State Department of Education Documents

The South Carolina State Department of Education publishes documents on a wide variety of education topics relating to public education in South Carolina.

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    Text complexity resources to support the 2023 South Carolina College- and Career-Ready english language arts standards
    (South Carolina State Library, 2023-03) South Carolina State Department of Education
    This support document contains information on the complexity of text considerations for instruction, FAQs about text complexity, and text complexity examples.
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    Special Education insights for the 2023 South Carolina College- and Career-Ready english language arts standards
    (South Carolina State Library, 2023-03) South Carolina State Department of Education
    For students enrolled in special education, regardless of disability category, instruction must be individualized to the areas of the student’s specific need. The role of an individualized education program (IEP) is to provide special education students a free and appropriate education (FAPE) in the least restrictive environment (LRE) to the maximum extent possible. The objective for both general education students and special education students is to master grade level academic standards. A student’s IEP must be based on individualized supports identified by the IEP team and described in the IEP. General education teachers have a responsibility to ensure access to the general education curriculum, that supports the academic standards, using the accommodations and supports in the IEP.
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    Rhetoric support document for the 2023 South Carolina College- and Career-Ready english language arts standards
    (South Carolina State Library, 2023-05) South Carolina State Department of Education
    This support document was created with the assistance of middle and high school ELA educators from across the state to help teachers, particularly those in grades 6-8, better understand the concept of rhetoric as it relates to the expectations of the grade-level indicators. Because rhetoric and argument are intertwined, this document provides support on the basic elements of argumentation as presented in both the Applications of Reading and Written and Oral Communications strands. The 2023 South Carolina College- and Career-Ready ELA Standards move the introduction of rhetoric from English 1 to sixth grade. Identifying, recognizing, and ultimately analyzing a variety of texts and text types, including multimedia formats, for rhetoric is a real-world skill that impacts critical thinking and decision-making. Teaching rhetorical analysis effectively in high school requires that students slowly build background knowledge in preceding grade levels.
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    Research support document for the 2023 South Carolina College- and Career-Ready english language arts standards
    (South Carolina State Library, 2023-04) South Carolina State Department of Education
    The following resources support the Research strand, standard, and indicators. This support document is meant to provide an entry point for the research process as a whole, with the understanding that grades 3-5 enter the research process at the introductory level, grades 6-8 continue developing the research process, and grades 9-12 work toward mastery of the research process. In addition, it serves to clarify the difference between inquiry and research. Inquiry is the seeking of information through questioning and is an initial step in the processes related to research. When reading this document, examples and expectations should be viewed through the lens of grade-level indicator appropriateness. For example, students are not expected to identify potential bias until fifth grade. Always refer to the standards document to align examples and expectations with your grade level indicators.
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    Quick guide : administering the KRA to students with disabilities
    (South Carolina State Library, 2022-12-15) South Carolina State Department of Education
    Universally designed allowances should be used, when needed, with all students participating in the Kindergarten Readiness Assessment (KRA). Teachers should use the process presented in Figure 1 in the document to identify the allowable supports that may be used for an eligible student with disability to promote access to and participation in assessment. When three items within a domain (not necessarily consecutive) are marked as Not Scorable, the teacher is advised to pause administration pending a review of the remaining items in the domain by the student’s instructional team.