Title I -The purpose of Title I, Part A of Public Law 107-110 is to enable schools to provide opportunities for children served to acquire the knowledge and skills contained in the challenging state content standards and to meet the challenging state performance standards developed for all children.
Title III- Responsible for the oversight of the language instruction of limited-English proficient and immigrant students. This is accomplished by:
- administering grant programs that help children develop proficiency in English and achieve high content standards;
- recommending policies and promoting best practices for meeting the needs of English language learners;
- strengthening collaboration and coordination among federal, state, and local programs serving English language learners; and
- monitoring funded programs and providing technical assistance that addresses outcomes and accountability.
Title IV - Student Support and Academic Enrichment (SSAE) program focuses on increasing the capacity of districts to provide all students with access to a well-rounded education, improve school conditions for student learning, and more fully utilize educational technology to improve the academic achievement and digital literacy of all.
The purpose of a well-rounded education is to provide an enriched curriculum and educational experience for all students. It includes programs and activities that integrate multiple academic disciplines. A well-rounded education starts with early learning opportunities that make time for exploration and continues with K-12 education that helps students make important connections between their studies, their curiosities, their passions, and the skills they need to become critical thinkers and productive members of society. In addition, a well-rounded education promotes a diverse set of learning experiences that engages students across a variety of courses, activities, and programs in subjects such as English, reading/language arts, writing, science, technology, engineering, mathematics, foreign languages, civics and government, economics, arts, history, geography, computer science, music, career and technical education, health, and physical education.
The second purpose of the SSAE program is to improve school conditions for student learning. When students are healthy and feel safe and supported, they are more likely to succeed in school. Generally, the SSAE program funds may be used for any program or activity that fosters safe, healthy, supportive, and drug-free school environments, including direct student services and professional development and training for school staff.
In addition to supporting a well-rounded education and safe and healthy schools, a portion of the SSAE program funds must be used for increasing effective use of technology to improve the academic achievement, academic growth, and digital literacy of all students. When carefully designed and thoughtfully applied, technology can accelerate, amplify, and expand the impact of effective practices that support student learning, increase community engagement, foster safe and healthy environments, and enable well-rounded educational opportunities. Technology can expand growth opportunities for all students while affording historically disadvantaged students greater equity of access to high-quality learning materials, field experts, personalized learning, and tools for planning for future education. Such opportunities can also support increased capacity for educators to create blended learning opportunities for their students, rethinking when, where, and how students complete different components of a learning experience.
Title V- Rural Education Achievement Program
Grant funds awarded to local educational agencies as a formula grant (not competitive) shall be used for
- teacher recruitment and retention, including the use of signing bonuses and other financial incentives;
- teacher professional development, including programs that train teachers to utilize technology to improve teaching and to train special-needs teachers;
- educational technology, including software and hardware, as described in part D of Title II;
- parental involvement activities;
- activities authorized under the Safe and Drug-Free Schools program under part A of Title IV;
- activities authorized under part A of Title I; and
- activities authorized under Title III.
McKinney Vento - The purpose of the McKinney-Vento Homeless Education Act is to ensure that homeless students have equal access to the same free, appropriate, public education provided for all children in South Carolina. The law requires that state and local educational agencies are required to develop, review and revise policies to remove barriers to the enrollment, attendance and success in school that homeless children and youth may experience.
ESEA, Title III Multilingual Learner and Immigrant Program
Contact-Information:
Susan Murphy, Title III Multilingual Learner and Immigrant Program State Coordinator
Dr. Ingrid Corpuz, Title III Multilingual Learner and Immigrant Program Manager
TitleIIIMLP@ed.sc.gov
Multilingual Learner and Immigrant Program
The vision of the South Carolina Department of Education (SCDE) is that all students graduate prepared for success in college, careers, and citizenship. Districts have a system of personalized and digital learning that supports students in a safe learning environment to meet the Profile of the South Carolina Graduate. A life and career characteristic of the South Carolina Graduate is to embrace a global perspective.
The SCDE will take an asset-based approach by referring to English learners (ELs) as multilingual learners (MLs). An ML brings diverse cultural identities and new perspectives to strengthen our classrooms and communities. MLs achieve the South Carolina College and Career Readiness Standards while navigating between native and instructional languages. MLs provide the global perspective that is needed of the South Carolina Graduate and emphasize the advantages of bi-/multilingualism to honor students’ identities as strengths rather than deficits.
The term ML embodies the shared core values of diversity and inclusion which are integral parts of the Profile of the South Carolina Graduate. The Multilingual Learner Program (MLP) in South Carolina will continue to grow and reflect these values to increase MLs’ opportunities.
Title III Multilingual Learner Program Terminology:
Title III is responsible for the oversight of the language instruction of MLs and immigrant students. This is accomplished by:
- administering grant programs that help children develop proficiency in English and achieve grade-level content standards.
- recommending policies and promoting best practices for meeting the needs of MLs and immigrant students.
- strengthening collaboration and coordination among federal, state, and local programs serving MLs and immigrant students, monitoring funded programs, and providing technical assistance that addresses outcomes and accountability.
Quick Resources:
Parents' Right to Know Qualifications
Under ESSA, parents/guardians have the right to obtain information regarding the qualifications of their child's teachers. Specifically, parents/guardians have the right to know: what type of certificate the teacher holds; what subjects the teacher is certified to teach; whether a teacher has met state qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction; whether a teacher is teaching under emergency or other provisional status through which state qualification or licensing criteria have been waived; and the baccalaureate degree major of a teacher and any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree. Most of this information is accessible through the South Carolina Department of Education's (SCDE) Division of Quality Website www.scteachers.org/titleii/parents.cfm.
You may search for this information by entering the teacher's name directly or by accessing a listing of all teachers by district or school name. Only teachers currently employed in South Carolina's school districts are included in this listing. Information obtained through the Teacher Qualification Search Website is intended for informational use only and is not an official record. Parent Notification Teachers Who Do Not Meet State Licensing Requirements In addition to the information that parents may request, a school that receives Title I funds must provide each parent with a timely notice that the parent's child has been assigned, or has been taught for four or more consecutive weeks by a teacher who does not meet the SCDE’s criteria for teacher licensure. If a child attends a Title I school and is taught four consecutive weeks by a teacher not meeting the criteria for state licensure, the school will send a letter home explaining the teacher’s qualifications.
The notice and information provided to parents must be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand. This applies to all teachers teaching core academic subjects in a Title I school, regardless of if the school has a schoolwide or targeted assistance program. If parents do not have access to the Internet or wish to receive additional information, please send a letter of request addressed to the child's school principal giving the name of the teacher and the grade or subject the person teaches, as well as the specific information you are requesting. The information will be provided to you within a reasonable period, normally within three weeks of receiving your request.
