reglab/housing_qa huggingface dataset:
SC Code § 59-153-340 (2021)
2021 South Carolina Code of Laws|Title 59 - Education|Chapter 153 - Endowment Funds|Section 59-153-340. Duties of trustee; State Treasurer as agent; adoption of annual investment plan.

 (A) The trustee of the endowment fund shall invest and reinvest the assets of the endowment funds as provided for in this chapter and as authorized in Article 7, Chapter 9, Title 11. The State Treasurer shall serve as the agent of the board with respect to all such investments. Investments allowed by law in equities may be made by the board in the manner it shall determine, consistent with this chapter and consistent with its fiduciary duties with respect to the endowment funds. The agent may employ or retain administrators, agents, consultants, or other advisors it considers necessary with respect to making equity investments.  (B) After receiving the proposed plan of the panel, the trustee shall adopt an annual investment plan, which must be implemented by the State Treasurer. The board shall review regularly the plan implementation and make amendments as it considers appropriate.  (C) The adopted plan must provide that:  (1) the minimum and maximum portions of fund assets allocated to equity investments on an ongoing basis may be determined by the trustees;  (2) preference may be given to brokerage firms domiciled in this State for conducting nondiscretionary brokerage transactions if these brokerage firms are able to meet the test of equal service and best execution in the purchase and sale of authorized investments.  (D) The provisions of this section are cumulative to, and not instead of, any other provisions of law applicable to the panel and its members in the performance of official duties including, but not limited to, Chapter 13 of Title 8.  HISTORY: 1999 Act No. 122, Section 2.
SC Code § 59-154-10 (2021)
2021 South Carolina Code of Laws|Title 59 - Education|Chapter 154 - Jessica Horton Act|Section 59-154-10. Cooperation between campus police and State Law Enforcement Division in campus death and criminal sexual assault cases.

 (A) As used in this section:  (1) "Institution of higher learning" or " institution" means a public two-year or four-year college, community or junior college, technical school, or university located in this State, and also any private two-year or four-year college, community or junior college, technical school, or university located in this State.  (2) "Property of the institution" means a building or property:  (a) owned or controlled by an institution within the same reasonably contiguous geographic area and used by the institution in direct support of, or in a manner related to, the institution's educational purposes;  (b) owned or controlled by a student organization recognized by the institution including, but not limited to, fraternity, sorority, and cooperative houses; or  (c) controlled by the institution but owned by a third party.  (B) The chief of the campus police of an institution of higher learning, or his designee, immediately shall notify the State Law Enforcement Division if there is a death resulting from an incident occurring on the property of the institution or if the officer or another official of the institution is in receipt of a report alleging that an act of criminal sexual conduct has occurred on the property of the institution.  (C) Upon notification, the State Law Enforcement Division shall participate in a joint investigation of the death or alleged act of criminal sexual conduct. In the case of a death, the State Law Enforcement Division shall lead the investigation. In the case of an alleged act of criminal sexual conduct, the campus police shall lead the investigation.  (D) The campus police and other employees of the institution of higher learning shall cooperate with an investigation conducted by the State Law Enforcement Division.  HISTORY: 2007 Act No. 53, Section 2, eff June 6, 2007.
SC Code § 59-155-110 (2021)
2021 South Carolina Code of Laws|Title 59 - Education|Chapter 155 - South Carolina Read To Succeed Act|Section 59-155-110. South Carolina Read to Succeed Office.

 There is established within the South Carolina Department of Education the South Carolina Read to Succeed Office to implement a comprehensive, systemic approach to reading which will ensure that:  (1) classroom teachers use evidence-based reading instruction in prekindergarten through grade twelve, to include oral language, phonological awareness, phonics, fluency, vocabulary, and comprehension; administer and interpret valid and reliable assessments; analyze data to inform reading instruction; and provide evidence-based interventions as needed so that all students develop proficiency with literacy skills and comprehension;  (2) classroom teachers periodically reassess their curriculum and instruction to determine if they are helping each student progress as a proficient reader and make modifications as appropriate;  (3) each student who cannot yet comprehend grade-level text is identified and served as early as possible and at all stages of his or her educational process;  (4) each student receives targeted, effective, comprehension support from the classroom teacher and, if needed, supplemental support from a reading interventionist so that ultimately all students can comprehend grade-level texts;  (5) each student and his parent or guardian is continuously informed in writing of:  (a) the student's reading proficiency needs, progress, and ability to comprehend and write grade-level texts;  (b) specific actions the classroom teacher and other reading professionals have taken and will take to help the student comprehend and write grade-level texts; and  (c) specific actions that the parent or guardian can take to help the student comprehend grade-level texts by providing access to books, assuring time for the student to read independently, reading to students, and talking with the student about books;  (6) classroom teachers receive pre-service and in-service coursework which prepares them to help all students comprehend grade-level texts;  (7) all students develop reading and writing proficiency to prepare them to graduate and to succeed in their career and post-secondary education; and  (8) each school district publishes annually a comprehensive research-based reading plan that includes intervention options available to students and funding for these services.  HISTORY: 2014 Act No. 284 (S.516), Section 1, eff June 11, 2014.
SC Code § 59-155-130 (2021)
2021 South Carolina Code of Laws|Title 59 - Education|Chapter 155 - South Carolina Read To Succeed Act|Section 59-155-130. Duties of Office.

