South Carolina Department of Education (SCDE)
02/28/19 4:30 PM Receipt
Grants to South Carolina school districts for the implementation of evidence-based models and strategies that address the career and academic development needs of students with academic deficiencies. Priority will be given to projects taking place in alternative schools and/or projects providing activities during summer intersessions.
The SCDE has set aside a portion of EEDA funds for the Preparing College- and Career-Ready Graduates Competitive Grants to help schools implement evidence-based strategies and/or models specifically designed to address the academic and career development needs of students with proven academic deficiencies so that, upon completing high school, these students will possess the knowledge, skills, and life and career characteristics of the Profile of the South Carolina Graduate.
Per State Board of Education (SBE) Regulation 43-274.1, eligible applicants must propose to serve students who are in grades 3-12 and exhibit the following:
1. Poor academic performance—generally, a grade point average of 2.0 or lower on a 4.0 scale—in the core content areas. This is a significant predictor that districts must consider in identifying students at risk of dropping out. Careful consideration should be given to students demonstrating declining academic performance. School districts are encouraged to carefully review a variety of assessments in diagnosing students’ academic difficulties and selecting appropriate short- and long-term interventions, including the following:
a. Statewide assessment results used for accountability purposes and other state-funded (e.g., formative) assessments,
b. Preliminary Scholastic Assessment Test (PSAT) results,
c. District- or school-adopted computer-aided instruction (CAI) assessments,
d. End-of-course examination results,
e. Classroom-level assessments related to the South Carolina College- and Career-Ready Standards, and/or
f. Other district-approved diagnostic assessments (including the Measures of Academic Progress (MAP)) for grades and subjects that do not participate in the state’s testing program.
2. Specific behaviors and characteristics that school districts must consider as indicators, predictors, and barriers in identifying students at risk of dropping out, including
a. Being over age for their grade level due to retention attributable to risk factors such as high absence and truancy rates;
b. Showing a lack of effort or interest in their academic work;
c. Working an excessive number of hours per day or week;
d. Having a history of discipline problems leading to suspension, expulsion, and/or probation;
e. Showing or expressing feelings of being disconnected from the school environment;
f. Showing evidence of physical and/or emotional abuse;
g. Coming from and/or living in a disadvantaged socioeconomic environment;
h. Living in a home situation that does not include at least one parent;
i. Being a single parent; and/or
j. Having limited proficiency in the English language.
The SCDE has established three competitive priorities for the 2019–20 funding cycle.
Priority 1—Alternative School Programs: Ten (10) competitive priority points will be awarded to applications that propose to serve a specific cohort of students participating in alternative school programs approved by the SCDE. The cohort served must be comprised of students who have been assigned to the Alternative School Program for a minimum of one semester.
Priority 2—One Intersession Period: Five (5) competitive priority points will be awarded to applications that propose to provide at least three weeks of learning activities during one summer intersession period.
Priority 3—Both Intersession Periods: Ten (10) competitive priority points will be awarded to applications that propose to provide at least three weeks of learning activities during both summer intersession periods.
Intersession periods must include a minimum of twenty (20) hours of instruction time per week. To be eligible to receive competitive priority points associated with intersession periods, the application must indicate that intersession periods will be provided during each year of the four-year grant cycle.
Statutory and State-Level Requirements:
Sections 59-59-55 and 59-59-150 of the EEDA, as detailed below, established specific criteria for this program:
Section 59-59-55. The State Board of Education shall develop a state model for addressing at-risk students. This model shall include various programs and curriculum proven to be effective for at-risk students.
Section 59-59-150. By July 2007, the State Board of Education 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 criteria must include diagnostic assessments to identify strengths and weaknesses in the core academic areas. 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 to ensure that no group is disproportionately represented. The regulations also must include evidence-based model programs for at-risk students designed to ensure that these students have an opportunity to graduate with a state high school diploma. The regulation also must include an evaluation of model programs in place in each school to ensure the programs are providing students an opportunity to progress to the next level and to eventually graduate with a state high school diploma.
To fulfill § 59-59-55, the SBE developed a state model that was presented in the At-Risk Student Intervention Implementation Guide. In 2012, the programs and curriculum listed in the Guide were replaced with the Model Programs as compiled by the National Dropout Prevention Center/Network (NDPC/N). Applicants must comply with the specific objective criteria for identifying at-risk students as legislated by § 59-59-150 and categorized in the SBE’s At-Risk Student Regulation (R. 43-274.1). Additionally, applicants must select strategies and/or models that are recommended by the NDPC/N.
Allowable activities include evidence-based academic and career-related activities that occur during school, after school, and/or during the summer months. Activities associated with all strategies and/or models must demonstrate a direct and/or indirect link to students meeting the criteria defined in the Profile of the South Carolina Graduate (see page 29) and being academically prepared for and promoted to the next grade level, reducing the dropout rate, and/or an increasing the high school graduation rate.
GrantWatch ID#: 178941
The maximum award is $150,000 for year one of the project.
Year one of the project will cover July 1, 2019, through June 30, 2020.
The maximum grant funding period is four years (July 1, 2019, through June 30, 2023) and is subject to the annual availability of funds and grantees meeting all project requirements. Official grant award documents will be processed annually as yearly continuation of funding is not automatic.
Before starting your grant application, please review the funding source's website listed below for updates/changes/addendums/conferences/LOIs.
Jamaal Perry, Grant Manager
South Carolina Department of Education
Office of Student Intervention Services
1429 Senate Street, Suite 801
Columbia, SC 29201
USA: South Carolina