 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
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| Accountability--Sanctions/Interventions |
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| Accountability--Sanctions/Interventions--No Pass No Drive |
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| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
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| Assessment--End-of-Course |
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| Assessment--High Stakes/Competency |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
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| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
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| Business Involvement |
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| Career/Technical Education |
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| Cheating |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
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| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Data-Driven Improvement |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Equity |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--School Boards |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Mental Health |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Exit Exams |
| |
| High School--Graduation Requirements |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Official English |
| |
| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind--Assessment |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Child Care |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Health and Mental Health |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Faculty |
| |
| Postsecondary Finance |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Governance and Structures--Administrative/Leadership Issues |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Outreach |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
| |
| Privatization |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Year |
| |
| Scheduling/School Calendar--Year Round |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Corporal Punishment |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--District Size |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Inclusion (Mainstreaming) |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Standards |
| |
| Standards--Implementation |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Politics |
| |
| State Policymaking--Task Forces/Commissions |
| |
| Student Achievement |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
 | Teaching Quality--Certification and Licensure--Special Education |
| |
| CA | Signed into law 09/2000 | P-12 | Makes existing provisions which require the Commission on Teacher Credentialing to issue a 2-year services credential with a specialization in pupil personnel services applicable to a prelingual deaf person with a 2-year services credential with a specialization in pupil personnel services, solely for the purpose of counseling deaf and hearing-impaired pupils as a school psychologist.
Title: A.B. 707
Source: Lexis-Nexis/StateNet
| |
| NY | Signed into law 08/2000 | P-12 | Makes provision with respect to providing appropriate educational services to students who are visually impaired including using instructional materials in literary and non-literary subjects such as computer science and mathematics which have been translated to standard English braille, makes provision with respect to the training of certain teachers in standard English braille.
Title: S.B. 4515
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 07/2000 | P-12 | Chapter No.109, Authorizes, until 01/01/05, holders of the credentials who are authorized to teach children with disabilities of speech and language, to teach children in a special day class setting consisting of pupils with mild to moderate disabilities if the credential holders meet certain conditions.
Title: A.B. 1324
Source: Lexis-Nexis/StateNet
| |
| IL | Passed 06/2000 | P-12 | Directs the state board to refrain from implementing any new system for the certification of special education teachers until January 1, 2001.
Title: SJR 61
Source: NCREL Policy LINCLetter Spring II 2000
| |
| VT | Signed into law 05/2000 | P-12 | Clarifies the definition of special education services; permits the cost of special education services to be a factor in considering how to provide appropriate services; provides for teacher training; provides for individual education plans; provides for state aid to districts to assist with special education costs.
More details:
This Act focuses on students in the entire educational system, not just the special education system, and addresses containment of special education costs while at the same time continuing to deliver appropriate services that meet the needs of Vermont students. It includes, among other items, the following provisions:
Assignment of responsibility for developing and maintaining the educational support system to either the superintendent or principal.
Requirement for an annual report to the Commissioner of Education on the status of each school's educational support system and a description and justification of how Medicaid funds were used.
Amendment to the definition in state statute of "special education" to clarify that Vermont requires no more in services than is required under federal law.
Specification of the conditions under which IEP teams can take costs into consideration when selecting services for a student with disabilities.
Expansion of the Commissioner of Education's annual report on special education costs to include the rate of growth or decrease in costs, outcomes for students, availability of special education staff, consistency of implementation statewide, status of educational support systems.
Development and implementation by the Commissioner of Education of a two-year plan to contain special education costs while continuing to meet the needs of all Vermont students by increasing the capacity of general education to meet the needs of students outside of special education, using cost-effective practices and operating special education programs across the state consistently and within federal requirements. The plan includes:
Formation of a partnership with higher education to improve teacher preparation and professional development.
Strengthening the educational support systems around the state by focusing on preschool through fourth grade literacy, and prevention and intervention for students with emotional and behavioral difficulties.
Support for special education teachers and administrators and help in using cost-effective practices by working with higher education to increase the availability of special education administrators, teachers and related services providers; providing training opportunities for teachers and para-professionals; providing legal support, information and training to avoid conflict and assist in making cost-effective legal and procedural decisions; employing consultants with expertise in particular disability areas; providing guidance in the completion of annual service plans; and developing, with the University of Vermont, a decision-making model for IEP teams to use.
Efforts to make special education programs consistently-implemented and cost-effective statewide by studying IEPs in the most common disability areas and providing schools data on the range of costs associated therewith; increasing the capacity to audit and monitor special education programs statewide; training to school district leaders on cost-effective practices; and more clearly defining eligibility rules.
Development of recommendations to change the special education funding formula to make it more sustainable while at the same time not simply shifting costs to local taxpayers.
Drafting and submittal of annual reports to the legislature on progress made toward strengthening the educational support system, containing special education costs, and improving outcomes for students with disabilities.
Assisting school districts with unusual or unexpected costs by allocation of up to two percent of appropriations for special education expenditures assuming the districts requesting the funds have submitted Medicaid bills for reimbursement for at least 85 percent of eligible students.
Establishment of statewide targets in fiscal years 2002, 2003 and 2004 for limiting increases in total special education expenditures. Special education appropriations shall be based on these targets.
Repeal of the caps on special education expenditures enacted as part of Act 71 in order to allow the above-mentioned plan time to work.
Conduct of a study by the Secretary of Administration and the Joint Fiscal Office, along with a variety of others, on how interagency services could assist students with disabilities under the age of twenty-two.
Although not expressly part of this Act, the Appropriations Act contains significant funding to carry out the provisions of the above-mentioned plan.
Title: H.B. 629
Source: http://www.state.vt.us/educ/legupdate.htm
| |
| GA | Signed into law 03/2000 | P-12 | The new class sizes are funded as follows:
Category I Special Education - 1:8
Category II Special Education - 1:6.5
Category III Special Education - 1:5
Category IV Special Education - 1:3
Category V Special Education - 1:8
Title: H.B. 1187
Source: Georgia Department of Education
| |
| IL | Adopted 03/2000 | P-12 | Beginning January 1, 2003 the state of Illinois will have a new system for certifying Special Education teachers. Teachers will have to be certified as a Learning and Behavior Specialist I (entry level) or Learning and Behavior Specialist II (advanced study and specialization). This system will not affect those individuals who had already been certified prior to that date.
The new system is going to be designed to train teachers across categories instead of having them focus in on any single disability category. The state feels that the new system will enable teachers to better serve the needs of students who have multiple handicaps. Although the new system will provide teachers with training across all handicap categories there will still be three categorical certificates that can also be achieved, they are: Blind/Visually Impaired, Deaf/Hearing Impaired, and Speech and Language Impaired. In addition, there will be a new designation for teachers who have been trained to work with pre-kindergarten students. The state has not yet finalized the rules for this certification process.
Title:
Source: Illinois State Board of Education
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
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| Technology |
| |
| Technology--Computer Skills |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |
| Urban |
| |
| Whole Child |
| |