Current through Register Vol. 48, No. 3, March 22, 2024
(1976 Code Section
59-5-60
and 1993 Act #135, The Early Childhood Development and Academic Assistance
Act)
I. Program Goals
A. To focus the state's resources on academic
success and prevention of academic problems.
B. To establish the expectation that by
providing extra assistance and learning time all students will graduate from
high school with their peers.
C. To
allow districts and schools greater flexibility in providing targeted,
coordinated programs of student assistance.
D. To support students with academic
difficulties in grades four through twelve so they are able to progress
academically and move through school with their peers.
II. Requirements
A. Districts and schools shall develop and
implement academic assistance programs which address alternatives to year-long
and pull-out remediation methods of service. If alternatives to the options
listed in the guidelines are chosen, they should be based on the needs
assessment performed as a part of the district and/or school comprehensive plan
and on strategies found to be effective in research.
B. Options for methods of service and
descriptions of service that are available to districts and schools are
included in the "Guidelines to Academic Assistance Programs --Grades
4-12".
C. Districts and schools may
choose to target resources in certain grade levels or areas of
learning.
D. Assistance may be for
short, intensive periods or for longer, on-going assistance as needed by each
student.
E. Emphasis is on
providing assistance at the time of need and on accelerating the progress of
students performing below their peers.
F. Districts and schools shall implement a
parent involvement program in grades four through eight.
G. Districts and schools shall develop a
system for maintaining a record of parent conferences annually that identify
the date, time, and response of parent/teacher conferences.
III. Funding
The General Assembly shall determine an appropriation level for
the funding.
A. The number of students
in grades 4-12 who score below minimum basic skills act standards in reading,
mathematics, or writing, or their equivalent will generate funds at a specified
add-on weight.
B. Funds generated
shall be used to provide needed academic assistance to any student in these
grades.
C. Expenditures must adhere
to definitions and guidelines established by the Office of Finance, State
Department of Education, or the State Procurement code.
IV. Professional Development
Appropriate training to prepare teachers and administrators in
the teaching techniques and strategies needed to implement the Academic
Assistance Programs shall be included in the district strategic plan and school
renewal plans.
V.
Guidelines
Additional information relating to the implementation of this
regulation, including but not limited to:
1. Definitions of terms,
2. Explanations of program models,
3. Procedures for selecting alternative
options for methods of service
is contained in the "Guidelines for Implementing Academic
Assistance Programs" available at the State Department of Education. The State
Board of Education will review and update, if required, the "Guidelines" on an
as needed basis.
