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Indicates Matter Stricken
Indicates New Matter
COMMITTEE REPORT
March 4, 2004
S. 462
Introduced by Senators Giese, Leatherman, Setzler, Martin, Alexander, Holland, Ravenel, McConnell, J. Verne Smith, Ford, Hayes, Mescher, Knotts, Ryberg, Drummond, Elliott, Hutto, Patterson, Courson, Waldrep, Anderson, Kuhn, Ritchie, Richardson, Peeler and Glover
S. Printed 3/4/04--S. [SEC 3/8/04 9:13 AM]
Read the first time March 11, 2003.
To whom was referred a Bill (S. 462) to amend the Code of Laws of South Carolina, 1976, by adding Chapter 59 to Title 59 so as to enact the "South Carolina Education and Economic Development Act", etc., respectfully
That they have duly and carefully considered the same and recommend that the same do pass with amendment:
Amend the bill, as and if amended, by striking Section 59-59-30, page 2 and inserting:
/ Section 59-59-30. There is created within the Department of Education, the Education and Economic Development Project Office to oversee the implementation of this chapter. This chapter must be fully implemented by July 1, 2010, at which time the project office and the council created pursuant to Section 59-59-170 are abolished. /
Amend the bill further, by striking Section 59-59-6, page 3 and inserting:
/ Section 59-59-60. Before August 1, 2005, school districts shall:
(1) organize high school curricula around clusters of study and cluster majors. The curricula must be designed to teach academic content, knowledge, and skills that students will use in the workplace, further education, and life;
(2) ensure that curricula for all content clusters and majors provide a well-rounded education and allow for study in the arts and humanities, which foster the creativity, critical thinking, and self-discipline needed for success in any field;
(3) promote increased awareness and career counseling by providing access to the South Carolina Occupational Information System for all schools. However, if a school chooses another occupational information system, that system must be approved by the Department of Education. /
Amend the bill further, by striking Section 59-59-70, page 3 and inserting:
/ Section 59-59-70. Beginning with the 2004-2005 school year, the department shall implement a career development plan for educational professionals in career guidance that provides awareness, training, release time, and preparatory instruction. The plan must include strategies for counselors to effectively involve parents in the career guidance process and in the development of the individual graduation plans of their children. The plan also shall include innovative approaches to recruit, train, and certify professionals needed to carry out the career development plan. /
Amend the bill further, by striking Section 59-59-100, page 4 and inserting:
/ Section 59-59-100. By the 2007-2008 school year, middle and high schools must provide students with the services of a career specialist who has successfully completed the national Career Development Facilitator (CDF) certification training. This career specialist must work under the supervision of a certified guidance professional. During the years prior to the 2007-2008 school year, districts must show progress toward meeting the requirements of this section. The guidance ratio shall be 300 to 1 by the year 2007-2008. /
Amend the bill further, by striking Section 59-59-150, which begins on page 5 and inserting:
/ Section 59-59-150. (A) The department shall promulgate regulations outlining specific objective criteria for districts to use in the identification of students at risk for being poorly prepared for the next level of study or for dropping out of school. The process for identifying these students must be closely monitored by the State Department of Education in collaboration with school districts to ensure that students are being properly identified and provided timely, appropriate guidance and assistance, and ensure that no group is disproptionately represented.
(B) By the 2005-2006 school year, the department shall identify one or more model programs for at risk students and each high school of the State shall implement one or more of these programs to ensure that these students receive the opportunity to complete the necessary requirements to graduate with a state high school diploma and build skills to prepare them to enter the job market successfully. /
Amend the bill further, by striking Section 59-59-170, which begins on page 6 and inserting:
/ Section 59-59-170. (A) There is created the Education and Economic Development Coordinating Council to implement the statewide performance, accountability, and enforcement requirements of this chapter. The council is comprised of:
(1) State Superintendent of Education;
(2) Executive Director of the South Carolina Employment Security Commission;
(3) Executive Director of the State Board for Technical and Comprehensive Education;
(4) Executive Director of the Department of Commerce;
(5) Executive Director of the South Carolina Chamber of Commerce;
(6) These members must be appointed by the State Superintendent of Education:
(a) a school district superintendent;
(b) a school principal;
(c) a school guidance counselor;
(d) a teacher;
(e) the director of a career and technology center;
(7) these members must be appointed by the Chair of the Commission on Higher Education:
(a) the president of a four-year college or university;
(b) the president of a technical college;
(8) the Governor shall appoint eight representatives of business and industry, four of whom shall be recommended by the South Carolina Chamber of Commerce, and shall select a chair from the members appointed from business and industry;
(9) Chairman of the Education Oversight Committee or his designee;
(10) the Speaker of the House shall appoint a member from the House of Representatives, and the President Pro Tempore shall appoint a member from the Senate.
