Federal Programs SOUTH CAROLINA PUBLIC CHARTER SCHOOL DISTRICT

Federal Programs  Dr. Robert Compton, Executive Director of Federal Programs and School Safety Special Education, Title II, Section 504, Section 508, Perkins (803)  Beckie Davis, Director of Special Education Special Education (803)  Vamshi Rudrapati (Mr. V.), Assistant Director of Federal Programs Title I, Title III, & Special Education (803)

Federal Programs IDEA – special education Section 504 – anti-discrimination based on disability Perkins (CATE) – career and technical education Title I – Improving the academic achievement of the disadvantaged Title II – Providing HQ teachers Title III – English for Speakers of Other Language

Sections 504

Section 504 The Rehabilitation Act of 1973, commonly referred to as “Section 504,” is a federal statute that prohibits discrimination against persons on the basis of their disability by institutions that receive federal assistance. Section 504’s purpose is, among other things, to assure that students with disabilities have educational opportunities and benefits equal to those provided to non-disabled students. If a student is covered by Section 504, South Carolina Public Charter School District Schools must provide protection and accommodations as are necessary to ensure that the eligible student has equal access to services, programs or activities offered by our schools.

Section 504 Section 504 IS NOT special education; it’s a general education responsibility. Schools will be required to name a Section 504 Coordinator who will be required to attend a district Section 504 training (early September) All South Carolina Public Charter School District schools are required to follow the District’s Section 504 Policies and Procedures (provided). All South Carolina Public Charter School District schools are required to follow the District’s Section 504 Policies and Procedures These procedures include the identification of the principal or his/her designee as the "Section 504 School Coordinator," who is the building-level compliance monitor and coordinator for Section 504 support. The District’s Section 504 Compliance Officer is Robbie. The District’s Section 504 Compliance Officer cannot serve on school 504 committees because this person is part of the District’s grievance process.

Career and Technical Education (CATE)

CATE The district does receive Perkins related funding (Federal Perkins and 2 State level funding programs) Historically, the District will award funding based on a school having a 4 course completer within a career cluster. We will have some funding available to assist with start-up programs (middle and high schools)

Title II

 Title II is about teachers being HQ so they can effectively instruct Title II is about teachers being HQ so they can effectively instruct  District works with Leaders to develop the Title II plan.  Schools broken into two categories: Title I schools and Non- Title I schools  Title 1 schools will have access to the “district Title II activities” (i.e. monthly leader meetings, or district designated programs like SCDE’s Research to Practice)  Non-Title I schools will receive an “activity request form” to request Title II activities. (for school specific requests)  Once approved by the SCDE (January), schools may begin seeking reimbursement.

IDEA INDIVIDUALS WITH DISABILITIES EDUCATION ACT

IDEA Your charter states: “will meet all requirements of IDEA” (which is a federal regulation that we cannot deviate from) Schools need to begin searching for a special education coordinator (who may or may not be your special education teacher) -see differences on page 16see differences on page 16 Begin securing contacts (SLP, OT, PT, and psychologist) – see next slide Be prepared to meet the needs of any student who walks through the school’s door

IDEA THINGS WE DO -start-up training (7/21, 7/30, & 8/13) -monthly web-meetings -access to a regional special education coordinator -ongoing monitoring to assist schools in identifying and correcting deficiencies (monitoring/compliance)ongoing monitoring to assist schools in identifying and correcting deficiencies -IEP software (Enrich – formerly Excent) -all forms -Policies/Procedures*Policies/Procedures -real-time technical assistance -hold schools accountable for meeting the requirements of their charter & all applicable federal and state laws -Allocate funds (~13% total cost) – done in October THINGS WE DON’T - Policies/Procedures* *schools develop their own procedures using a provided template -provide personnel (teachers, SLPs, OTs, school psych – but we do have a resources list) -attend IEP meetings unless school and district agree in advance (very rare) -make school level personnel decisions (hiring or firing)

Title I CONTACT: VAMSHI RUDRAPATI (MR. V) PHONE: (803)

What is Title I? IMPROVING THE ACADEMIC ACHIEVEMENT OF THE DISADVANTAGED. The purpose of this title is to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging State academic achievement standards and state academic assessments.

