The State Capitol Report – 3/8/2019 Featured
The House of Representatives amended, approved, and sent the Senate H.3759, the “SOUTH CAROLINA EDUCATION, CAREER OPPORTUNITY, AND ACCESS FOR ALL ACT”. The legislation makes comprehensive revisions that are offered as a means of ensuring that the state’s public school students receive the training needed to meet 21st century demands. New emphasis is placed on mathematics and technology that includes a requirement for each public high school in the state to offer at least one rigorous, standards‑based computer science course. Enhancements are made to the SC Read to Succeed Initiative that focuses on crucial literacy skills. Provisions are made to afford public school students a smoother transition into higher education and workforce opportunities. These include expanded dual enrollment programs and improved access to state scholarship funding to cover training costs. The legislation raises the minimum teacher salary statewide and offers an array of incentives geared towards attracting individuals to teaching and retaining those professionals in the classroom. Some of the incentives focus on encouraging teachers to pursue their careers in schools that are failing to meet goals for academic performance and in areas of the state that are experiencing the greatest economic distress. Enhanced accountability provisions are included to direct assistance to schools that are struggling academically and to transform or close chronically underperforming schools. A school district consolidation protocol is established for merging less populous districts that are failing to meet standards for student performance. Local school board members are subjected to ethics provisions. A Special Council on Revitalizing Education is created to advise policy makers on ways to improve collaboration among state agencies and institutions and what steps should be taken to ensure that the state’s public education system is emphasizing skills demanded in the workplace.
Goals and Governance
The State of South Carolina establishes an overall statewide workforce readiness goal of at least sixty percent of all working‑age South Carolinians having a post‑secondary degree or recognized industry credentials before the year 2030. This goal is consistent with all students graduating and having the knowledge, skills, and characteristics contained in the Profile of the South Carolina Graduate.
A “Student Bill of Rights” is established to enumerate basic expectations including: students should expect that the General Assembly, Governor, State Superintendent of Education, State Board of Education, local school boards, local superintendents, principals, teachers, and parents to focus on improving education, and creating a system that puts them first; students should feel safe and secure in school; students should have educational choice; and the ability to challenge unfair treatment. These provisions do not create or imply a private cause of action for a violation.
A “Teacher Bill of Rights” is established to enumerate those things that all certified public school teachers in South Carolina should be able to expect. These include: working in an environment conducive to learning; the inclusion of their discretion with regard to disciplinary and instructional decisions; freedom from frivolous lawsuits, planning time; a competitive salary; no unnecessary paperwork; support from school administration. These provisions do not create or imply a private cause of action for a violation.
Provisions are made for the South Carolina Teacher of the Year and a public school student appointed by the Governor to serve as non-voting advisory members of the State Board of Education.
Special Council on Revitalizing Education
The legislation establishes within the Office of the Governor the Special Council on Revitalizing Education (SCORE) which is created to: (1) monitor the state education and workforce pipeline to continually determine the education and training levels required by the state’s employers; (2) identify and recommend improvements regarding efficiency and cooperation of agencies and programs throughout the education and workforce pipeline; and (3) report findings and recommendations to the Governor and General Assembly on a continuous basis.
The Governor serves as the chairman of the ten-member council. The Governor may, however, delegate the position of chairman and SCORE duties to the Lieutenant Governor. The other council members are appointed to five-year terms, with SCORE being composed of: (a) three members appointed by the Governor; (b) one member appointed by the Speaker of the House; (c) one member appointed
by the Chairman of the House Ways and Means Committee; (d) one member appointed by the Chairman of the House Education and Public Works Committee; (e) one member appointed by the President of the Senate; (f) one member appointed by the Chairman of the Senate Finance Committee; and (g) one member appointed by the Chairman of the Senate Education Committee. Council members may not concurrently serve as a member of the General Assembly. Appointed members must have a background in early childhood education, K‑12 education, higher education, business, workforce development, or economic development. Two council members, one from the appointees allotted the House of Representatives and the other from the appointees allotted the Senate, must be current or retired highly‑effective teachers. A member of the council may serve no more than two consecutive terms.
The Governor shall hire an executive director who must possess a background in at least one of the following: early childhood education, K‑12 education, higher education, business, workforce development, or economic development.