The members of the council holding public office shall serve on the council in ex officio capacity.
(B) The council shall:
(1) advise the Education and Economic Development Project Office on the implementation of this chapter;
(2) establish accountability and performance measures for implementation of this chapter;
(3) review school report cards, as required by the Education Accountability Act, and other compliance reports required of schools and school districts;
(4) advise schools and school districts through the project office, institutions of higher education through the Commission on Higher Education, and other state agencies through their governing boards on appropriate and effective measures to ensure implementation with this chapter;
(5) chose the location of the regional educational service centers with the consent of the State Department of Education;
(6) make recommendations to the project office for the development and implementation of a communication and marketing plan to promote statewide awareness of the provisions of this chapter;
(7) make recommendations to the State Board of Education and other appropriate governing boards for the promulgation of regulations to carry out the provisions of this chapter including, but not limited to, enforcement procedures, which may include monitoring and auditing functions, and penalties for noncompliance.
(C) The council shall report annually to the Governor, the General Assembly, the State Board of Education, and other appropriate governing boards on the progress, results, and compliance with the provisions of this chapter.
(D) The Department of Education shall provide administrative support and staffing to the council to carry out its responsibilities under this chapter. /
Renumber sections to conform.
Amend title to conform.
Majority favorable. Minority unfavorable.
WARREN K. GIESE LINDA H. SHORT
For Majority. MICHAEL L. FAIR
For Minority.
EXPLANATION OF IMPACT:
There is a fiscal impact associated with numerous sections of this bill. A synopsis of the impact associated with each section is summarized as follows.
Section 59-59-20 - Annual costs include the need for 160 educators to spend four days during the summer developing, modifying and continuously revising the required curriculum for the sixteen individual clusters. Compensation is estimated at $150 per day and State Department of Education (SDE) anticipates 16 regional workshops at $2,000 per session for incidental costs. Statewide printing, supplies and materials costs are estimated at $75,000 for the first two years, while travel costs and other expenses are estimated at $47,000. Statewide printing, supplies and materials costs are estimated at $25,000 a year for years three and four. Realignment of the curriculum should be completed by June 2008.
Section 59-59-30 - It is anticipated the Education and Economic Development Office would consist of one director and four professional positions. Total annual salary and fringe are estimated at $445,000. Other operating expenses are estimated at $55,000. Total annual impact associated with this section is estimated at $500,000. The project office would discontinue operation by the end of June 2010.
Section 59-59-40 - SDE anticipates it will have ten pilot projects implementing the cluster of study system during FY 2003-04 through FY 2005-06. At $30,000 per school for consultation fees, printing and materials the total impact is estimated at $300,000. However, SDE indicates Workforce Investment Act funds will be available to fund this initiative for at least the first two years of implementation.
Section 59-59-40 (B) - SDE anticipates it will have pilot projects implementing the Career Guidance Model of the Comprehensive Developmental Guidance and Counseling Program Model in each of the same ten pilot program sites as identified in 59-59-40 (A). At $20,000 per school for outside consultants, report preparation and database maintenance the total cost is estimated at $200,000. However, SDE indicates Workforce Investment Act funds will be available to fund this pilot project, which would be implemented in FY 2004-05 only.
Section 59-59-50 (A) - Costs include the need for 20 educators to spend two days during the summer developing and modifying the framework for individual graduation plans. In addition, 64 educators would spend two days developing and modifying the curriculum framework for career clusters of study. Compensation is estimated at $150 per day. SDE estimates annual printing, travel and incidental costs at $50,000. Total costs can be estimated at $75,200, which would be incurred during the first year only.
