This document highlights key education regulations and laws that directly influence how schools must operate within PowerSchool. While you are not expected to memorize these regulations, understanding their relevance helps explain why certain tasks must be completed in PowerSchool and how compliance impacts student data, school funding, and academic accountability.
It is important to note:
Compliance is a shared responsibility among all school staff, not solely the PowerSchool administrator.
While it is understandable that regulations can be complex, it is important to recognize that non-compliance may lead to unintended consequences for students.
Our goal is not to overwhelm but to provide you with the knowledge and insights necessary to make informed, regulation-aligned decisions in PowerSchool.
This regulation directly affects how students are counted for funding and accountability purposes. Accurate reporting in PowerSchool ensures compliance and equitable resource allocation.
Membership Definition:
A student is considered “in membership” on the first day they enter an instructional program, whether by original entry, transfer, or re-entry.
Cumulative Average Daily Membership (ADM):
Calculated by dividing the total number of days a student is in membership by the total number of instructional days in the year. This figure is vital for state funding calculations.
Age Eligibility:
Students must not be older than 21 before September 1 to be counted in membership unless they are in a graduating class.
Kindergarten eligibility starts at age 5; first grade at age 6.
Minimum Instructional Time:
Kindergarten: 150 minutes daily, or 27,000 minutes annually.
Grades 1–12: 200 minutes daily, or 36,000 minutes annually.
This instructional time must be documented and reported in PowerSchool to validate student membership.
When to Drop Students from Membership:
After 10 consecutive unlawful absences, or
Upon transfer, graduation, death, expulsion, or other legal withdrawal.
Exception – Students with Disabilities:
Expelled students with disabilities who still receive services under Reg. 43-279 should not be dropped from membership.
Ensure entry/withdrawal dates are entered accurately to reflect membership status.
Use daily attendance data to monitor potential non-compliance (e.g., 10-day rule).
Maintain precise instructional minutes to support audit readiness.
Watch for age-related enrollment flags during student registration.
This regulation outlines what qualifies as lawful vs. unlawful absences, defines truancy, and mandates the development of intervention plans. It also connects directly to credit eligibility and compliance reporting—all tracked in PowerSchool.
Each school (including charter schools) must establish and follow a local attendance policy that defines:
Lawful absences, and
Unlawful absences
These definitions must align with state guidelines and be applied consistently across all student records in PowerSchool.
Illness of the student when attendance would risk their health or the health of others
Death or serious illness in the student’s immediate family
Recognized religious holidays
School-approved activities (must be pre-approved by the principal)
Absences without parent/guardian knowledge
Absences with parent/guardian knowledge but without valid cause
Note: Out-of-school suspension (OSS) is not considered an unlawful absence for truancy purposes
PowerSchool should reflect all absence types accurately, as these definitions trigger various legal and academic consequences:
Truant:
A child aged 6–17 with 3 consecutive or 5 total unlawful absences.
Habitual Truant:
A student (age 12–17) who:
Has already been identified as a truant,
Fails to follow their intervention plan, and
Accumulates 2 or more additional unlawful absences
Chronic Truant:
A student (age 12–17) who:
Has reached habitual truant status,
Has been placed on Family Court order, and
Continues to accumulate unlawful absences
➤ This may lead to a Contempt of Court petition if other interventions fail.
Schools must:
Develop intervention plans for all students who meet truant thresholds.
Collaborate with the student and their parent/guardian.
Document all interventions and attach them to truancy petitions as required.
To earn one Carnegie unit of credit, a student must:
Be present for at least 120 hours of instruction per course, or
Demonstrate proficiency as defined by the district.
PowerSchool must track and document hours of attendance and instruction accordingly.
Accurately code absence reasons (lawful vs. unlawful)
Monitor students nearing truancy thresholds with custom alerts or reports
Document all intervention plans, parent meetings, and action steps
Maintain a clear audit trail for attendance-based credit validation
This regulation defines the required instructional day, curriculum components, teacher ratios, and academic expectations for elementary grades. PowerSchool must reflect these elements accurately in scheduling, course assignments, attendance, and reporting.
The school day for grades 1–5 must be at least six hours, including lunch, or its weekly equivalent.
PreK and kindergarten programs should support physical, emotional, social, and intellectual growth through age-appropriate activities.
PowerSchool schedules must reflect the minimum instructional time to support compliance.
The curriculum must include (but is not limited to) the following subjects:
English/Language Arts:
Includes reading, writing, listening, and speaking.
Mathematics
Science
Social Studies
Health and Safety:
Must include components from the Comprehensive Health Education Act.
Physical Education (PE):
Required, but may be modified for students with physical or mental limitations.
Visual and Performing Arts:
Includes music and art.
Foreign Language:
Recommended but not required as a separate course. If not offered, foreign languages should be integrated into the basic curriculum.
Each school must have an appropriate means of reporting academic achievement to parents.
PowerSchool should support report card generation and parent access to grades and progress.
The average pupil-teacher ratio may not exceed 28:1 based on average daily membership (ADM).
