1. I. Program Goals
2. A. To strengthen parent involvement in the learning process of preschool children ages birth through five years
3. B. To promote school readiness of preschool children
4. C. To offer parents special opportunities to improve their literacy skills and education

5. D. To identify potential developmental delays in preschool children by offering developmental screening

   II. Requirements

6. A. Each school district must design and implement a parenting or family literacy program to support parents of children ages birth through five years in their role as principal teachers of their preschool children.

7. B. Intensive and special efforts must be made to recruit parents whose children are at risk for school failure.

   III. Program Components

8. A. Parent Education

   Programs must provide parent education that

9. 1. enhances the relationships between parents and children and connects the value of interactions to literacy experiences;
10. 2. provides literacy development of parents and children;
11. 3. promotes interaction of parents with schools and the wider community;
12. 4. develops understanding of child development; and
13. 5. provides support services that address health, nutrition, transportation, childcare, and other related issues.

14. B. Family Literacy

    Family literacy uses a more holistic and integrated approach to serving families. Districts must use this approach for families requiring more intense experiences to change intergenerational patterns associated with low literacy and undereducation. The South Carolina definition is consistent with federal legislation. Family literacy is clearly and consistently defined in the Adult Education and Family Literacy Act of 1998, Even Start, Head Start and the Reading Excellence Acts. These acts define “family literacy services” as services that are of sufficient intensity in terms of hours, and of sufficient duration, to make sustainable changes in a family, and that integrate all of the following activities:

15. 1. Interactive literacy activities between parents and their children
16. 2. Training for parents regarding how to be the primary teacher for their children and full partners in the education of their children
17. 3. Parent literacy training that leads to economic self-sufficiency
18. 4. An age appropriate education to prepare children for success in school and life experiences

19. C. Evaluation

    Districts must participate in evaluation efforts coordinated by the State Department of Education. This will include tracking children of participating parents through first grade to determine the program’s impact on school readiness. The evaluation should include a variety of other indicators, such as

20. 1. increased level of school readiness,
21. 2. improved parenting skills,
22. 3. change in the educational level of parent participants,
23. 4. parent satisfaction with the program,
24. 5. number of developmental screenings completed and referrals, and

25. 6. efforts to identify and recruit families of children at risk of school failure.

    IV. Service Delivery Methods

    The methods for service delivery will vary in specific type, mix, and intensity according to community needs and priorities.

26. A. Home Visits

    Programs must provide instructional home visits that

27. 1. provide individualized parenting or family literacy training for parents and preschool children;
28. 2. build on the strengths that are apparent in a familiar setting;
29. 3. demonstrate that the home is the child’s first and most important learning environment; and
30. 4. increase the intensity of program activities as well as increase access to services for some families.

31. B. Group Meetings

    Programs must provide group meetings to

32. 1. encourage parent mentoring,
33. 2. develop support networks, and

34. 3. provide parenting information.

    1. V. Funding

       Funding will be allocated as determined by the General Assembly.

       VI. Coordination

       Collaboration and coordination with other local agencies and community organizations must be integrated into all phases of program development, design, and implementation. School districts must consult with a local advisory committee to plan and develop parenting and family literacy services to maximize resources and avoid duplication of effort. This may include district early childhood, adult education, literacy, Success By 6, Head Start, Department of Social Services, and other community services.

       VII. Professional Development

       The State Department of Education will provide or coordinate activities to train parent educators in developing and implementing parenting and family literacy initiatives. Nationally validated program and curriculum training, such as Parents As Teachers, Motheread, Parent-Home-Child, etc., must be included. Appropriate ongoing staff development activities must be incorporated in the district’s Strategic Plan as required by Act 135.

       VIII. Guidelines

       Additional information relating to the implementation of this regulation, including service delivery methods, developmental screening instruments, and at-risk factors/criteria is contained in the “Guidelines for Implementing Parenting/Family Literacy Programs,” available at the State Department of Education. The State Board of Education will review and update the “Guidelines” as needed.

Statutory Authority

S.C. Code Ann. Sections 59-5-60(1) (1990) and 59-139-10(A)(1) (Supp. 1998)

HISTORY: Added by State Register Volume 24, Issue No. 6, eff June 23, 2000.