A bill

TO AMEND THE SOUTH CAROLINA CODE OF LAWS BY AMENDING SECTION 59-155-110, RELATING TO THE IMPLEMENTATION OF A COMPREHENSIVE, SYSTEMATIC APPROACH TO READING BY THE DEPARTMENT OF EDUCATION, SO AS TO ENSURE ALIGNMENT WITH SCIENTIFICALLY-BASED READING INSTRUCTION AND FOUNDATIONAL LITERACY SKILLS; BY AMENDING SECTION 59-155-120, RELATING TO DEFINITIONS, SO AS TO INCLUDE NEW DEFINITIONS AND AMEND CURRENT DEFINITIONS; BY AMENDING SECTION 59-155-130, RELATING TO THE DUTIES OF THE DEPARTMENT, SO AS TO ENSURE IMPLEMENTATION OF READ TO SUCCEED IS BASED IN THE SCIENCE OF READING, STRUCTURED LITERACY, AND FOUNDATIONAL LITERACY SKILLS; BY AMENDING SECTION 59-155-140, RELATING TO READING PROFICIENCY PLANS, SO AS TO AMEND REQUIREMENTS FOR READING PLANS; BY AMENDING SECTION 59-155-150, RELATING TO READINESS ASSESSMENT, SO AS TO REQUIRE THE ADMINISTRATION OF A BOARD APPROVED READINESS ASSESSMENT TO 4K AND 5K WITHIN THE FIRST THIRTY DAYS OF THE SCHOOL YEAR; BY ADDING SECTION 59-150-155 SO AS TO PROVIDE REQUIREMENTS FOR UNIVERSAL READING SCREENERS; BY AMENDING SECTION 59-155-160, RELATING TO RETENTION FOR THIRD GRADE STUDENTS AND SUMMER READING CAMP REQUIREMENTS, SO AS TO CLARIFY GOOD CAUSE EXEMPTIONS AND ENSURE DISTRICTS INCLUDE GRADES K-2 IN SUMMER READING CAMPS; BY AMENDING SECTION 59-155-170, RELATING TO COMPETENCIES AND PROFESSIONAL DEVELOPMENT, SO AS TO REQUIRE THEY BE BASED IN FOUNDATIONAL LITERACY SKILLS; BY AMENDING SECTION 59-155-180, RELATING TO PRE-SERVICE AND IN-SERVICE TEACHER EDUCATION PROGRAMS, SO AS TO AMEND ENDORSEMENT REQUIREMENTS; BY AMENDING SECTION 59-155-200, RELATING TO PROMOTION OF READING HABITS AND SKILLS DEVELOPMENT, SO AS TO REMOVE SPECIFIC DISTRICT REQUIREMENTS; BY AMENDING SECTION 59-155-210, RELATING TO STANDARDS, PRACTICES, AND PROCEDURES, SO AS TO ENSURE THE DEPARTMENT PROVIDES GUIDANCE TO DISTRICTS ON IMPLEMENTATION OF THIS CHAPTER; AND BY AMENDING SECTION 59-18-310, RELATING TO DEVELOPMENT OR ADOPTION OF THE STATEWIDE ASSESSMENT PROGRAM, SO AS TO REQUIRE FORMATIVE ASSESSMENTS BE ADMINISTERED THREE TIMES A SCHOOL YEAR.

Be it enacted by the General Assembly of the State of South Carolina:

SECTION 1.  Section 59-155-110 of the S.C. Code is amended to read:

    Section 59-155-110.  There is established within the The South Carolina Department of Education the South Carolina Read to Succeed Office to shall implement a comprehensive, systemic approach to reading which will ensure that:

    (1) classroom teachers use evidence-basedscientifically-based reading instruction in prekindergarten through grade twelvefive, 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-basedscientifically-based interventions as needed so that all students develop proficiency with literacy skills and comprehension;

    (2) classroom teacherseach district periodically reassess their curriculum and instructional 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 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 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 is continuouslyare 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 based in the science of reading, structured literacy, and foundational literacy skills 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-basedscientifically-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.

SECTION 2.  Section 59-155-120 of the S.C. Code is amended to read:

    Section 59-155-120.  As used in this chapter:

    (1) "Board" means the State Board of Education.

    (2) "Department" means the State Department of Education.

    (3) "Discipline-specific literacy" means the ability to read, write, listen, and speak across various disciplines and content areas including, but not limited to, English/language arts, science, mathematics, social studies, physical education, health, the arts, and career and technology education.

    (3) "Foundational literacy skills" means phonological and phonemic awareness, phonics, fluency, vocabulary, and reading comprehension and excludes models based on meaning, structure, syntax, and visual cues.

    (4) "Formative Assessment" means nationally normed formative assessments approved by the board and aligned with state standards used during the school year to analyze general strengths and weaknesses in learning and instruction, to include reading comprehension, of students individually as to adapt instruction, make decisions about appropriate intervention services, and inform placement and instructional planning for the next grade level.

    (5) "Literacy" means the mastery of foundational literacy skills and the use of those skills to comprehend texts and write proficiently to meet grade-level English/Language Arts standards.

    (4)(6) "Readiness assessment" means an assessments assessment used to analyze students' literacy, mathematical, physical, social, and emotional-behavioral competencies competency in prekindergarten or kindergarten.

    (5)(7) "Reading interventions" means individual or group assistance in the classroom and supplemental support based on curricular and instructional decisions made by classroom teachers who have proven effectiveness in teaching reading and an add-on  literacy endorsement or reading/literacy coaches who meet the minimum qualifications established in guidelines published by the Department of Educationdepartment.

    (6) "Reading portfolio" means an organized collection of evidence and assessments documenting that the student has demonstrated mastery of the state standards in reading equal to at least a level above the lowest achievement level on the state reading assessment.

    (7)(8) "Reading proficiency" means the ability of students to meet state reading standards in kindergarten through grade twelvefive, demonstrated by readiness, formative, or summative assessments.

    (8)(9) "Reading proficiency skills" means the ability to understand how written language works at the word, sentence, paragraph, and text level and mastery of the skills, strategies, and oral and written language needed to comprehend grade-level texts.

    (9) "Research-based formative assessment" means assessments used within the school year to analyze strengths and weaknesses in reading comprehension of students individually to adapt instruction to meet student needs, make decisions about appropriate intervention services, and inform placement and instructional planning for the next grade level.

    (10) "Science of reading" means the comprehensive body of scientific research on how proficient reading develops, why some students have difficulty learning to read, and the scientifically-based approaches to effectively, explicitly, and systematically teach students to read, including foundational literacy skills. The science of reading also addresses the developmental stages of reading, effective instructional strategies, the identification and support of diverse learners to include those with reading difficulties such as dyslexia, and the application of these research findings in an educational setting to ensure effective reading instruction and literacy develops for all students.

    (10)(11) "Substantially fails to demonstrate third -grade reading proficiency" means a student who does not demonstrate reading proficiency at the end of the third grade as indicated by scoring Does Not Meet Expectations or at the lowest achievement level on the statewide summative reading asse