Federal & State Programs

Parents may request information regarding the professional qualifications of a student's classroom teachers, including the following:

• Whether the teacher has met state qualification and licensing criteria for the grade levels and subject areas in which the teacher provides instruction
• Whether the teacher is teaching under emergency or other provisional status through which State qualification or licensing criteria have been waived
• The baccalaureate degree major of the teacher, any other graduate certification or degree held by the teacher, and the field of discipline of the certification or degree
• Whether the child is provided services by paraprofessionals and, if so, their qualifications
• Information on the level of achievement of the parent's child in each of the state academic assessments as required under this part 

Teacher qualifications can be accessed at the South Carolina Department of Education's Educator Qualification Search.

Intent and Purpose: Provide financial assistance to LEAs to:

1. Increase student academic achievement through improving teacher and principal quality and increasing the number of highly qualified teachers in classrooms and highly qualified principals and assistant principals in schools.
2. Hold local education agencies and schools accountable for improving student academic achievement.

Intended Program Beneficiaries: Teachers and principals, including assistant principals, and as appropriate, administrators and pupil services and paraprofessionals.

Allowable Use of Funds: [Section 2123(a)]
LEAs must use TPTR funds to implement one or more of the following allowable activities:

• recruiting, hiring and retention of highly qualified personnel professional development
• improve quality of teacher and professional work force under Section 1119
• reducing class size

General Program Requirements:

TPTR program activities are required to:

• Be based on a local assessment of needs for professional development and hiring
• Activities must:
• be aligned with state academic content and student academic performance standards and state assessments;
• be aligned with curricula and programs tied to state academic content and student academic performance standards;
• be based on a review of scientifically based research; have a substantial, measurable, and positive impact on student academic achievement;
• be part of a broader strategy to eliminate the achievement gap between low-income and minority students and other
• Professional development activities must be coordinated with other professional development activities provided through other Federal, state, and local programs, including Title II, Part D (technology) funds.

For parents requesting interpretation, please contact your child’s school and they will contact an interpreter. For any other questions, email the Dorchester Two Translation and Interpretation Office or call 843-873-2901.

The DD2 MLP program provides students with the opportunity to reach proficiency in listening, speaking, reading, and writing as measured on the World Class Instructional Design and Assessment (WIDA) English language proficiency assessment, the Assessing Comprehension and Communication in English State-to-state (ACCESS) for English Language Learners.  In addition, Dorchester School District Two must also comply with the federal requirements under the Elementary and Secondary Education Act (ESEA) of 1965, as amended by the Every Student Succeeds Act (ESSA) approved by the U.S. Congress in December 2015.  

Dorchester School District Two is committed to providing all students equal opportunity to benefit from educational programs and services. Further, Dorchester School District Two is committed to supporting scientifically research-based and effective appropriate programs, practices, training, and accountability so that all students can become proficient in English and can achieve the state’s academic content and student academic achievement standards. 

Title III is responsible for the oversight of the language instruction of Multilingual Learners 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 Multilingual Learners;
• strengthening collaboration and coordination among federal, state, and local programs serving Multilingual Learners; and
• monitoring funded programs and providing technical assistance that addresses outcomes and accountability.

Resources  

For additional information, visit SC Department of Education, Title III Multilingual Learner and Immigrant Children and Youth Program or download SC Multilingual Learner and Immigrant Children and Youth Program Guiding Principles 2022-2023 (PDF).

The purpose of the Title IV, Part A grant is intended to provide all students with access to a well-rounded education, improve school conditions for student learning and improve the use of technology in order to improve the academic achievement and digital literacy of all students.