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Horry County highlights early-literacy instruction as district rolls out $700,000 K–3 reading supports
Summary
Curriculum committee watched two classroom videos spotlighting early-literacy instruction and heard details of a $700,000 district plan to support K–3 reading and reduce third-grade retention risk.
Horry County Schools' curriculum committee viewed two classroom videos and heard district staff outline a $700,000 package of early-literacy supports for students in kindergarten through third grade.
The videos featured Miss Morrow, a first-grade teacher at Carolina Forest Elementary, and Miss Thomas, a reading interventionist at Myrtle Beach Primary School. District staff said both teachers’ students showed measurable growth on district and formative assessments; staff described the literacy-spotlight videos as a way to show instruction strategies and connect families to classroom practice.
District presenters described the $700,000 package as two complementary strategies. The first targets students at risk of third-grade retention and provides a base allocation to schools plus additional funds per student at risk; the second is a broad early-literacy strategy for all K–3 students, with schools creating supplemental reading plans funded by a base amount and a per-student allocation. The plans are being used for after-school tutoring, interventionists, literacy materials (mirrors, blend boards, decodables), professional development, transportation for programs, and parent workshops.
District staff reported midyear assessment counts they said guided the allocation: 643 K–3 students did not meet the promotion requirement on the midyear MAP administration and did not have a good-cause exemption; 237 of those were reportedly within seven points of the cut score. The broad goal for the district strategy is to raise the current proficiency rate — described in the presentation as about six in 10 K–3 students — by 2 percentage points.
Elementary principals developed school-level plans (27 schools submitted plans) that were reviewed by the elementary executive director, who made revisions where necessary. Schools retain flexibility to adjust plans as student needs change; monitoring will occur through the year and schools will report progress against their stated goals. District staff said early feedback from parents and principals has been positive: parents shared examples of students making gains after attending after-school tutoring, and principals said the funds allow targeted support based on local need.
Superintendent (Mr. Jones) praised the classroom strategies shown in the videos and framed them within the district’s “science of reading” approach, urging parental partnership: “Parents, we need your help as well,” he said, adding that family reading habits and at-home support matter for vocabulary and literacy outcomes. Another district presenter noted the videos and materials create a clearer home–school connection and said professional development will continue alongside the funded interventions.
The literacy spotlight will be an ongoing series and the district invited community nominations via the email address shown in the presentation (jjames@horrecountyschools.net).