Section 59-59-60 (2) - Providing access to the Occupational Information System for all 430 schools is estimated to cost $322,500 annually ($750 per school). This includes funding for 366 schools that already access the system.
Section 59-59-70 - SDE anticipates providing training to 150 Career Development Facilitators a year. Training and other educational costs are estimated at $2,500 per individual. Total annual cost is estimated at $375,000.
Section 59-59-90 - Providing career assessments during FY 2004-05 to 160,000 middle school (grades 6,7,8) students at $2.50 per student would cost $400,000 annually, which includes the cost of the assessment materials. This section further states that eighth graders must select a preferred cluster of study and develop an individual graduation plan. Therefore, it is assumed career assessments would be provided to all students in the eighth grader in FY 2005-06 and annually thereafter. Total annual cost for providing career assessments after FY 2004-05 is estimated at $135,000 based on this assumption.
Section 59-59-100 - An additional 430 Career Specialists are needed to achieve the ratio of 300:1 as required by this section by FY 2007-08. SDE anticipates a need for an additional 143 counselors a year for three years starting on FY 2005-06. Salary and fringe are estimated at $45,000 per career specialist. First year cost are estimated at $6,450,000. At full implementation the total cost is estimated at $19,350,000.
Section 59-59-120 - Thirty-five high schools have the "High Schools that Work" organizational model in place. SDE anticipates implementing this model in the remaining 175 high schools starting in FY 2004-05. The cost per high school is estimated at $10,000. Therefore, total cost of implementation for this part is $1,750,000 annually.
Section 59-59-150 - SDE anticipates implementing model programs in twenty-four sites the first year, and twelve additional sites each year thereafter, until all sixty anticipated sites (mostly Career Centers) are covered by FY 2007-08. At $21,000 a year per site for travel, incidental costs and core curriculum development, revision and continuous modification the first year cost can be estimated at $504,000. Cost at full implementation for all sixty anticipated sites is $1,260,000.
Section 59-59-170 - Annual operating expenses for the Education and Economic Development Council are estimated at $30,000, which includes travel, meeting facilities, printing, supplies and postage. The Council would be dissolved after FY 2009-10.
Section 59-59-170 (B) (6) - Cost associated with implementing a communication and marketing plan are estimated at $500,000. This includes $320,000 for contractual services, public awareness campaigns and promotional materials; $150,000 for printing; and $30,000 for travel. This estimate assumes SDE would implement the recommendations of the Coordinating Council. Annual cost for years three and four are estimated at $250,000.
Section 59-59-180 (A) - Personal service and related expenses for each of the twelve regional education service centers is estimated at $100,000. These centers are to be operational by June 2006. Total impact for all 12 centers is $1,200,000.
Section 59-59-180 (C) - Career development facilitator cost is included in section 59-59-100 estimates above.
Section 59-59-190 - The Employment Security Commission indicates that the South Carolina Occupational Information System (SCOIC) program would need to be expanded to sixty-four new schools, assuming all schools chose to take advantage of the program rather than take the option of providing an alternative program approved by SDE. The Commission indicates that licensing for the software necessary to operate the program would cost $400 per site, resulting in new software licensing costs of $25,600 ($400 x 64 sites) annually. Ongoing support for these programs in the form of travel and coordination would cost approximately $25,400 annually. Initial training and manuals would need to be provided to these new schools on a one-time basis to operate the program at a cost of approximately $35,600. Total first year cost can estimated at $86,600 while recurring cost thereafter are estimated at $51,000. These costs would be offset by collection of user fees in the amount of $750 per school per year, for a total of $48,000 annually ($750 per school x 64 new schools).
Section 59-59-200 - SDE anticipates the need for a series of 20 meetings a year to develop, monitor and continuously revise the performance-based standards required by this section. Meeting, travel, and incidental expenses are estimated at $50,000. Training expenses (including workshops, seminars, etc.) associated with programs in contextual teaching is estimated at $150,000 annually. The Commission on Higher Education (CHE) anticipates the colleges and universities would need to provide release time for a full-time faculty in order to redesign elements of the teacher education programs during the first year of implementation. To do so may require these institutions to hire adjunct faculty to assist with or cover the existing teaching loads. At $30,000 per adjunct faculty for 12 institutions the total cost can be estimated at $360,000.
