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Current and Desired State Template -August 14 Subgroup Support Session

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REGISTER Now! 26-27 Subgroup Support Sessions

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REGISTER Now! 26-27 Subgroup Support Sessions

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All ATSI and CSI_ATSI Converted Schools are strongly encouraged to attend. ALL schools are invited!

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QRCode for Subgroup Support Sessions 2026-27 (1)

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Observations of Opportunities to Respond AIR

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Observations of Opportunities to Respond AIR

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Procedural Steps for Targeted Improvement 2026 ESSA Academy

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Procedural Steps for Targeted Improvement 2026 ESSA Academy

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Updated strategies, programs, supports from exited ATSI schools in 2025.

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Procedural Steps for Targeted Improvement 2026 (2)

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Subgroup Support Session

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ACTION Plan for Effective Scheduling for Students with Disabilities

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ACTION Plan for Effective Scheduling for Students with Disabilities

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Created by the AASC

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February and March 2026 Subgroup Sessions

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February and March 2026 Subgroup Sessions

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Presentation: Effective Scheduling for SWD

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Unit and Lesson Internalization and Student Work Protocols

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Accelerate Learning for South Carolina Students | Zearn Math

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Zearn Math is a top-rated math learning platform designed to help all South Carolina students access and engage in grade-level math learning.

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This page is updated frequently to include all SCDE professional learning offered.

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Multilingual Learner Program (MLP) Professional Learning Opportunities

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Multilingual Learner Program (MLP) Professional Learning Opportunities 2025-2026 School Year

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School Improvement Manager Session- Subgroup -ATSI - 2.18.2026

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Planning for and Checking for Implementation of Opportunities to Respond

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Planning for and Checking for Implementation of Opportunities to Respond

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February 2026 SEDB Collaborative Webinar

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Please reach out to your regional Subgroup Support Team Member with any subgroup questions or requests:

Joey (Aiken, Marion),

Deirdre (Peedee, Richland 1),

Marcella (Lowcountry),

Andrea (Upstate),

LeConte (Midlands, York, Lancaster, Newberry)

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Primary School Data Review Template

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CCSD Primary Schools ONLY 24-25 Spring SDR Template

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High School Data Review Template

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CCSD High Schools ONLY 24-25 Spring SDR Template

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Elementary and Middle School Data Review Template

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CCSD Elementary/ Middle ONLY 24-25 Spring SDR Template 

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Berkeley County School District CIP Presentations Protocol

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Sample Questions - CIP Presentations (2).pdf

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Fiscal Year Expiration of Funds for FY25 and FY26.pdf

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DISTRICT ATSI Continuous Improvement Plan

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DISTRICT ATSI Continuous Improvement Plan

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District ATSI Continuous Improvement Plan FY26.xlsx

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Alternatives to Exclusionary Discipline and Explicit Instruction

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SCATA 25: How to BEE More Impactful on Student Groups in Your Role

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SCATA 25: How to BEE More Impactful on Student Groups in Your Role

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Benefits of CTE for Multilingual Learners

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Benefits of CTE for Multilingual Learners

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Tying WIDA ACCESS Scores to

Classroom Assessment

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Strategies for Supporting Multilingual Newcomers

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Multilingual newcomers are the fastest growing demographic across U.S. school systems, arriving in K-12 classrooms at increased rates in more and different locations than ever before. These students enter our buildings offering unique cultural and linguistic assets while also possessing distinct academic, social-emotional and linguistic needs. We met to discuss how we can build and strengthen systems that promote multilingual newcomers’ success in classrooms across the consortium! During this webinar, we talk about the latest trends relating to our nation’s multilingual newcomers, engage in research-backed approaches centering their learning, and participate in goal setting for future programming with multilingual newcomers and their families in mind.

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MTSS Monthly checklists from Branching Minds

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MTSS Monthly checklists from Branching Minds

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AASC Effective Scheduling for Students with Disabilities

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AASC Effective Scheduling for Students with Disabilities

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Round 2 Subgroup Support Slides- General Sessions

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Round 2 Subgroup Support Slides- General Sessions

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Exploring the Reality of Your PLCs, Scheduling (Types and Pros/Cons)

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This document is intended for use in IEP team meetings to facilitate discussion around what services are most appropriate for students. It includes a visual that can help team members understand what the continuum looks like and how it works. This tool can be printed 2-sided and is in Word format for those who prefer typing notes.

