This guide is designed to be used as a supplement during the multicultural student’s annual Individual Graduation Plan (IGP) meeting. It is also intended to better prepare school counselors, parents and other educational professionals as they work with multicultural students in the following ways:
While this guide provides the most current information at the time of publishing, it is important to understand that policies, procedures, opportunities, etc. can change. Therefore, users of this site are encouraged to also consult other sources of information if there is a specific question or concern.
Don't let misinformation negatively impact a student's future!
The South Carolina Department of Education requires all students to complete an “Individual Graduation Plan” (IGP) each year starting in 8th grade and continuing through 12th grade. This is a meeting with the student, a parent or guardian and the student’s school counselor. It is an opportunity for students to make a plan for the future well before the future happens!
Students are able to think about their skills and interests, learn and explore careers in high demand and ask questions and initiate research into potential pathways for them during and after high school. At this meeting, your school counselor will make a starting list of what courses you must take and what courses you may want to take next year. You and your parent/guardian will have the opportunity to continue to discuss your plan before it becomes more concrete later in the school year.
Think of this IGP meeting as an open door to ideas and opportunities available to you as a student. But don’t worry, your plan doesn’t have to be concrete!
You will have five IGP meetings before you graduate.
Legally, K-12 personnel may not inquire about the immigration status of students or their families. However, in the event that a student and/or their parents choose to share this information, counselors can use this knowledge to better guide that student. Regardless of the immigration status of the student, or their family members, this information should always be considered confidential and may not be shared with anyone unless there is a legitimate "need to know". In addition, this type of sensitive information may never be shared outside the school district without first receiving written parental permission or other legal written request.
School personnel should understand that some students may not be aware of their own, or their parent's, legal status and how this may ultimately affect them and their future goals and plans. Therefore, keep in mind that with this knowledge may come changes in their own perception of how they fit into the American high school culture; how their status may impact their high school and postsecondary goals and expectations; and ultimately how this may affect their transition from high school to postsecondary life. Even students born in the US, thus considered citizens, often do not realize how a parent's undocumented status can adversely impact their access to state and federal financial aid and educational opportunities. Because of this it is important for school counselors to be aware of and sensitive to the potential that this knowledge might sometimes be discouraging and confusing to the multicultural student.
Given this uncertainty, school counselors and parents can help by supporting students, providing information, and encouraging all students to set goals and navigate their individual pathway in pursuit of a successful postsecondary life whether via college, military service, or career pursuits. Further, reaching out to multicultural students as early as possible and encouraging them to work to overcome obstacles as well as helping to erase the notion that citizenship status prohibits them from attaining their goals is a critical component when it comes to working with this population.
Note: While we recognize that multicultural students could possibly be residing in the US under various types of immigration visas, permissions, or residencies, this guide only covers possible pathways for the two main categories of students we serve in CCSD which include, US citizen students with undocumented parents and undocumented students.
Higher education
Education or learning continued after high school at a college or university
Federal financial aid
A form that students fill out to see how much money they can get to help pay for college.
Technical, Vocational, and/or Trade School
School that prepares students to enter career fields that require specialized training
Community College
A college where students can go for two years and get an associate’s degree.
Tuition
The money that students have to pay to go to college.
In-state tuition
The amount of money students pay to go to a college in their home state.
Out-of-state tuition
Amount students pay for a school, college, or university they attend out of their home state
For additional definitions from The Informed Immigrant, click here.
Charleston County School District is committed to providing interpretation and translation services for parents/guardians who have a preferred written or oral communication language that is not English. Please contact the Office of Translation and Interpretation Services for more information.
Additionally, each school is assigned an ML Parent Advocate who can help families navigate educational opportunities.
The Seal of Biliteracy is an award that recognizes students who have attained a high level of proficiency in both English and at least one other world language by graduation. Click here for more information.
The following laws and policy may influence student’s status and postsecondary plans, and are therefore important to understand. Please keep in mind that these statutes and policies may change. Therefore, it is recommended that users of this document also consult other sources of information if there is a specific question or concern.
Multilingual Learner Enrollment Memo
Plyler v. Doe & Inquiries into Legal Status
As established in Plyler v. Doe, the undocumented or non-citizen status of a student (or his/her parent/guardian) is irrelevant to that student’s entitlement to elementary and secondary public education.
Legally, K–12 school personnel may not inquire about the immigration status of students or their parents/guardians. However, if a student feels comfortable sharing about their specific legal status, school staff, faculty and counselors are better able to provide them with information on different options relative to their situation. Obviously, an open relationship with school personnel is an important part of assisting students in finding appropriate resources related to postsecondary planning.
SC Illegal Immigration Reform Act of 2008
According to the SC Illegal Immigration Reform Act of 2008, undocumented students are prohibited from enrolling in public postsecondary educational institutions (SC is one of only two states, the other one being Alabama that have such a prohibition). Even though this is the current law in South Carolina, no federal law exists that forbids postsecondary educational institutions from accepting undocumented students. This means that private postsecondary educational institutions can make their own decision regarding this issue.
However, with the advent of DACA, DACAmented students are now legally eligible to enroll in public postsecondary educational institutions. For additional information please refer to the section “DACAmented Students - Potential Postsecondary Pathways (College, Military, Career)."
Federal Policy - DACA (Deferred Action for Childhood Arrivals)
Many students are eligible to apply for DACA. This program provides temporary approval to stay in the United States without fear of deportation as well as the opportunity to attend college and lawfully pursue employment. It is important to understand that DACA does not provide a path to citizenship or access to any South Carolina state or federal financial aid.
As defined by USCIS (United States Citizenship and Immigration Services), the following are minimum eligibility requirements for DACA applicants (See USCIS Website for additional information):
Was under the age of 31 as of June 15, 2012
Came to the United States before reaching your 16th birthday
Has continuously resided in the United States since June 15, 2007, up to the present time
Was physically present in the United States on June 15, 2012, and at the time of making the request for consideration of deferred action with USCIS
Had no lawful status on June 15, 2012
Is currently in school, has graduated or obtained a certificate of completion from high school, has obtained a general education development (GED) certificate, or is an honorably discharged veteran of the Coast Guard or Armed Forces of the United States
Has never been convicted of a felony, significant misdemeanor, or three or more other misdemeanors, and does not otherwise pose a threat to national security or public safety
School counselors may be required to provide documentation in support of a DACA application. This could include copies of report cards, transcripts as well as PowerSchool Transfer Info and Student Summary Report pages, etc.
