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Horry County presents spring formative results, sets new reading goals and expands LETRS rollout
Summary
District presenters reported spring formative assessment gains, a drop in third‑grade students at risk of retention from 643 to 399, a new target to reduce another ~100 students before SC Ready, and outlined LETRS training, a literacy committee and monitoring plans funded in part by a $700,000 allocation.
District staff told the Horry County Schools Curriculum Committee that spring formative assessments show notable growth in reading and math while raising concerns about middle‑school math alignment and the need for continued investment in early literacy.
A staff presenter reported that the district used MAP (elementary) and i‑Ready (middle) diagnostic tools and that CTE and other targeted supports helped third‑grade students. "When funds were approved in February to support third grade reading, we set a goal to reduce the number of students at risk of retention from 643 down to 406 or lower by the end of the school year," the presenter said, adding that the spring MAP administration left 399 third‑grade students at risk of retention.
District leaders said they will set a new goal to reduce that number by roughly 100 students before the May SC Ready test and that additional summer reading camp opportunities will be available to help students demonstrate proficiency.
Board members and staff highlighted an initial investment of about $700,000 from unallocated district funds for reading supports; Board member Pam Dawson said that sum represented roughly 2% of unallocated monies and credited local principals’ autonomy in using the funds for rapid, localized programs.
While reading growth in elementary and middle grades exceeded standard growth expectations in many cases, presenters and board members noted a persistent issue in middle‑school mathematics: students showed strong growth but low starting achievement. Mr. Jones, the superintendent, said the district will undertake a deeper alignment review of standards, assessments and instruction for middle‑school math and report back to the board.
The presentation also described the district’s literacy strategy. District leaders said they are rolling out LETRS professional development (based on the science of reading), establishing a literacy committee led by Superintendent Jones to review practices and resources, and building sustainability, monitoring and curricular plans to ensure consistent implementation of early literacy strategies across schools.
Parents and students participating in a literacy spotlight described gains from small‑group instruction and after‑school supports. One parent said a teacher told her child was "right on the verge" of a breakthrough and that after‑school work helped spark rapid gains; another parent credited library incentives and family reading nights.
Votes at a glance: the committee voted to approve the meeting agenda and to approve minutes from the March 24, 2025 meeting by voice vote at the start of the session; the committee later voted to adjourn. (Standard procedural motions; no budget appropriations or ordinances were debated in this session.)
Ending: The board asked staff to refine public reporting of assessment trends (for example, showing mean scores to reflect growth even when proficiency percentages look unchanged) and instructed staff to return with more detailed alignment analysis for middle‑school math and continued literacy‑implementation milestones.
