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Chesterfield schools outline steps to implement Act 114 "Read to Succeed" requirement for third graders
Summary
District academic leaders told the Chesterfield County Board of Education that state Act 114 requires third-graders to demonstrate reading proficiency on SC Ready this school year and described local notification, remediation and exemption processes.
The Chesterfield County Board of Education heard an update Dec. 10 on state legislation known as Act 114, which requires third-grade students to demonstrate reading proficiency at the end of the school year as measured by the SC Ready assessment.
Chief Academic Officer Miss Stubbs told the board that if a student does not meet the proficiency threshold on SC Ready, the student will be required to repeat third grade unless a statutory “good cause” exemption applies. Stubbs said locally available exemptions include successful completion of a summer reading camp, a passing score on an alternative assessment (identified in district materials as I Ready), special education identification, or classification as a multilingual learner.
The academic office has prepared a timeline for parent notification, Stubbs said, adding that winter I Ready testing in January will provide additional diagnostic data that teachers will use when meeting with parents individually. Stubbs said the district is providing targeted professional development this year: Language Essentials for Teachers of Reading and Spelling (LETRS) for pre-K teachers and a multi-year LETRS program for kindergarten through third-grade teachers as part of the district’s effort to align instruction with the science of reading.
Board member Mr. Sweeney asked about the district’s communications to families; Stubbs said Curriculum Coordinator Beth Suggs compiled a notification timeline and that teachers will meet with families after the winter diagnostic window. Mr. Till asked about the LETRS format and duration; Stubbs explained the program is delivered in a hybrid model with online modules and virtual facilitation, that the pre-K version runs one year and the K–3 model has been a two-year training for current staff, with sessions continuing on planned teacher work days.
Stubbs also noted summer and interim supports: the district will operate a summer reading camp for eligible students and continues to use state and district diagnostic tools and interventionists to support struggling readers. No board action was taken; the report was informational and followed by questions from members.
The district emphasized that implementation steps will continue into the winter and spring, with further parent outreach after January testing and ongoing professional development for teachers.