How does the SCPCSD allocate Title I funds to schools? To determine poverty counts for eligibility, South Carolina Public Charter School District (SCPCSD) uses the number of students who receive free and reduced- priced lunches in each school.

How do we collect Lunch Data?  Schools collect the lunch data using lunch forms and code them in PowerSchool.  EVERY parent should complete a Lunch Form for the students enrolling in your school.  Even if you choose not to provide lunch at your school, you still require parents to complete a lunch form (this is slightly different than the regular lunch form).  Yes, Virtual schools also collect lunch data.

District of Residence  As it is very important component schools need to pay more attention when entering the District of Residence information.  The schools will use a variety of documentation to verify DOR (Appendix E-2)  The SCPCSD will verify the DOR information provided in PowerSchool at the beginning of the school year.

When do we know that we qualify for Title I Funds?  The South Carolina Public Charter school District official Title I allocations are based upon the schools official 5 th day count obtained by PowerSchool. This report is run by the SCPCSD Director of Technology Services.  Schools at or above the poverty rate of 45% are eligible for assistance and to operate as a school wide program  Title I serves 5-17 year old only. 4 and 18 year old will be excluded when determining poverty. Pages 4 -5: SCPCSD Title I Policies and Procedures

What is a School-wide Program? A Title I school wide program is a comprehensive reform model used to upgrade the entire educational program in a Title I school.

Title I Plan Once you are eligible to operate a school wide Title I Program, you will receive log in instructions to develop your school Title I Plan. Once the Plan is approved by the district it will be submitted to the State. You can submit for reimbursements after the plan is approved by the State. ALL TITLE I FUNDS ARE REINBURSEMENTS Page 8 & 12: SCPCSD Title I Policies and Procedures

Title I Resources SCPCSD Title I Policies and Procedures District of Residence

Title III ESOL: ENGLISH FOR SPEAKERS OF OTHER LANGUAGE ELL: ENGLISH LANGUAGE LEARNERS

How do we identify a ELL Student? A home language survey is completed at the time of enrollment for every student who enters your school to determine if there is an influence of a language other than English. A bilingual translator is provided, if necessary, and when available. The survey identifies any languages other than English that are  first learned or acquired by the student;  used by the student in the home; or  used by parents in the home.

A Home Language Survey MUST given to every student that enrolls at your school and the Home Language Survey is a part of each students file.

How do we identify a ELL Student?  Any student whose registration or Home Language Survey indicates a student’s first language is anything other than English is a language minority student.  Request records from the child previous school for students ELDA (English Language Development Assessment) scores.  If there is delay in receiving ELDA from the previous school based on identification of a potential ELL through the Home Language Survey, student(s) must be tested within thirty days of enrollment at the beginning of the school year, and within two weeks thereafter within the school year.  The District will provide LAS Screening right to the school assigned Title III Coordinator. LAS Screening is used to screen new ELL students and in cases where you did not receive ELDA scores from child's previous school.

ask ask ask  If any response on the Home Language Survey indicates the use of a language other than English by the student or an individual in the home, then further information must be obtained to determine the student’s English-language proficiency.  However, the presence of a language other than English does not automatically signify that the student is not a competent and proficient speaker of English.  It is important to use the Home Language Survey as a springboard for further discussion with the parents of anyone who has a typical answers on the survey even before an English placement test is administered.

Title III Budget The district gets a very small pot of funds (sprinkles on a cake) Funds are not allocated to schools District uses the funds for two REQUIRED activities  To increase the English proficiency of limited English proficient children  Professional Development

Title III Resources SCPCSD Title III Policies and Procedures