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LRE Guiding Questions SCDE-OSES 2025 FINAL

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This is meant to support teachers and administrators in increasing the use of HQIM in special ed classrooms as well as effective collaboration between gen ed and special ed.

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HQIM - ATSI Workgroup Session 2 - Summer 2025

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Dr. Paul Riccomini shares strategies and resources on how to use practice as an evidence based instructional strategy.

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Leveraging the Power of Intensive Practice | Academic Alliance of South Carolina

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Dr. Paul Riccomini shares strategies for leveraging the power of intensive practice.

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Not sure what the designation was in 21-22?

Reidentified: the subgroup overall performance fell in the bottom 5%.

Not-Exited: the subgroup overall performance was higher than the highest performing CSI school (5%) but did not meet the exit criteria (Good or Excellent Student Progress).

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Several districts have cited using this resource to guide their Co-Teaching Professional Development.

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SC Co-Teaching Framework-September 2020 FINAL (1)

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"When we think about learning, we typically focus on getting information into students’ heads. What if, instead, we focus on getting information out of students’ heads?"

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Learn more about powerful teaching strategies based on cognitive science, including classroom activities, research, and resources.

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Subgroup Successes

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Demystifying ATSI

North Star Activity

Root Cause Analysis & Potential Action Steps

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District Work Session 1 Presentation Subgroups (6).pptx

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Dr. Brink's School Improvement Breakdown

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Dr. Brink's School Improvement Breakdown

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Thank you for sharing!

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MM.DD.YYYY Dr. Anna Brink Director of Federal Programs abrink@greenville.k12.sc.us

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High Leverage Practices for Students with Disabilities

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High Leverage Practices for Students with Disabilities

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This guidance document was collaboratively developed by the CEEDAR Center and the Council for Exceptional Children. Along with the document itself, these supplemental resources have been created to assist the spread of the HLPs.

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Suppporting ML Students with Disabilities

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Suppporting ML Students with Disabilities

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Aligning instruction for multilingual learners with disabilities is critical to their success. Our customized professional learning provides research-based strategies for effectively teaching and supporting this growing population of students.

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We design professional learning and coaching experiences to support practitioners in identifying when an educator should begin the complex process of determining whether a multilingual learner has a disability.

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Identifying Multilingual Learners with Specific Learning Disabilities

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Identifying Multilingual Learners with Specific Learning Disabilities

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If you work with students with disabilities or learning challenges- as a teacher, administrator, dostrict-level leader or any role- this site is your hub for finding actionable, well researched resources to aid in the all around success of your students.

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SC TEAMS is a network of four Technical Assistance Providers working together toward the common goal of making evidence-based resources readily available to anyone in South Carolina who needs them.

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"CAST Professional Publishing produces books that help educators at all levels improve their practice—and change students’ lives—through Universal Design for Learning (UDL). We create, nurture, and distribute exceptional media products that inspire and inform educational research, instructional practice, and policy making for the betterment of all."

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CAST Professional Publishing produces books that help educators at all levels improve their practice-and change students' lives-through Universal Design for Learning (UDL). We create, nurture, and distribute exceptional media products that inspire and inform educational research, instructional practice, and policy making for the betterment of all.

Become a CAST author

Latest Titles from CAST Publishing

Browse our full catalog

In the third edition of UDL Now!, Katie Novak provides practical insights and savvy strategies for helping all learners succeed in a post-pandemic world using the principles of Universal Design for Learning (UDL).

K. Novak
2022

Sixteen educators share their experiences implementing Universal Design for Learning in higher education.

R. Laist, D. Sheehan, & N. Brewer, eds.
2022

In UDL Playbook for School and District Leaders, the authors lay out a step-by-step process to remake your leadership skills and methods through the inclusive principles of Universal Design for Learning.

K. Novak & M. Woodlock
2021

News from CAST Publishing

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More than a facelift, our new website brings us under the CAST domain and provides a number of improvements to navigation and accessibility.

Friday, October 15, 2021

CAST is thrilled to announce the forthcoming publication of this timely new title by veteran teacher and administrator in urban schools, Andratesha Fritzgerald.

