South Carolina Department of Education

This participant handbook outlines the Program of Alternative Certification for Educators (PACE) for Cohort 2026, a three-year alternative route to professional teaching certification in South Carolina. The program's strategic direction is to prepare individuals with bachelor's degrees for the teaching profession by addressing critical teacher shortages. Key components for achieving this include a structured training program (PACE I, PACE II Institutes, and seminars), requirements for continued successful teaching employment, completion of approved college coursework, and passing a pedagogy assessment. The intended outcome is to advance participants from an Alternative Route teaching certificate to a standard, renewable Professional teaching certificate, thereby contributing to the staffing needs of South Carolina public schools.

This document, uploaded in 2021, details the South Carolina Office of Special Education Services' approach to implementing the Individuals with Disabilities Act (IDEA) through its State Performance Plan/Annual Performance Report (SPP/APR). It specifically focuses on Indicator 5, which measures the Least Restrictive Environment (LRE) for students with IEPs across three categories (5A, 5B, 5C). The strategic direction, initiated with changes in 2020, aims to increase the time students with disabilities spend in general education settings, particularly by reducing the percentage of students in more restrictive environments (Indicator 5B). For the 2021-2022 school year, key initiatives include developing a virtual co-teaching course and disseminating information on LRE considerations to support Local Education Agencies (LEAs) in improving academic, social, and emotional outcomes for students.

The meeting agenda included cohort presentations followed by a technical assistance session concerning parentally placed private school children (PPPSC). Discussions covered the roles of focus groups and cohorts in developing technical assistance systems, reviewing root cause analyses, and developing goals for assistance. Specific attention was given to IDEA requirements for PPPSC, including child find responsibilities, the definition of elementary and secondary schools, and the difference between free, appropriate, public education (FAPE) for public school students and equitable services for PPPSC students. Eligibility criteria for PPPSC, particularly regarding refusal of consent for evaluation, were detailed. The meeting also addressed the calculation of proportionate share using IDEA funds, the process for annual consultation, and common monitoring issues such as calculating based on served versus eligible students, inclusion of homeschool students, and proper fund expenditure.

This document outlines Indicator 7 of the Individuals with Disabilities Education Act (IDEA) State Performance Plan/Annual Performance Report (SPP/APR), focusing on improving outcomes for preschool children (ages 3-5) with IEPs. The plan targets three key areas: positive social-emotional skills, acquisition and use of knowledge and skills, and appropriate behaviors to meet needs. It details methods for measuring progress, reviews historical and projected targets, and describes goals and actions for the 2021-2022 school year to support Local Education Agencies (LEAs) in collecting reliable childhood outcomes data through training, resources, and guidance.

The meeting commenced with the pledge of allegiance. The agenda included the approval of previous minutes and the current agenda. Key discussion items involved updates regarding board member transitions, including a new member joining and a resignation due to health concerns, with reminders issued regarding official resignation procedures. Recognition was given to support staff and state principals of the year. A significant portion of the meeting involved the second reading and subsequent approval of proposed amendments to State Board of Education regulation 43-300, concerning the accreditation and monitoring process for public school districts, aiming for a more streamlined approach focusing on continuous improvement alongside compliance. Further reports included updates on teacher and principal evaluation results for 2021, noting specific areas of strength and lower scoring indicators (grouping and questioning) likely due to COVID-19 instructional modifications. Additionally, educator license recruiting matters were addressed, including the approval of initial certifications, contract breach suspensions, and license revocations, alongside a discussion regarding the voluntary termination of an educator preparation program at Benedict College due to declining enrollment. Finally, state assessment results and literacy data were reviewed, noting the difficulties associated with varied instructional delivery models during the previous year.