Section 59-59-210 - In order to develop articulation agreements SDE and CHE anticipate the need to conduct a series of meetings during the first two years of implementation involving school districts, higher education and other officials. Meeting, travel, printing, postage, supplies and materials expenses are estimated at $155,000 a year.
Section 59-59-220 - Appropriate textbooks, instructional, training and research materials related to the clusters of study system are estimated at $600,000 the first year, $400,000 the second year, and $200,000 annually thereafter. One-time instructional material development cost is included in the first and second year estimates.
State Board for Technical and Comprehensive Education (SBTCE)
SBTCE has indicated that the fiscal impact resulting from enactment of this bill would be minimal and could be absorbed within existing resources.
Recapitulation
The impact on the General Fund of the State is at the General Assembly's discretion. This initiative could be funded with state general funds, Education Improvement Act funds and/or a combination of these funds and local school district funds. Costs incurred by state colleges and universities could be funded with state general funds and/or tuition and fee revenue. Costs should decrease after FY 2009-10 when the Economic Development Project Office and the Education and Economic Development Coordinating Council are abolished.
Estimated costs for the Education and Economic Development Act through FY 2009-10 are summarized on the attached schedule. It should be noted that the need for $4.2 million of existing Tech Prep School-to-Work funds would slowly be phased out during implementation. These funds could then be diverted to support the requirements of this bill.
SPECIAL NOTES:
The Employment Security Commission notes that operation of the SCOIS program has been scaled back to accommodate recent cuts to general funds. ESC notes that to operate the program more effectively, the program would need an additional $29,400 in general funds for a one-time equipment upgrade, an additional $34,800 recurring funds for registration of updated software for 231 current sites (which have older software) and an additional $50,000 for additional annual training for the program.
Approved By:
Don Addy
Office of State Budget
TITLE 59
CHAPTER 59 FY 2004-05 FY 2005-06 FY 2006-07 FY 2007-08 FY 2008-09 FY 2009-10
20 - Career Clusters 250,000 250,000 200,000 200,000 - -
30 - Education &
Economic
Development
Project Office 500,000 500,000 500,000 500,000 500,000 500,000
40 - Pilot Projects
- Career Clusters (1) - 300,000 - - - -
40 (B) - Pilot
Projects- Career
Guidance Model (1) - - - - - -
50 (A) - IGP &
Curriculum
Framework Models 75,200 - - - - -
60 (2) - SCOIS
Access - SDE /
District Cost (2) 322,500 322,500 322,500 322,500 322,500 322,500
70 - Professional
Development Plans 375,000 375,000 375,000 375,000 375,000 375,000
90 - Career
Assessments 400,000 135,000 135,000 135,000 135,000 135,000
TITLE 59
CHAPTER 59 FY 2004-05 FY 2005-06 FY 2006-07 FY 2007-08 FY 2008-09 FY 2009-10
100 - Career
Specialists
Ratio 300:1 - 6,450,000 12,900,000 19,350,000 19,350,000 19,350,000
120 - "High
Schools
That Work" 1,750,000 1,750,000 1,750,000 1,750,000 1,750,000 1,750,000
150 - Model
Programs for
At-Risk Students 504,000 756,000 1,008,000 1,260,000 1,260,000 1,260,000
170 - Education
& Economic
Development
Coordinating
Council 30,000 30,000 30,000 30,000 30,000 30,000
170 (B) (6) -
Communication
& Marketing
Plan (3) 500,000 500,000 500,000 250,000 - -
180 (A) -
Regional Centers
Coordination
& Facilitation - 1,200,000 1,200,000 1,200,000 1,200,000 1,200,000
TITLE 59
CHAPTER 59 FY 2004-05 FY 2005-06 FY 2006-07 FY 2007-08 FY 2008-09 FY 2009-10
190 - SCOIS -
Employment
Security
Commission
Cost (4) 38,600 3,000 3,000 3,000 3,000 3,000
200 - Reforming
of Degree
Requirements (5) 560,000 200,000 200,000 200,000 200,000 200,000
210 (A) -
Statewide
Articulation
Agreements
(SDE & CHE) 155,000 155,000 - - - -
220 - Clusters
of Study
Instructional
Materials 600,000 400,000 200,000 200,000 200,000 200,000
Fiscal Year
Total (6) $6,060,300 $13,326,500 $19,073,500 $25,775,500 $25,325,500 $25,325,500
Annual
Incremental
Increase - $7,266,200 $5,747,000 $6,702,000 -$450,000 $0
TITLE 59
CHAPTER 59 FY 2004-05 FY 2005-06 FY 2006-07 FY 2007-08 FY 2008-09 FY 2009-10
Total FTEs
Required (5.00) (5.00) (5.00) (5.00) (5.00) (5.00)
Notes:
(1) Funded with existing Worforce Investment Act (WIA) funds in FY 2003-04 and FY 2004-05. WIA funds may be
available to cover costs in FY 2005-06.
