework which prepares them to help all students comprehend grade-level texts;
(7) all students develop reading and writing proficiency to prepare them to graduate and to succeed in their career and post-secondary education; and
(8) each school district publishes annually a comprehensive research-based reading plan that includes intervention options available to students and funding for these services.