 The Read to Succeed Office must guide and support districts and collaborate with university teacher training programs to increase reading proficiency through the following functions, including, but not limited to:  (1) providing professional development to teachers, school principals, and other administrative staff on reading and writing instruction and reading assessment that informs instruction;  (2) providing professional development to teachers, school principals, and other administrative staff on reading and writing in content areas;  (3) working collaboratively with institutions of higher learning offering courses in reading and writing and those institutions of higher education offering accredited master's degrees in reading-literacy to design coursework leading to a literacy teacher add-on endorsement by the State;  (4) providing professional development in reading and coaching for already certified reading/literacy coaches and literacy teachers;  (5) developing information and resources that school districts can use to provide workshops for parents about how they can support their children as readers and writers;  (6) assisting school districts in the development and implementation of their district reading proficiency plans for research-based reading instruction programs and assisting each of their schools to develop its own implementation plan aligned with the district and state plans;  (7) annually designing content and questions for and review and approve the reading proficiency plan of each district;  (8) monitor and report to the State Board of Education the yearly success rate of summer reading camps. Districts must provide statistical data to include the:  (a) number of students enrolled in camps;  (b) number of students by grade level who successfully complete the camps;  (c) number of third-graders promoted to fourth grade;  (d) number of third-graders retained; and  (e) total expenditure made on operating the camps by source of funds to include in-kind donations; and  (9) provide an annual report to the General Assembly regarding the implementation of the South Carolina Read to Succeed Act and the State and the district's progress toward ensuring that at least ninety-five percent of all students are reading at grade level.  HISTORY: 2014 Act No. 284 (S.516), Section 1, eff June 11, 2014.
SC Code § 59-155-170 (2021)
2021 South Carolina Code of Laws|Title 59 - Education|Chapter 155 - South Carolina Read To Succeed Act|Section 59-155-170. Reading comprehension of print and nonprint texts authentic to content area.

 (A) To help students develop and apply their reading and writing skills across the school day in all the academic disciplines, including, but not limited to, English/language arts, mathematics, science, social studies, the arts, career and technology education, and physical and health education, teachers of these content areas at all grade levels must focus on helping students comprehend print and nonprint texts authentic to the content area. The Read to Succeed Program is intended to institutionalize in the public schools a comprehensive system to promote high achievement in the content areas described in this chapter through extensive reading and writing. Research-based practices must be employed to promote comprehension skills through, but not limited to:  (1) vocabulary;  (2) connotation of words;  (3) connotations of words in context with adjoining or prior text;  (4) concepts from prior text;  (5) personal background knowledge;  (6) ability to interpret meaning through sentence structure features;  (7) questioning;  (8) visualization; and  (9) discussion of text with peers.  (B) These practices must be mastered by teachers through high-quality training and addressed through well-designed and effectively executed assessment and instruction implemented with fidelity to research-based instructional practices presented in the state, district, and school reading plans. All teachers, administrators, and support staff must be trained adequately in reading comprehension in order to perform effectively their roles enabling each student to become proficient in content area reading and writing.  (C) During Fiscal Year 2014-2015, the Read to Succeed Office shall establish a set of essential competencies that describe what certified teachers at the early childhood, elementary, middle or secondary levels must know and be able to do so that all students can comprehend grade-level texts. These competencies, developed collaboratively with the faculty of higher education institutions and based on research and national standards, must then be incorporated into the coursework required by Section 59-155-180. The Read to Succeed Office, in collaboration with South Carolina Educational Television, shall provide professional development courses to ensure that educators have access to multiple avenues of receiving endorsements.  HISTORY: 2014 Act No. 284 (S.516), Section 1, eff June 11, 2014.
SC Code § 59-155-190 (2021)
2021 South Carolina Code of Laws|Title 59 - Education|Chapter 155 - South Carolina Read To Succeed Act|Section 59-155-190. Local school districts.