(2) 366 existing Middle & High Schools already access SCOIS. This estimate reflects that annual cost for all 430 schools
to maintain access to SCOIS.
(3) Assumes implementation of communication and marketing plan as recommended by Education and
Economic Development Coordinating Council.
(4) Reflects net cost to Employment Security Commission.
(5) Includes adjunct staff at Colleges and Universities during FY 2004-05 only.
(6) $4.2 million of Tech Prep School-to-Work EIA appropriations would be available by at least FY 2009-10 to
offset implementation cost.
TO AMEND THE CODE OF LAWS OF SOUTH CAROLINA, 1976, BY ADDING CHAPTER 59 TO TITLE 59 SO AS TO ENACT THE "SOUTH CAROLINA EDUCATION AND ECONOMIC DEVELOPMENT ACT"; TO AMEND SECTION 59-17-135, RELATING TO CHARACTER EDUCATION, SO AS TO INCORPORATE THE CHARACTER TRAITS OF THE FAMILY RESPECT ACT INTO THIS EDUCATIONAL COMPONENT; TO AMEND SECTION 59-18-900, AS AMENDED, RELATING TO SCHOOL REPORT CARDS, SO AS TO EXPAND THE CONTENT OF THE REPORT CARD TO INCLUDE, AMONG OTHER THINGS, REPORTS ON COMPLIANCE WITH THIS ACT AND THE CHARACTER EDUCATION ACT AND DROPOUT REDUCTION DATA; AND TO REPEAL ACT 450 OF 1994 AND SECTION 59-52-95 RELATING TO THE SOUTH CAROLINA SCHOOL-TO-WORK TRANSITION ACT OF 1994.
Be it enacted by the General Assembly of the State of South Carolina:
SECTION 1. Title 59 of the 1976 Code is amended by adding:
Section 59-59-10. This chapter may be cited as the 'South Carolina Education and Economic Development Act'.
Section 59-59-20. (A) The Department of Education shall develop a curriculum organized around a career cluster system that must provide students with both strong academics and real-world problem solving skills. Students must be provided individualized educational, academic, and career-oriented choices and greater exposure to career information and opportunities. This system must promote the involvement and cooperative effort of parents, teachers, and counselors in assisting students in making these choices, in setting career goals, and in developing individual graduation plans to achieve these goals.
(B) School districts must lay the foundation for the clusters of study system in elementary school by providing career awareness activities. In the middle grades programs must allow students to identify career interests and abilities and align them with clusters of study for the development of individual graduation plans. Finally, high school students must be provided guidance and curricula that will enable them to successfully complete their individual graduation plans, preparing them for a seamless transition to relevant employment, further training, or postsecondary study.
Section 59-59-30. There is created within the Department of Education, the Education and Economic Development Project Office to oversee the implementation of this chapter. This chapter must be fully implemented by July 1, 2008 at which time the project office is abolished.
Section 59-59-40. (A) During the 2003-04 school year, the department, in conjunction with selected school districts and schools, shall conduct a pilot project implementing the clusters of study system.
(B) During the 2003-04 school year the department shall conduct a pilot project implementing its Career Guidance Model of the Comprehensive Developmental Guidance and Counseling Program Model in schools in which a pilot project for the clusters of study model is being conducted.
