Federal Programs

TITLE I
The purpose of Title I, Part A of Public Law 107-110 is to enable schools to provide opportunities for children served to acquire the knowledge and skills contained in the challenging state content standards and to meet the challenging state performance standards developed for all children.

This purpose is accomplished by such efforts as:

providing an enriched and accelerated educational program;
promoting schoolwide reform through schoolwide programs or through additional services that increase the amount and quality of instructional time;
significantly upgrading the quality of instruction by providing staff in participating schools with substantial opportunities for professional development; and
affording parents meaningful opportunities to participate in the education of their children at home and at school.
South Carolina Granted Flexibility

On July 19, 2012, the U.S. Department of Education (USED) approved South Carolina's request for ESEA flexibility.



The Title I Program Contact is:

Dr. Karen Wicks

P.O. Box 528, Hardeeville, SC 29927
843-784-2630 (Phone)
843-784-2623 (Fax)
TITLE III
At RLOA, we celebrate cultural diversity as part of our cohesive community school project. We are proud of participating in the full immersion to the English language of over 125 students enrolled in RLOA who at the same time contribute to our school community with the richness of their family culture. Our RLOA staff is as talented and diverse as the student population they serve. Two ESOL teachers provide services for these students who will be increasing their skills in the English language through the PBL approach. These teachers support to our ESOL students is essential in the development of their cultural and linguistic success.

Science, Math, Social Studies and Language Arts are integrated in the ESOL class to ensure alignment between language development and the SC curriculum. Accordingly to individual needs, students will be monitored, pull out for small group learning or assisted by the ESOL teacher in the mainstream classroom. Our ESOL teachers communicate effectively with mainstream teachers in collaborative lesson planning that take place weekly in order to ensure that appropriate modifications and accommodations are being considered to meet the individual needs of common ESOL students.

Meeting the individual needs of each learner is the core of RLOA's mission, striving toward South Carolina's goal of achieving excellence through individual successes with every child served. Our school fosters peer support among our students and community members. For that reason, our ESOL Department and members of the RLOA community welcome our ESOL students.
 
TITLE VI
For more information, contact Dr. Karen Wicks, Executive Director.
SECTION 504
 
Training and Resources
 
Policies and Procedures
 
WHAT IS THE DIFFERENCE BETWEEN AN IEP AND A 504 PLAN?
IEP Defined
 
The Individualized Educational Plan (IEP) is a plan or program developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives specialized instruction and related services.
 

The 504 Plan is a plan developed to ensure that a child who has a disability identified under the law and is attending an elementary or secondary educational institution receives accommodations that will ensure their academic success and access to the learning environment.

Subtle but Important Differences

Not all students who have disabilities require specialized instruction. For students with disabilities who do require specialized instruction, the Individuals with Disabilities Education Act (IDEA) controls the procedural requirements, and an IEP is developed. The IDEA process is more involved than that of Section 504 of the Rehabilitation Act and requires documentation of measurable growth. For students with disabilities who do not require specialized instruction but need the assurance that they will receive equal access to public education and services, a document is created to outline their specific accessibility requirements. Students with 504 Plans do not require specialized instruction, but, like the IEP, a 504 Plan should be updated annually to ensure that the student is receiving the most effective accommodations for his/her specific circumstances.

For more information, consult Interrelationship of IDEA and Section 504.

The 504 Coordinator for RLOACS is:

Precious Barr

843-784-2630

Precious.Barr@rloacs.org

Joyce Dalton and Shalonda Toomer, Directors of Federal Programs

(843) 784-2630

 Joyce.Dalton@rloacs.org  Shalonda.Toomer@rloacs.org

Federal Programs Documents: