District 5 teachers selected for state task force
Reported byLexington County Chronicle
Read the full story at Lexington County ChronicleAI-assisted summary
Two teachers from Lexington-Richland School District Five have been named to a statewide group that advises the South Carolina Department of Education on reading disorders, called the Learning Disorders Task Force. State Superintendent of Education Ellen Weaver made the appointments, and each teacher will serve for three years.
The article identifies the two as Emily McLain, who teaches special education at Piney Woods Elementary, and Katherine Ramp, who teaches English at Chapin High School. The task force has nine members drawn from different backgrounds related to reading disorders and student support. Besides classroom teachers, the article says the panel includes a school psychology education specialist and a representative of the state's dyslexia association chapter. McLain was chosen in part for her grasp of reading difficulties beyond dyslexia, while Ramp serves as the high school teacher voice on the panel.
The article says the appointments let district educators add their expertise to statewide work and help shape practices for students who struggle with reading. District Five Chief Academics Officer Tina McCaskill said the district is proud of the selections and thanked the two teachers for their willingness to take part. The article does not describe specific meetings, deadlines or planned recommendations.
Why it matters
The task force advises the state education department on reading disorders, so classroom educators on it may influence how schools support students with reading difficulties. Families and staff in the district can see local teachers represented in statewide discussions.
- Special education services
- Literacy
- Students with disabilities
- State Board of Education
Written with AI from the publisher's article and may contain errors. The original reporting is the authoritative source.
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- How can districts make use of the experience their teachers gain from serving on state-level advisory groups?
- What kinds of classroom perspectives are most useful when a state group considers support for students with reading difficulties?
- How could the district share updates from this task force with families and school staff?
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