 Local school districts are encouraged to create family-school-community partnerships that focus on increasing the volume of reading, in school and at home, during the year and at home and in the community over the summer. Schools and districts should partner with county libraries, community organizations, local arts organizations, faith-based institutions, pediatric and family practice medical personnel, businesses, and other groups to provide volunteers, mentors, or tutors to assist with the provision of instructional supports, services, and books that enhance reading development and proficiency. A district shall include specific actions taken to accomplish the requirements of this section in its reading proficiency plan.  HISTORY: 2014 Act No. 284 (S.516), Section 1, eff June 11, 2014.
SC Code § 59-155-200 (2021)
2021 South Carolina Code of Laws|Title 59 - Education|Chapter 155 - South Carolina Read To Succeed Act|Section 59-155-200. Promotion of reading and writing habits and skills development.

 The Read to Succeed Office and each school district must plan for and act decisively to engage the families of students as full participating partners in promoting the reading and writing habits and skills development of their children. With support from the Read to Succeed Office, districts and individual schools shall provide families with information about how children progress as readers and writers and how they can support this progress. This family support must include providing time for their child to read, as well as reading to the child. To ensure that all families have access to a considerable number and diverse range of books appealing to their children, schools should develop plans for enhancing home libraries and for accessing books from county libraries and school libraries and to inform families about their child's ability to comprehend grade-level texts and how to interpret information about reading that is sent home. The districts and schools shall help families learn about reading and writing through open houses, South Carolina Educational Television, video and audio tapes, websites, and school-family events and collaborations that help link the home and school of the student. The information should enable family members to understand the reading and writing skills required for graduation and essential for success in a career. Each institution of higher learning may operate a year-round program similar to a summer reading camp to assist students not reading at grade level.  HISTORY: 2014 Act No. 284 (S.516), Section 1, eff June 11, 2014.
SC Code § 59-155-210 (2021)
2021 South Carolina Code of Laws|Title 59 - Education|Chapter 155 - South Carolina Read To Succeed Act|Section 59-155-210. Standards, practices, and procedures.

 The board and department shall translate the statutory requirements for reading and writing specified in this chapter into standards, practices, and procedures for school districts, boards, and their employees and for other organizations as appropriate. In this effort, they shall solicit the advice of education stakeholders who have a deep understanding of reading, as well as school boards, administrators, and others who play key roles in facilitating support for and implementation of effective reading instruction.  HISTORY: 2014 Act No. 284 (S.516), Section 1, eff June 11, 2014.
SC Code § 59-156-110 (2021)
2021 South Carolina Code of Laws|Title 59 - Education|Chapter 156 - Child Early Reading Development And Education Program|Section 59-156-110. South Carolina Child Early Reading Development and Education Program.

 There is created the South Carolina Child Early Reading Development and Education Program which is a full day, four-year-old kindergarten program for at-risk children which must be made available to qualified children in all public school districts within the State. The program must focus on:  (1) a comprehensive, systemic approach to reading that follows the State Reading Proficiency Plan and the district's comprehensive annual reading proficiency plan, both adopted pursuant to Chapter 155, Title 59;  (2) successfully completing the readiness assessment administered pursuant to Section 59-155-150;  (3) the developmental and learning support that children must have in order to be ready for school;  (4) incorporating parenting education, including educating the parents as to methods that may assist the child pursuant to Section 59-155-110, 59-155-130, and 59-155-140; and  (5) identifying community and civic organizations that can support early literacy efforts.  HISTORY: 2014 Act No. 284 (S.516), Section 2, eff June 11, 2014.
SC Code § 59-156-120 (2021)
2021 South Carolina Code of Laws|Title 59 - Education|Chapter 156 - Child Early Reading Development And Education Program|Section 59-156-120. Trial districts.

 (A)(1) The South Carolina Child Early Reading Development and Education Program first must be made available to eligible children from the following eight trial districts in Abbeville County School District et al vs. South Carolina: Allendale, Dillon 2, Florence 4, Hampton 2, Jasper, Lee, Marion 7, and Orangeburg 3.  (2) With any funds remaining after funding the eight trial districts, the program must be expanded to the remaining plaintiff school districts in Abbeville County School District et al vs. South Carolina and then expanded to eligible children residing in school districts with a poverty index of ninety percent or greater. Priority must be given to implementing the program first in those of the plaintiff districts which participated in the pilot program during the 2006-2007 School Year, then in the plaintiff districts having proportionally the largest population of underserved at-risk four-year-old children.  (3) With any funds remaining after funding the school districts delineated in items (1) and (2), the program must be expanded statewide. The General Assembly, in the annual general appropriations bill, shall set forth the priority schedule, the funding, and the manner in which the program is expanded.  (B) Unexpended funds from the prior fiscal year for this program shall be carried forward and shall remain in the program. In rare instances, students with documented kindergarten readiness barriers, especially reading barriers, may be permitted to enroll for a second year, or at age five, at the discretion of the Department of Education for students being served by a public provider or at the discretion of the Office of South Carolina First Steps to School Readiness for students being served by a private provider.  HISTORY: 2014 Act No. 284 (S.516), Section 2, eff June 11, 2014.
SC Code § 59-156-130 (2021)
2021 South Carolina Code of Laws|Title 59 - Education|Chapter 156 - Child Early Reading Development And Education Program|Section 59-156-130. Eligibility for enrollment in program.

