SECTION 59-155-130. Duties of department.

(A) The department shall guide and support districts and collaborate with educator preparation programs to increase reading proficiency through the following functions including, but not limited to: (1) providing professional development to teachers, school principals, and other administrative staff based in the science of reading, structured literacy, and foundational literacy skills; (2) working collaboratively with institutions of higher learning offering courses in reading and writing for initial certification in early childhood, elementary, and special education, and accredited master's degrees in reading/literacy to design coursework leading to a literacy teacher endorsement by the State; (3) providing coaching for already certified reading/literacy coaches and literacy teachers based in the science of reading, structured literacy, and foundational literacy skills; (4) developing information and resources that school districts can use to provide workshops for parents about how they can support their children as readers and writers; (5) assisting school districts in the development and implementation of their district reading proficiency plans as provided for in Section 59-155-140; (6) annually reviewing and approving the reading proficiency plan of each district; (7) monitoring and reporting to the board the yearly success rate of summer reading camps. Districts must provide the department with data to include the: (a) number of students enrolled in camps; (b) number of students by grade level who successfully complete the camps; (c) number of third graders promoted to fourth grade; (d) number of third graders retained; (e) total expenditures to operate the camps to include source of funds and in-kind donations; (f) number of third graders promoted using a good cause exemption as provided in this chapter; (g) number of first and second graders who are projected to score Does Not Meet and Approaches Expectations or at the lowest levels of the statewide summative reading assessment; and (8) providing an annual report to the General Assembly regarding the implementation of the South Carolina Read to Succeed Act to include the state's and district's progress toward ensuring at least ninety-five percent of all students are reading at grade level. (B) Districts failing to provide reports on summer reading camps pursuant to Section 59-155-130 are ineligible to receive state funding for summer reading camps for the following fiscal year; however, districts must continue to operate summer reading camps as defined in this act. Effect of Amendment 2024 Act No. 114, SECTION 3, rewrote the section.