Before October 1, 2021, the council shall establish a series of benchmarks that must include, but are not limited to the following:
(1) access to quality early learning, as determined by the council, including the number of three and four‑year old children in quality early‑learning settings;
(2) third grade reading proficiency, including the percentage of third grade students who score ‘Meets’ or ‘Exceeds Expectations’ on the SC Ready assessment, or its successor;
(3) eighth grade mathematics, including the percentage of eighth grade students who score ‘Meets’ or ‘Exceeds Expectations’ on the SC Ready assessment, or its successor;
(4) high school graduation rates, including the percentages of students who graduated in four and five years;
(5) youth nonparticipation, including the percentage of South Carolina residents between sixteen and eighteen years of age who are not going to school on the secondary level or in adult education, not in the military, or not otherwise working;
(6) post‑high school enrollment, including the percentage of South Carolina high school graduates who are in postsecondary education the semester after graduation from high school or are gainfully employed; and
(7) post‑high school education attainment, including the percentage of South Carolina residents ages twenty‑two through sixty‑five who have completed a two‑or four‑year degree, or have received a nationally recognized certification as determined by the Department of Commerce.
With assistance and consultation from the Department of Administration, the council is charged with creating and maintaining a publicly accessible website that reports the benchmark information, explains the benchmarks, and provides an annual update to show the state’s progress toward meeting each goal.
Beginning in 2021, the council is required to make an annual comprehensive report to the Governor and General Assembly that specifically identifies areas within the education and workforce pipeline where state agencies and other publically funded entities are failing to meet the benchmarks. The council shall provide recommendations regarding ways that state and local efforts can be improved, ways that collaboration and cooperation among state and local agencies and resources can be increased, and efforts underway or being considered in other states that address the noted areas of concern. The council also shall recommend legislation it considers necessary.
Enhancements to Academic Rigor to Improve Student Preparation
Computer Science and Mathematics Coursework and Incentives
The State Board of Education is charged with conducting, at least every five years, a cyclical review of grade appropriate standards for computer science, computational thinking, and computer coding for grades kindergarten through grade twelve.
No later than the beginning of the 2020‑2021 School Year, each public high school and public charter high school must offer at least one rigorous, standards‑based computer science course. The course is to be made available in a traditional classroom setting, in a dual‑enrollment course, blended‑learning environment, online‑based, or other technology‑based format tailored to meet the needs of each participating student.
Beginning in the 2020‑2021 School Year, the Department of Education shall:
(1) employ one experienced full‑time employee whose sole responsibility is to coordinate and lead the South Carolina Computer Science Education Initiative;
(2) support K‑12 academic and computer science teachers in designing interdisciplinary, project‑based instruction and assignments that engage students in applying literacy, math, and computational thinking skills to solve problems;
(3) design career pathways that connect students to postsecondary programs, degrees, or postsecondary credentials in such high demand career fields as cybersecurity, information systems, informatics, graphic design, computer engineering, and software development;
(4) offer professional development and teacher endorsements to new teachers who will teach computer science;
(5) provide information and materials which identify emerging career opportunities in computer science and related fields to parents, students, teachers, and guidance counselors; and
(6) assist districts in developing partnerships with business, industry, higher education, and communities to provide afterschool and extracurricular activities that engage students in computer science.
By August 1, 2021, the State Department of Education shall develop a technology plan that addresses wireless Internet access for all public schools and must provide a report to the Speaker of the House of Representatives and the President of the Senate.
Statewide Assessment Program Revisions
The legislation removes summative assessments not required by federal accountability law. This includes eliminating the eighth grade science assessment, all grades 3-8 social studies assessments, and the United States History end-of-course assessment.
Early Childhood
The Office of First Steps and the State Department of Education (SDE) must provide a report to the General Assembly regarding how to increase the number of children attending state-funded four-year-old kindergarten programs.
Read to Succeed Initiative Enhancements
The State Board of Education is charged with approving no more than five reliable and valid early literacy and numeracy screening assessment instruments for selection and use by school districts in kindergarten through third grade.
Assessments must be given at the beginning of the school year. For students who need additional assistance, the screening will also occur during the middle and end of the school year. Assessment results must be reported to the State Department of Education which is responsible for monitoring student progress.
Read to Succeed are revised to require that districts provide appropriate in-class intervention until all students are at grade level.
Students are to be retained if their SC Ready scores are at the “Does Not Meet” level. This is more rigorous than the current “Not Met 1” level.
The reading portfolio exemption for retention is strengthened.
When exemptions from retention are granted because of appeals by students’ parents or guardians, school districts are required to report on the number of appeals made, the number granted, and the outcome of the students whose appeals are successful.
