Read to Succeed Act - For Students and Families
- What does the South Carolina Read to Succeed Act mean for my student?
- What does the SC Read to Succeed Act mean for schools and families?
What does the South Carolina Read to Succeed Act mean for my student?
Summer Reading Camp
One of the many components of Read to Succeed is Summer Reading Camp. Each district is required to identify third grade students and, new in 2025-2026, first grade students who are not reading proficiently on grade level and provide them with the opportunity to attend a summer reading camp. The Read to Succeed Act outlines that Summer Reading Camp is required to be ninety-six instructional hours. Summer Reading Camp (SRC) requirements will be extended to students in Grade 2 in school year 2026-27.
Grade 3 Retention
The legislation was created to ensure all students become proficient readers by the end of 3rd Grade, and it requires a student be held back (retained) if they score "Does Not Meet Expectations" on the end-of-year 3rd grade SCREADY ELA assessment.
Though there are a number of exceptions to this requirement in the South Carolina Read to Succeed Act, be assured that Charleston County School District’s goal is that all students will be proficient readers by the end of 3rd Grade. A few of the many ways we are ensuring students’ are becoming successful readers include:
- All elementary students receive at least 120 minutes of daily literacy instruction using our adopted curriculum aligned to the science of reading. (Read to Succeed only requires 90 minutes.)
- In-class teaching and extra reading interventions are based on the science of reading.
- Elementary students who are not yet reading at grade level receive additional reading intervention support provided by specially trained teachers and interventionists.
- All elementary schools are provided with a highly trained Reading Coach who is Read to Succeed endorsed and provides ongoing professional development to ensure student achievement.
- All elementary teachers, interventionists, reading coaches, and administrators receive specialized training in the science of reading, structured literacy, and foundational literacy skills in addition to regular support provided by CCSD’s Department of Curriculum and Instruction.
What does the SC Read to Succeed Act mean for schools and families?
The legislation outlines what the South Carolina State Department of Education and local school districts will do to implement a comprehensive, systemic approach to reading. The act states:
- "Scientifically based" means reading instruction, interventions, programs, and other reading services provided to students that are aligned with the science of reading. These approaches and methods must be grounded in systematic and objective research conforming to established scientific principles.
- All programs focused on early childhood literacy development promote parental involvement in children's literacy and development of foundational literacy skills.
- Classroom teachers will–
- Use scientifically based reading instruction in prekindergarten through grade five
- Use valid and reliable assessments and analyze student results to measure student outcomes and growth, and to inform classroom teaching.
- Provide scientifically based interventions as needed so that all students develop proficiency with literacy skills and comprehension.
- Receive pre-service and in-service coursework based in the science of reading, structured literacy, and foundational literacy skills.
- Each district, in consultation with classroom teachers, will–
- Review classroom materials to ensure alignment with foundational literacy skills, and materials that use the three-cueing system model of reading or visual memory as the primary basis for teaching word recognition will be excluded from use.
- Publish a comprehensive scientifically based reading plan that includes intervention options available to students and funding for these services.
- Each student will–
- Receive targeted, 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.
- Students who cannot yet comprehend grade-level text will be identified and served as early as possible and at all stages of his or her educational process.
- Develop reading and writing proficiency to prepare them to graduate and to succeed in their career and post-secondary education.
- Receive targeted, 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.
- After the beginning of year, middle of year, and end of year administration iReady, each student and their parent or guardian will be informed in writing about–
- The student's reading proficiency needs, progress, and ability to comprehend grade-level texts.
- The specific actions the classroom teacher and other reading professionals have taken and will take to help the student comprehend texts.
- The specific actions that the parent or guardian can take to help the student comprehend grade-level texts.