Section 59-59-50. (A) Before July 1, 2004, the Department of Education shall develop state models and prototypes for individual graduation plans and the curriculum framework for career clusters of study. These clusters of study may be based upon the national career clusters and may include, but are not limited to:
(1) agriculture, food, and natural resources;
(2) architecture and construction;
(3) arts, audio-video technology, and communications;
(4) business, management, and administration;
(5) education and training;
(6) finance;
(7) health science;
(8) hospitality and tourism;
(9) human services;
(10) information technology;
(11) law, public safety, and security;
(12) manufacturing;
(13) government and public administration;
(14) marketing, sales, and service;
(15) science, technology, engineering, and mathematics;
(16) transportation, distribution, and logistics.
Section 59-59-60. Before July 1, 2004 school districts shall:
(1) organize high school curricula around clusters of study and cluster majors. The curricula must be designed to teach academic content, knowledge, and skills that students will use in the workplace, further education, and life;
(2) promote increased awareness and career counseling by providing access to the South Carolina Occupational Information System for all schools. However, if a school chooses another occupational information system, that system must be approved by the Department of Education.
Section 59-59-70. Beginning with the 2003-04 school year, the department shall implement a career development plan for educational professionals in career guidance that provides awareness, training, release time, and preparatory instruction. The plan must include strategies for counselors to effectively involve parents in the career guidance process and in the development of the individual graduation plans of their children. The plan also must include innovative approaches to recruit, train, and certify professionals needed to carry out the career development plan.
Section 59-59-80. During the 2004-05 school year career awareness and exploration activities must be integrated in the curricula for all students in the first through fifth grades, and elementary students must be exposed to career options. By the 2007-08 school year, these guidance models must be fully implemented in all school districts.
Section 59-59-90. During the 2004-05 school year counseling and programs must be provided to students in the sixth, seventh, and eighth grades on clusters of study, and they must receive career assessments to guide them in the career decision-making process. Before the end of the second semester of the eighth grade, all eighth grade students must have selected their preferred cluster of study and developed individual graduation plans, as provided for in Section 59-59-140.
Section 59-59-100. By the 2006-07 school year, the ratio of students to guidance personnel in middle schools and high schools must be three hundred to one. This ratio must be phased in over a three-year period, beginning with the 2003-04 school year in middle schools. To achieve this ratio, school districts may utilize staffing combinations that include counselors, paraprofessionals, career development facilitators, and administrative support.
Section 59-59-110. During the 2006-07 school year counselors must counsel students during the ninth and tenth grades to further define their career goals and plans, and before the end of the second semester of the tenth grade, tenth grade students must have declared a major within a cluster of study. Throughout high school, students must be provided guidance activities and programs that combine career counseling and experiential learning with academic planning to assist students in fulfilling their individual graduation plans.
Section 59-59-120. By the 2007-08 school year, each high school shall implement the 'High Schools that Work' organizational model or have obtained approval from the Department of Education for another cluster or major organizational model.
Section 59-59-130. Before July 1, 2008, the Department of Education shall revise high school graduation requirements to fit the career cluster system.
Section 59-59-140. An individual graduation plan is a student specific educational plan detailing the courses necessary for the student to prepare for graduation and to successfully transition into the workforce or other post-secondary educational experiences. An individual graduation plan must:
(1) align career goals and a student's course of study;
(2) be based on the student's selected cluster of study and a major within that cluster;
(3) include core academic subjects, which must include, but are not limited to, English, math, science, and social studies;
(4) include career-oriented learning experiences including, but not limited to, internships, apprenticeships, mentoring, co-op education, and service learning;
(5) be flexible to allow change in the course of study but be sufficiently structured to meet graduation requirements and admission to postsecondary education.
Section 59-59-150. (A) The department shall develop specific objective criteria for districts to identify all students at risk for being poorly prepared for the next level of study or for dropping out of school. The process for identifying these students must be closely monitored to ensure that students are being properly identified and provided timely, appropriate guidance and assistance and to ensure that no group is disproportionately represented.
(B) By the 2005-06 school year, the department shall implement one or more model programs for at risk students and develop nontraditional curricula that will allow these students to graduate and build skills preparing them to enter the job market successfully. The department shall enlist the business community in developing nontraditional curricula around clusters of study that ensure the coordination of courses of study and workplace skills.
