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
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.
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:
Joyce Dalton and Shalonda Toomer, Directors of Federal Programs