More specific job duties and position requirements are established for reading coaches.
The State Department of Education must screen and approve reading coaches for districts where more than one-third of the students score at the lowest achievement level.
Early childhood, elementary, and special education teachers must pass a test regarding reading instruction before they can be certified.
Professional development required for compliance with Read to Succeed must be offered at no cost by the school districts.
The Commission on Higher Education and the Learning Disorders Taskforce are charged with examining the effectiveness of teacher education programs in regard to diagnosing and assisting students with reading difficulties.
Transition into Higher Education and Workforce Opportunities
The legislation provides for an expansion of dual enrollment opportunities so that students who want to go to college already have at least one year of college credit by creating a uniform, statewide credit articulation agreement between K-12 and higher education. The Advisory Committee on Academic Programs is required to develop a statewide dual enrollment articulation agreement that will replace all locally created agreements between K-12 and higher education.
Students desiring an Education Lottery scholarship must, in addition to existing requirements, take a math and English course during their senior year of high school to maintain these skills prior to entering college.
The legislation emphasizes an accountability system that should let parents know if schools are successful in preparing students for eventual success in college or on the job. To further this effort, the State Department of Education must continuously monitor student
progress in grades K-12, and provide parents and students with lexile and quantile scores derived from assessments. In addition to using Lexile and Quantile scores, high school equivalency assessment thresholds may also serve as common admission scores to technical colleges. A test in an English/language arts and mathematics course may be used to satisfy the requirement. A test for every course is not required.
The legislation revises and updates the Education and Economic Development Act (EEDA). The State Department of Education, the Technical College System, the Commission on Higher Education, the Department of Commerce, and the Department of Employment and Workforce must collaborate to ensure that workforce needs are aligned with career pathways and K-12 curriculum.
High schools or career centers must have a minimum of three career pathways, with at least one pathway in a high-skill, high-demand area. Pathways must be reviewed every three years and updated as needed. School districts must coordinate with each other to ensure student access to multiple pathways. Upon Department approval of bus routes, districts may provide transportation for students.
The State Board for Technical and Comprehensive Education (SBTCE) must establish, and technical colleges must recognize, common admission scores. (Scores may be differentiated for certain programs of study.) Students who do not meet the minimum admission score should be encouraged to enter a noncredit program that awards a national recognized business or industry credential. Education Lottery Tuition Assistance is available for individuals who enroll in a noncredit, credential awarding program provided they enroll within seven years of the first time they entered the ninth grade.
Incentives for Teachers and Educator Development and Satisfaction
The state’s minimum teacher salary is increased to thirty‑five thousand dollars.
The legislation provides that no tuition may be charged for a period of four school years by any state‑supported college or university or any state‑supported vocational or technical school for children of full‑time certified classroom teachers with at least five years of teaching service who are employed in schools that have an absolute rating of unsatisfactory for at least three of the previous four years. The teacher must serve as a full‑time classroom teacher during the time the child is receiving the tuition free higher education. The benefit is retained even if the school’s academic performance improves.
An income tax credit is established that covers all of the property taxes paid for five years on a residence for a K-12 public school teacher who lives and teaches is a county designated as a Tier IV economically distressed county.
In order to better understand the demands of the 21st century workplace, public school teachers who work in grades 6-12 are encouraged to become interns for up to 80 hours per year. Employers who hire teachers for these summer internships are eligible for a $2,000 tax credit for each teacher they employee.
The board of trustees of a local school district may authorize the daily mileage reimbursement of a teacher who must travel more than twenty‑five miles each way between home and school. This reimbursement may not exceed the existing federal rate.
Local school boards of trustees may establish policies allowing teachers to enroll their children in the schools where they teach regardless of the student’s zoned area of attendance, and if space is available at the receiving school.
Each classroom teacher and full‑time librarian is entitled to at least a thirty‑minute daily planning period free from the instruction and supervision of students. Each school district may set flexible or rotating schedules for the implementation of this duty‑free planning period. Implementation may not, however, result in a lengthened school day.
The legislation includes provisions for colleges and universities to create alternative teacher preparation programs that are not nationally accredited. Such programs must, however, provide specifically mandated evidence of effectiveness.
The State Board of Education must review educator preparation programs at least once every five years.
The SDE must provide each teacher preparation program with information regarding the performance of its graduates. The programs are required to protect the confidentiality of the data, and the information is not subject to the Freedom of Information Act.
To provide for accountability in teacher preparation programs, both traditional and alternative, the legislation creates the South Carolina Teacher Preparation Report Card to examine the number of students completing the program, the performance of teacher candidates on basic skills examinations, and the effectiveness of the programs’ graduates in the classroom setting.
The existing teacher satisfaction survey currently administered is now statutorily required. Results must be complied, analyzed, and reported for each school and district. This data should be shared with policy makers on a yearly basis, and the Department will publish those results on its website.
Enhanced Accountability
Assistance for students in underperforming schools
The legislation reinforces accountability act provisions regarding assistance for struggling schools or districts.
Local school boards with below average or unsatisfactory performance records are required to establish renewal plans that must be approved by the State Board of Education. These plans must include professional growth plans for teachers and principals. A report on the assistance provided to the schools must be provided to the General Assembly on a yearly basis. Stakeholder groups that include mental health, social services, and law enforcement must be asked for input into renewal plans.
When a school receives an overall rating of unsatisfactory for three out of four years, the school is considered to be chronically underperforming’ and one of the following must occur:
(1) the school will be reconstituted immediately after the end of the school year in which the annual report is published; and:
(a) the State Superintendent shall make all personnel decisions for the reconstituted school and shall have the authority to determine whether to terminate the principal, faculty, and staff;
(b) the State Superintendent of Education shall hire the new principal and staff for the reconstituted school if necessary; and
(c) the department shall contract with a public or nonprofit entity that has a proven record of success in working with underperforming schools and districts. The entity shall use research‑based strategies to assist schools with their operations and oversee the administration of the school until the overall rating of the school improves; provided, if the overall rating does not improve within three years then the school either must be restarted under the management of a high‑performing charter management organization selected by the State Superintendent of Education or must be governed by the South Carolina Transformation School District, and all state, local and federal funds generated by the students must follow the students to the charter management organization or to the South Carolina Transformation School District;
(2) the school must be closed and restarted under the management of an existing charter school authorizer or a nonprofit educational management organization selected by the State Superintendent; provided, if the school is a Title I school, the Department of Education will award competitive grants as authorized under federal law to support these new schools and all state, local and federal funds generated by the students follow the students to the charter school authorizer or to the educational management organization. The authorizer or management organization has the authority to terminate any and all employees of the school and hire employees at its discretion; or
(3) the school must be closed and its students must be transferred to higher‑performing schools in the district.
The South Carolina Transformation School District is established as part of State Department of Education to operate and manage unsatisfactory schools.
The Superintendent of Education is directed to utilize lower child to teacher ratios as a strategy to assist chronically unsatisfactory schools.
The legislation establishes a school district consolidation protocol which provides that, before August 1, 2023, local school districts whose kindergarten through grade twelve student population is less than one thousand, and where greater than fifty percent of the students attend schools whose report card ratings are below average or unsatisfactory, shall be merged with a district in the same county in which it is located.
School Board Ethics Provisions
The State Board of Education must adopt a model code of ethics that shall be adopted by local districts by July 1, 2020.
A person may not serve on a local school board if a family member is employed by the district as a superintendent, principal, assistant principal, or member of the district administrative staff. This requirement may be waived for districts with a student population under 3,000.
School board members may not their position for personal or family advantage. Expectations for board members are codified.
The State Ethics Act, including the requirement to file a statement of economic interest, is applied to local board members.
Local school boards must adopt an annual training programs for members that includes instruction on school law, ethics, school finance, nepotism, board relations, and conflicts of interest. Completion of the training must be reported to, and retained by the State Department of Education.
In addition to other statutory authority relating to the removal of officers, the Governor may remove a member of a school district board of trustees in a case involving fraud, misappropriation of funds, nepotism, violation of election or procurement laws, or a combination of these.
A protocol is established that allows board members to be removed by the Governor if the district loses accreditation for school governance reasons.
Cost-Benefit Analysis of Federal Programs and Grants
The Legislative Audit Council is directed to study publish a report by August 1, 2020, identifying and detailing federal funding streams for programs and grants in elementary and secondary education in this state in total and breaking out the cost of overhead, compliance, and reporting incurred by the State Department of Education, school districts, and local schools.
The House approved S.326 and ordered the legislation enrolled for ratification. The joint resolution directs the State Law Enforcement Division to distribute two hundred fifty thousand dollars to the South Carolina State Firefighters Association to provide for POST TRAUMATIC STRESS DISORDER INSURANCE AND PROGRAMS FOR FIREFIGHTERS.