(C) Parents of at risk students must be involved in the decision for their child to pursue a nontraditional curriculum course of study. If a student undertakes such a course of study, the student must be allowed to transition to traditional clusters of study if that becomes appropriate, and the student's individual graduation plan must be designed and closely monitored to assist the student in completing his education, in achieving his career goals, and in developing viable workplace skills.
(D) A student who participates in a nontraditional curriculum program may participate in extracurricular and athletic activities if the student otherwise meets the requirements for participating in the activity.
(E) Students who participate in a nontraditional curriculum program shall continue to be funded through EIA revenue at the state's high school FTE level and may be classified as adult education students for diploma requirements. A student who completes these requirements shall receive a high school credential.
(F) Notwithstanding the provisions of this section, the department shall make every effort, including, but not limited to, providing remediation and additional services, to keep at-risk students in traditional educational programs from kindergarten through twelfth grade.
Section 59-59-160. Parental participation is an integral component of the clusters of study system. Beginning with students in the sixth grade and continuing through high school, school districts must require annual parent counseling conferences to assist their children in making career choices and plans as their children progress through this system. These conferences must include, but are not limited to, assisting the student in identifying career interests and goals, selecting a cluster of study and a major, and developing an individual graduation plan.
Section 59-59-170. (A) There is created the Education and Economic Development Coordinating Council to oversee and facilitate the statewide performance, accountability, and enforcement requirements of this chapter. The council is comprised of:
(1) State Superintendent of Education;
(2) Executive Director of the South Carolina Employment Security Commission;
(3) Executive Director of the State Board for Technical and Comprehensive Education;
(4) These members must be appointed by the Governor:
(a) a school district superintendent;
(b) a school principal;
(c) a school guidance counselor;
(d) a teacher;
(e) the president of a four-year college or university;
(f) the president of a technical college;
(g) the director of a career and technology center; and
(h) ten representatives of business and industry, one of whom the Governor shall appoint as chairman of the council.
(B) The council shall:
(1) advise the Education and Economic Development Project Office on the implementation of this chapter;
(2) establish accountability and performance measures for compliance and enforcement of this chapter;
(3) review school report cards, as required by the Education Accountability Act, and other compliance reports required of schools and school districts;
(4) advise schools and school districts on appropriate and effective measures to ensure compliance with this chapter;
(5) oversee the regional educational service centers established pursuant to Section 59-59-180;
(6) make recommendations to the department for the development and implementation of a communication and marketing plan to promote statewide awareness of the provisions of this chapter;
(7) make recommendations to the department for the promulgation of regulations to carry out the provisions of this chapter including, but not limited to, enforcement procedures, which may include monitoring and auditing functions, and penalties for noncompliance.
(C) The council shall report annually to the Governor, the General Assembly, and the State Board of Education on the progress, results, and compliance with the provisions of this chapter.
(D) The Department of Education shall provide administrative support and staffing to the council to carry out its responsibilities under this chapter.
Section 59-59-180. (A) Before July 1, 2004, the Education and Economic Development Council shall designate up to twelve regional education service centers to coordinate and facilitate the delivery of information, resources, and services to students, educators, employers, and the community.
(B) The primary responsibilities of these centers are to:
(1) provide services to students and adults for career planning, employment seeking, training, and other support functions;
(2) provide information, resources, and professional development programs to educators;
(3) provide resources to school districts for compliance and accountability under the provisions of this chapter;
(4) provide information and resources to employers including, but not limited to, education partnerships, career-oriented learning, and training services;
(5) facilitate local connections among businesses and those involved in education;
(6) create and coordinate workforce education programs.
(C)(1) By the 2004-05 school year, each regional center must have career development facilitators who shall coordinate career-oriented learning, career development, and post-secondary transitions for the schools in their respective regions.
(2) A career development facilitator must be certified and recognized by the National Career Development Association.
(D) The Education and Economic Development Coordinating Council shall provide oversight to the regional centers, and the centers shall provide such data and reports as the council may request.
Section 59-59-190. (A) The South Carolina Employment Security Commission, in collaboration with the State Board for Technical and Comprehensive Education and the Commission on Higher Education, shall assist the Department of Education, in planning and promoting the career and employment programs provided for in this chapter and in the establishment of the regional education service centers by:
(1) identifying potential employers to participate in the career-oriented learning programs;
(2) serving as a contact point for employees seeking career information and training;
(3) providing labor market information including, but not limited to, supply and demand and nontraditional jobs for women;
(4) promoting increased career awareness and career counseling through the management and promotion of the South Carolina Occupational Information System; and
(5) collaborating with local agencies and businesses to stimulate funds.