Wednesday, August 5, 2020

Learn how some innovative educators in New Hampshire are inviting colleagues to a book study of Katie Novak's UDL Now!

Wednesday, May 20, 2020

Events from CAST Publishing

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"UDL Now!" New Edition: Third Time is a Charm

Join us for a conversation with bestselling author Katie Novak! She'll highlight how her book supports educators to get started with UDL, develop a strong foundation to reach all learners, and build meaningful connections around this work.

Register for free

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CAST Professional Publishing - Until learning has no limits®

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CAST Professional Publishing produces books that help educators at all levels improve their practice-and change students' lives-through Universal Design for Learning (UDL). We create, nurture, and distribute exceptional media products that inspire and inform educational research, instructional practice, and policy making for the betterment of all.

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UDL resources for all grades and subject areas

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UDL resources for all grades and subject areas

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The UDL Implementation Rubric was authored by Melissa Toland, and you can read more about it here. This is an adapted version of The UDL Progression Rubric by Dr. Katie Novak and Dr. Kristian Rodriguez. In the original version, teachers can self-evaluate their performance on each individual checkpoint of the UDL guidelines, whereas the adapted version is less specific in scope and focuses on performance in more general terms in the following areas: multiple means of engagement, multiple means of representation, and multiple means of action and expression. You can view this rubric to see where you may be in your UDL journey across a spectrum ranging from UDL explorer to UDL idol. Click the link below to download the pdf version of this document.

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Check out UDL links for more helpful tools

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Defining the Universal Design for Learning Framework

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Defining the Universal Design for Learning Framework

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This screencast is an introduction to the Universal Design for Learning (UDL) Framework: it’s history, scope, and a brief description of the three CAST.org UDL Principles.

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Defining the Universal Design for Learning Framework

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Supplemental Instructional Opportunities, Resources, and Materials Vendor List

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Supplemental Instructional Opportunities, Resources, and Materials Vendor List

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Supplemental Instructional Opportunities,  Resources, and Materials Vendor List

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These are free workshops for any educator in South Carolina. Email your district's Title III/ML Coordinator for access if you do not have an account.

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WIDA Professional Learning provides online workshops that allow educators in the WIDA Consortium to access on-demand, interactive learning opportunities that can be accessed any time.

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WIDA English Language Development (ELD) Standards Framework

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WIDA English Language Development (ELD) Standards Framework

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Big Ideas

Four Big Ideas anchor the standards and are interwoven throughout the framework:

Equity of opportunity and access
This is essential for multilingual learners' preparation for college, career and civic lives.

Integration of content and language
Academic content is the context for language learning, and language is the means for learning academic content.

Collaboration among stakeholders
Stakeholders share responsibility for educating multilingual learners.

Functional approach to language development
This approach helps educators focus on the purposeful use of language.

These Big Ideas support the design of standards-based educational experiences that are student-centered, culturally and linguistically sustaining, and responsive to multilingual learners' strengths and needs.

To explore more about the Big Ideas, see pages 17-20 of the 2020 Edition.

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Set high expectations and ensure equity of opportunity for multilingual learnersThe WIDA English Language Development (ELD) Standards Framework provides a foundation for curriculum, instruction and assessment for multilingual learners in kindergarten through grade 12. The ELD Standards Framework is centered on equity and fosters the assets, contributions and potential of multilingual learners.Get the 2020 Edition, grade cluster editions, and supporting materials.

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Multilingual Learner Program (MLP) Service Delivery Models

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Multilingual Learner Program (MLP) Service Delivery Models

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South Carolina Individualized Language Acquisition Plan- Universal Design

Universal design principles address policies and practices intended to improve access to learning and assessments for all students. Universal design principles are essential to developing and reviewing instructional and assessment content because some ways of presenting content make it difficult for some students to show what they know. When educators employ universal design techniques, they can better understand what students know and can do. Universal design techniques should be applied consistently in instruction and assessments. In contrast to retrofitting, these techniques are integrated into teaching and assessment from the start. Educators should consider the following principles of universal design:

Inclusion of diverse student populations;

Precisely defined instructional and assessment constructs;

Maximally accessible, non-biased content;

Compatibility with accommodations;

Simple, clear, and intuitive instructions and procedures;

Maximum readability and comprehensibility; and

Maximum legibility.