This ratio includes:
Regular classroom teachers
Special area teachers (e.g., art, PE)
Resource teachers
Full days missed due to weather or other events must be made up. This should be tracked in school calendars and PowerSchool’s attendance setup.
Ensure schedules reflect six-hour instructional days
Properly assign subject areas and codes based on the activity coding system
Maintain accurate teacher-student ratios in scheduling reports
Set up course codes and sections that reflect all required subjects
Document modified PE plans as needed
Track make-up days within the school calendar setup
This regulation defines the instructional day, required subjects, teacher load limits, and guidelines for offering high school credit in middle school. PowerSchool plays a critical role in documenting these requirements through schedules, transcripts, and student progress tracking.
The school day must be at least six hours, including lunch, or the weekly equivalent.
PowerSchool schedules should reflect instructional minutes and validate time requirements per subject.
English/Language Arts:
Skill development in reading, writing, listening, and speaking.
Mathematics
Science:
Must include environmental education.
Social Studies:
Must also integrate environmental education and include South Carolina history in 8th grade.
Health Education:
Requires at least 250 minutes annually over a minimum of 9 weeks, per the Comprehensive Health Education Act.
Physical Education (PE):
Must be offered to all students; courses must be modified for students unable to participate fully.
Visual and Performing Arts:
Includes, but is not limited to, music and art.
Foreign Language:
A separate course is recommended but not required. If not offered, foreign languages must be integrated into the curriculum.
Exploratory/Occupational Programs:
At least one elective must be scheduled. These should include:
Digital literacy
Computing systems
Internet and networks
Data and analysis
With principal and parent approval, 7th and 8th grade students may earn high school credit for courses listed in the 9–12 section of the Student Information System’s Activity Coding System.
Exception: Health and PE courses may NOT also be offered for credit.
Students must master middle school standards before taking these courses.
Local districts determine how many high school credits can be awarded at the middle school level.
PowerSchool must reflect:
Course eligibility
Proper coding (9–12 level)
Mastery evidence (grades, assessments)
Transcript entry if credit is earned
Maximum teacher load: 150 students per day
Maximum class sizes:
Grade 6: 30:1 for ELA and Math; 35:1 for other subjects
Grades 7–8: 35:1 for all subjects
Exceptions: PE and Music classes may go up to 40:1
Schools must have a process for reporting student achievement to parents.
Full days missed due to weather or other interruptions must be made up and reflected in PowerSchool calendars and attendance records.
Align courses to correct grade-level standards and codes (6–8 or 9–12 as appropriate)
Monitor teacher loads and class sizes using scheduling reports
Ensure exploratory and occupational courses are appropriately coded
Track and approve high school credit courses at the middle school level
Accurately record attendance and instructional days to reflect make-up requirements
This regulation defines the instructional structure, credit requirements, graduation guidelines, and reporting expectations for high schools. It is essential for PowerSchool to accurately reflect credits, courses, scheduling, and student records to ensure compliance and support student success.
To earn a South Carolina High School Diploma, a student must complete:
24 total units of credit, including required courses in core subject areas.
Credit may be awarded in increments of:
0.25 unit (30 hours of instruction)
0.5 unit (60 hours)
1 unit (120 hours)
All courses must be based on academic standards.
These minimum instructional hours must be tracked and reflected in PowerSchool for transcript and audit accuracy.
Credits for EOCEP gateway courses may only be awarded if:
The course is officially approved,
The student meets all EOCEP requirements.
EOCEP courses include: Algebra 1, English 2, U.S. History, Biology.
Core subject-area courses used for graduation credit must:
Align with state academic standards
Be approved by the local school board and State Superintendent
Elective courses must be approved by the local board
Religious instruction: A maximum of 2 units may be awarded for released-time classes
Locally designed CATE courses funded with state or federal money must be approved by the SCDE CATE office.
Credit may also be awarded for American Sign Language and for college courses under approved dual credit programs.
Districts may allow students to earn high school credit by completing college-level courses.
A three-semester-hour college course transfers as one unit of high school credit.
Dual credit courses must:
Be applicable to a degree or certification program,
Be offered by regionally accredited institutions.
Public schools must accept equivalent credits from:
Accredited in-state or out-of-state schools,
Home schools or private schools, provided that:
Sufficient evidence of mastery is submitted
The district has a clear evaluation policy
Transfer students' disciplinary records must be transferred upon request, within ten business days.
All students must receive instruction in hands-only CPR and AED awareness at least once during high school.
Virtual schools may deliver this content remotely.
Must include two distinct components:
Personal fitness and wellness
Lifetime fitness
Can be taught across different scheduling formats (semester, block, or equivalent)
Daily instructional time must be at least 6 hours, excluding lunch
Homeroom does not count toward the instructional day
Class size limits:
General: 35 students
PE & Music: 40 students
Teacher load: Maximum of 150 students per day
Every student must take:
A science course with a state assessment (Biology)
A college entrance exam (ACT or SAT, provided by SCDE)
All grades and achievement data must be reported to parents through established methods, supported by PowerSchool.
Each student’s:
Name, grade, birthdate, demographic info, and course codes must be stored in PowerSchool.