(B) The South Carolina Employment Security Commission shall assist in providing the link between employers in South Carolina and youth seeking employment.
Section 59-59-200. Beginning with the 2004-05 academic year, degree requirements for colleges of education must include content in career guidance, the use of the cluster of study curriculum framework and individual graduation plans, learning styles, the elements of the Career Guidance Model of the South Carolina Comprehensive Guidance and Counseling Program Model contextual teaching, cooperative learning, and character education. The Department of Education shall develop performance based standards in these areas and include them as criteria for certification and recertification of teachers, counselors, and school administrators. The department also shall develop programs to train educators in contextual teaching.
Section 59-59-210. (A)(1) Before July 1, 2004, all school districts, two-year colleges, and four-year colleges and universities shall enter into articulation agreements.
(2) An articulation agreement must have statewide applicability, and in establishing admission criteria, a two or four-year college or university may not exclude courses that apply to major electives and the high school diploma.
(3) Dual credits recognized by two-year colleges and four-year colleges and universities must be transferable statewide.
(B) The Department of Education, through the Education and Economic Development Coordinating Council, shall convene a committee to assist in developing statewide articulation agreements, to define criteria and guidelines for ensuring that new and revised courses will be accepted under the agreements, and to promote the development of measures to certify genuine equivalency in content and rigor for all courses.
Section 59-59-220. When the Department of Education or a school district implements the clusters of study system, appropriate textbooks and instructional materials must be approved by the appropriate authority and must be made available to the district.
Section 59-59-230. The Department of Education, in collaboration with the Education and Economic Development Council, shall promulgate regulations necessary to carry out the provisions of this chapter.
Section 59-59-240. The requirements of this chapter do not apply to private schools or to home schools.
Section 59-59-250. The implementation of this chapter is contingent upon the appropriation of adequate funding."
SECTION 2. Section 59-17-135(B) of the 1976 Code, as added by Act 4 of 2001, is amended to read:
"(B) Each local school board of trustees of the State must develop a policy addressing character education. Any character education program implemented by a district as a result of an adopted policy must, to the extent possible, incorporate character traits including, but not limited to, the following: respect for authority and respect for others, honesty, duty, self-control, cleanliness, courtesy, good manners, cooperation, commitment to others, citizenship, patriotism, courage, fairness, kindness, self-respect, compassion, diligence, good work ethic, sound educational habits, generosity, punctuality, cheerfulness, patience, sportsmanship, loyalty, and virtue. Local school boards must include all sectors of the community, as referenced in subsection (A)(4), in the development of a policy and in the development of any program implemented as a result of the policy. As part of any policy and program developed by the local school board, an evaluation component must be included."
SECTION 3. Section 59-18-900(D) of the 1976 Code is amended to read:
"(D) The report card must include a comprehensive set of performance indicators with information on comparisons, trends, needs, and performance over time which is helpful to parents and the public in evaluating the school. Special efforts are to be made to ensure that the information contained in the report cards is provided in an easily understood manner and a reader friendly format. This information should also provide a context for the performance of the school. Where appropriate, the data should yield disaggregated results to schools and districts in planning for improvement. The report card should include information in such areas as programs and curriculum, school leadership, community and parent support, faculty qualifications, evaluations of the school by parents, teachers, and students. In addition, the report card must contain other criteria including, but is not limited to, information on Education and Economic Development Act compliance reports, compliance reports on the implementation of the character education requirements pursuant to Section 59-17-135, promotion and retention ratios, disciplinary climate, dropout ratios, dropout reduction data, student and teacher ratios, and attendance data, disciplinary infractions and punishment, expulsion and suspension reduction data, and data on the reduction of violence and other disciplinary infractions."
SECTION 4. Act 450 of 1994 and Section 59-52-95 of the 1976 Code are repealed.
SECTION 5. This act takes effect upon approval by the Governor.
This web page was last updated on Thursday, June 25, 2009 at 9:52 A.M.