Universally designed instructional and assessment content may reduce the need for accommodations and alternate assessments. Nevertheless, universal design cannot eliminate the need for accommodations or alternate assessments. Universal design can provide educators with more valid inferences about the achievement levels of all students. The universal design of assessments does not simply mean that instruction and assessments are carried out in a computer-based environment. With greater implementation of technological solutions, thinking about accommodations and universal design may change. Traditionally, educators have thought of universal design as coming first and accommodations being applied during instruction and assessment. With current technology, educational stakeholders can build some accommodations into instructional and content for evaluation design and redefine some accommodations as universal supports to empower greater numbers of students with optimal accessibility options. View the South Carolina Accessibility Support Document for additional information.

Allowable accommodations for MLs on state assessments should be regularly used in the classroom.

South Carolina Individualized Language Acquisition Plan- Instructional Accommodations

An accommodation changes how information and concepts are presented or practiced ensuring that each student has the opportunities and support needed to learn. Accommodations do not reduce the learning expectations and should be chosen based on the student's individual needs and not applied arbitrarily to all MLs. Accommodations are not to be viewed as an advantage to the student; accommodations provide access to the content for the student.
Accommodations:

Provide access to grade-level curriculum;

Alter the environment, not the curriculum;

Do not change the learning outcomes;

Happen in the content-area classroom; and

Should not impact grading, though how learning is assessed may change.

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Universal design principles address policies and practices intended to improve access to learning and assessments for all students. Universal design principles are essential to developing and reviewing instructional and assessment content because some ways of presenting content make it difficult for some students to show what they know.

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South Carolina Individualized Language Acquisition Plan Best Practices

Best practices are intended to support multilingual learners (MLs) in all classes, no matter their proficiency level. These strategies are expected to be used by all teachers within lessons, assignments, and assessments to support MLs and all learners. Best practices are strategies that educators can quickly implement within daily instruction, activities, and classroom assessments.

* Temporary modifications can be appropriate for Students with Limited or Interrupted Formal Education (SLIFE) and newcomer students. "Districts may use a curriculum that temporarily emphasizes English language acquisition over other subjects, but any interim academic deficits in other subjects must be remedied within a reasonable length of time" (EL Toolkit, Chapter 4). However, long-term modifications are not allowable for students seeking a South Carolina high school diploma.

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Best practices are intended to support multilingual learners (MLs) in all classes, no matter their proficiency level. These strategies are expected to be used by all teachers within lessons, assignments, and assessments to support MLs and all learners. Best practices are strategies that educators can quickly implement within daily instruction, activities, and classroom assessments.

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Choosing the Right Interventions Understanding the ESSA Tiers

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Choosing the Right Interventions Understanding the ESSA Tiers

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Includes video to explain the differences between the tiers.

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Contact Andrea Niesse if interested in this professional development opportunity. Aniesse@ed.sc.gov

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Ruby Payne's Emotional Poverty PD uses brain and developmental science to help educators understand and address emotional causes of disruptive behavior in the classroom. It includes strategies and best practices for addressing anger, anxiety, and violence in the classroom. Highlights of the training:

A language for discussing brain regulation, integration, and emotional competence

Tools for educators to motivate good behavior

Identification of differences in emotional processing between males and females

A look at how to handle emotional noise in the classroom and on campus

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SCDE Office of Special Education Services Webpage

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SCDE Office of Special Education Services Webpage

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Special Education Services: State Performance Plan / Annual Performance Report (SPP/APR) SPP/APR Stakeholder Input Directors Teachers Stakeholders Early Childhood Outcomes EC Initiatives SC Pyramid Model and

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ESEA, Title III Multilingual Learner and Immigrant Program

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The vision of the South Carolina Department of Education (SCDE) is that all students graduate prepared for success in college, careers, and citizenship. Districts have a system of personalized and digital learning that supports students in a safe learning environment to meet the Profile of the South Carolina Graduate. A life and career characteristic of the South Carolina Graduate is to embrace a global perspective.

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LETRS Training for Middle School SPED and Upper Elementary

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LETRS Training for Middle School SPED and Upper Elementary