The House approved and sent the Senate H.3294, a bill increasing the age limit in SAFE HAVENS FOR ABANDONED BABIES provisions that designate locations, such as hospitals, police stations, and fire stations, where someone may leave an infant under certain circumstances without criminal penalty. The legislation provides that the safe haven provisions apply to infants who are up to one year old rather than the current standard of no more than sixty days old.
The House amended, approved, and sent the Senate H.3973, a bill establishing the CRIME OF FEMALE GENITAL MUTILATION. The legislation establishes felony criminal provisions that apply to the mutilation of the genitalia of females who are under the age of eighteen or older females who are unable to consent to the procedure. A violation is punishable with a fine of up to twenty thousand dollars and/or imprisonment for not more than twenty years. In addition to these criminal penalties, professional licenses or certifications are permanently revoked for physicians, nurses, and other medical professionals who engage in criminal female genital mutilation. The legislation also revises the Children’s Code to add female genital mutilation to provisions addressing child abuse and harm.
The House amended, approved, and sent the Senate H.3263, the “ARMED SERVICE MEMBERS AND SPOUSES PROFESSIONAL AND OCCUPATIONAL LICENSING ACT”. The legislation establishes a protocol that allows the Department of Labor, Licensing and Regulation to expedite the issuance of professional and occupational licenses to spouses of military personnel transferred to South Carolina when the spouse holds a professional or occupational license issued by another state that has similar requirements.
The House amended, approved, and sent the Senate H.3200, the “SOUTH CAROLINA LACTATION SUPPORT ACT”. As a means of promoting public health and benefitting South Carolina’s economy by keeping nursing employees in the workforce, the legislation requires employers to make reasonable efforts to provide workers with reasonable unpaid break time and space to express milk at work. The legislation does not require employers to compensate employees for breaks taken to express breast milk unless the employer already provides compensated breaks and does not require employers to create a permanent or dedicated space for use by pumping employees. The South Carolina Human Affairs Commission is charged with certain responsibilities for educating employers, employees, and employment agencies about their rights and responsibilities under the legislation. A timeline is established for workplace compliance.
The House amended, approved, and sent the Senate H.3586, a bill revising and updating the COORDINATED STATEWIDE 911 EMERGENCY TELECOMMUNICATIONS SYSTEM. The legislation charges the Revenue and Fiscal Affairs Office with creating, updating, and implementing a comprehensive strategic plan, including operating standards, for a coordinated statewide 911 system to address changing technology, services, and operating efficiency and effectiveness. The standards must be developed and updated with comments and recommendations from the South Carolina 911 Advisory Committee, local officials, service providers, and the public. The plan must be approved by the board and may be amended as necessary. The legislation includes provisions for auditing local governments on the use of the “Emergency Telephone System” Fund, requiring local governments to restore 911 funds that were inappropriately used and allowing the withholding of funds to local governments that fail to comply with audit provisions.
The House approved and sent the Senate H.3601, a bill establishing a procedure that allows a court to grant a CONDITIONAL DISCHARGE FOR A FIRST TIME OFFENDER CHARGED WITH PUBLIC DRUNKENNESS AND DISORDERLY CONDUCT.
The House amended, approved, and sent the Senate H.3029, a billEXPANDING STATE POLITICAL PARTY EXECUTIVE COMMITTEE JURISDICTION TO INCLUDE COUNTY OFFICERS. The legislation expands political party state executive committee authority so that it includes hearing protests and contests in county officer, and less than county officer, elections. The legislation repeals provisions for hearings by county executive committees and appeals from decisions of county executive committees.
The House approved and sent the Senate H.4157, a joint resolution to extend the deadline to submit offers for a solicitation for a STATEWIDE VOTING SYSTEM solution for the South Carolina Elections Commission and to create a special evaluation panel to evaluate and score each proposal for new voting machines.
The House approved and sent the Senate H.4054, a joint resolution to allow for the submission of less than three qualified applicants to the Governor to serve as EXECUTIVE DIRECTOR OF THE DEPARTMENT OF EMPLOYMENT AND WORKFORCE.
The House rejected H.3031, a bill revising VOTER REGISTRATION DEADLINES.
If you have a comment or opinion concerning the matters discussed in this report, or if I may be of assistance to you at any time, please feel free to call your legislative office in Columbia (803-212-6875); my Richland Legislative Delegation Office (803-576-1908); or write P.O. Box 292434, Columbia, SC 29229. Thank you for the opportunity to serve you in the House of Representatives.
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