Courses must be:
Entered into the active master scheduler before being added to a transcript.
This includes nontraditional settings, such as:
Online learning
Dual enrollment
Alternative providers
Validate instructional minutes and ensure correct credit award settings
Use the master scheduler to pre-load all active course offerings
Track EOCEP and dual credit courses distinctly
Use proper course coding and section setup for transfer and locally designed courses
Maintain documentation for CPR, physical education components, and exam completion
Ensure accurate transcript creation and alignment with graduation requirements
This regulation ensures timely, accurate, and complete student record transfers between schools. PowerSchool must be used to manage withdrawal processes, generate records, and track documentation to comply with the 10-day transfer rule and protect student continuity.
When a student transfers or withdraws, schools must provide:
Transfer form with:
Student’s full name
Date of birth
Grade placement
Attendance record
The receiving school must receive this information as soon as possible, and no later than 10 business days after a written request is received (excluding weekends and state holidays).
Upon request, additional records must be sent in a timely and professional manner.
All communication between schools should be courteous and cooperative, regardless of deadlines or delays.
For grades K–12, if requested by the receiving school:
The sending school must provide:
Suspension and expulsion records
Within 10 business days
Disciplinary records must be released even if a student owes fees.
Schools must maintain accurate records of student transfers and withdrawals.
When requested, send a comprehensive transcript directly to the receiving school within 10 business days.
A permanent student record must be retained at the school from which the student transferred.
Credits from accredited schools (in or out of state) are accepted at face value.
For non-public, private, or home school transfers, schools may:
Request documentation of coursework
Evaluate submitted evidence before awarding credit
Follow local district policy and SC Uniform Grading Policy when determining credit
The receiving school must use the South Carolina Honors Framework to determine if any transferred coursework qualifies for honors weighting.
Each district should have a formal policy for how credits are evaluated and transcribed from home, private, or out-of-state nonpublic schools.
Use withdrawal codes accurately and promptly
Maintain detailed transfer/withdrawal records in the student's profile
Monitor the 10-day response window for record requests and document communication
Keep all disciplinary records accessible for transfer when applicable
Track transfer student credits, transcript entry, and grading scale alignment
Use secure transcript exchange protocols and note method of delivery (mail, email, system-to-system)
This regulation provides the framework for identifying and serving gifted and talented students in grades 3–12. Proper identification and programming are essential for receiving state funding and ensuring that high-ability learners receive appropriate academic challenges. PowerSchool plays a key role in documenting eligibility, placement, and services.
The South Carolina State Board of Education mandates that districts provide gifted and talented (GT) services to qualifying students.
These services must follow state-defined criteria and program structure.
Compliance with this regulation is necessary to qualify for funding designated for GT programs.
Applies to students in grades 3–12.
Services must be aligned with the state’s Gifted and Talented guidelines, which include:
Criteria for student identification (aptitude, achievement, and performance)
Specific curriculum and instructional differentiation
Documentation and monitoring of program effectiveness
Ensure that GT identifiers and flags are properly applied to qualifying students.
Use the correct course codes for GT programs and advanced classes.
Keep GT records up to date for state audits and funding validation.
Collaborate with GT coordinators to maintain accurate enrollment records in specialized classes or services.
Use enrollment reports and custom fields to monitor GT participation over time.
For details on GT identification and service models, consult the full regulation:
R43-220 Gifted and Talented Regulation Link
This section of the South Carolina Charter Schools Act outlines key operational requirements for charter schools that impact attendance, staffing, and student enrollment. These elements must be accurately documented and maintained in PowerSchool to ensure compliance with charter-specific expectations.
Charter schools must meet or exceed the minimum student attendance requirements set for traditional public schools.
PowerSchool must be used to:
Track attendance with the same rigor as public schools
Monitor minutes and hours of instruction
Identify students who are approaching attendance thresholds for intervention
Charter schools are permitted to hire non-certified teachers in a ratio of up to 25% of the total teaching staff.
This provision applies to the following subject areas:
English, Reading, Language Arts
Mathematics
Science
Foreign Languages
Civics, Government, Economics, History, Geography
Dance, Art, Music
PowerSchool Implications:
Teacher records must reflect certification status.
Sections assigned to non-certified staff should be coded accordingly.
Charter leaders should use staffing reports to monitor compliance with the 25% cap.
Charter schools must admit all eligible public school students, subject to available space.
Exceptions may apply only in cases of:
Single-gender charter schools
Other criteria defined within the Charter School Act
PowerSchool Implications:
Ensure accurate student enrollment data
Record and manage waitlists when schools are at capacity
Maintain documentation for enrollment offers and responses
Monitor attendance closely using built-in reports and early warning systems
Maintain accurate teacher credential information and track ratios of certified vs. non-certified staff
Ensure all required subject areas are staffed appropriately and reflected in scheduling
Track and manage open enrollment data, especially during peak registration windows
Understanding how these laws intersect with PowerSchool isn’t just about compliance—it’s about serving students better. Accurate, timely data entry supports instruction, funding, accountability, and student well-being.