 (A) Each child residing in the program's district, who has attained the age of four years on or before September first of the school year and meets the at-risk criteria, is eligible for enrollment in the South Carolina Child Early Reading Development and Education Program for one year.  (B)(1) The parent of each eligible child may enroll the child in one of the following programs:  (a) a school-year four-year-old kindergarten program delivered by an approved public provider; or  (b) a school-year four-year-old kindergarten program delivered by an approved private provider.  (2) The parent enrolling a child must complete and submit an application to the approved provider of choice. The application must be submitted on forms and must be accompanied by a copy of the child's birth certificate, immunization documentation, and documentation of the student's eligibility as evidenced by family income documentation showing an annual family income of one hundred eighty-five percent or less of the federal poverty guidelines as promulgated annually by the United States Department of Health and Human Services or a statement of Medicaid eligibility.  (3) In submitting an application for enrollment, the parent agrees to comply with provider attendance policies during the school year. The attendance policy must state that the program consists of six and one-half hours of instructional time daily and operates for a period of not less than one hundred eighty days a year. Pursuant to program guidelines, noncompliance with attendance policies may result in removal from the program.  (C)(1) No parent is required to pay tuition or fees solely for the purpose of enrolling in or attending the program established under this chapter. Nothing in this chapter prohibits charging fees for childcare that may be provided outside the times of the instructional day provided in these programs.  (2) If by October first of the school year at least seventy-five percent of the total number of children eligible for the Child Early Reading Development and Education Program in a district or county are projected to be enrolled in that program, Head Start, or ABC Child Care Program as determined by the Department of Education and the Office of First Steps, Child Early Reading Development and Education Program providers may then enroll pay-lunch children who score at or below the twenty-fifth national percentile on two of the three DIAL-3 subscales and may receive reimbursement for these children if funds are available.  HISTORY: 2014 Act No. 284 (S.516), Section 2, eff June 11, 2014.
SC Code § 59-156-140 (2021)
2021 South Carolina Code of Laws|Title 59 - Education|Chapter 156 - Child Early Reading Development And Education Program|Section 59-156-140. Application for school providers.

 (A) Public school providers participating in the South Carolina Child Early Reading Development and Education Program must submit an application to the Department of Education. Private providers participating in the South Carolina Child Early Reading Development and Education Program must submit an application to the Office of First Steps. The application must be submitted on the forms prescribed, contain assurances that the provider meets all program criteria set forth in this section, and will comply with all reporting and assessment requirements.  (B) Providers shall:  (1) comply with all federal and state laws and constitutional provisions prohibiting discrimination on the basis of disability, race, creed, color, gender, national origin, religion, ancestry, or need for special education services;  (2) comply with all state and local health and safety laws and codes;  (3) comply with all state laws that apply regarding criminal background checks for employees and exclude from employment any individual not permitted by state law to work with children;  (4) be accountable for meeting the educational needs of the child and report at least quarterly to the parent or guardian on his progress;  (5) comply with all program, reporting, and assessment criteria required of providers;  (6) maintain individual student records for each child enrolled in the program, including, but not limited to, assessment data, health data, records of teacher observations, and records of parent or guardian and teacher conferences;  (7) designate whether extended day services will be offered to the parents and guardians of children participating in the program;  (8) be approved, registered, or licensed by the Department of Social Services; and  (9) comply with all state and federal laws and requirements specific to program providers.  (C) Providers may limit student enrollment based upon space available, but, if enrollment exceeds available space, providers shall enroll children with first priority given to children with the lowest scores on an approved prekindergarten readiness assessment. Private providers must not be required to expand their programs to accommodate all children desiring enrollment, but are encouraged to keep a waiting list for students they are unable to serve because of space limitations.  HISTORY: 2014 Act No. 284 (S.516), Section 2, eff June 11, 2014.