 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--Value Added |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Censorship |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Curriculum--Speech Education |
| |
| Data-Driven Improvement |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| 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--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--Principal/School Leadership |
| |
| 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--Preparation |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Parent Involvement |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Supplemental Services |
| |
| 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 Evaluation/Economic Benefits |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Partnerships--University/School |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Teaching Assistants |
| |
| Postsecondary Finance |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Promotion/Retention |
| |
 | Reading/Literacy |
| |
| OK | Adopted 11/2005 | P-12 | Amends rules concerning teacher education and certification withregard to competencies for licensure. Adds the reading competencies forelementary teachers to the competencies for special education teachers. OKLAHOMA 13921
Title: OAC 210:20-9-172
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 09/2005 | P-12 | An act to add Section 60851.3 to the Education Code, relating to education. Require the exit examination to be offered to a person regularly enrolled in an adult education program. http://www.leginfo.ca.gov/pub/bill/asm/ab_1051-1100/ab_1057_bill_20050908_enrolled.pdf
Title: A.B. 1057
Source: www.leginfo.ca.gov
| |
| RI | Adopted 09/2005 | P-12 | Establishes rules to provide for improving reading levels for students. Revises graduation requirements. Implements personalized learning environments. RHODE ISLAND REG 2450 (SN)
Title: Uncodified Rules
Source: StateNet
| |
| OK | Adopted 08/2005 | P-12 | Establishes rules concerning the Reading Sufficiency Act to meet legislative changes from the 2005 session . Updates student eligibility for participation in the Act, allowable expenditures, dates for reporting from districts, requirements for evaluation of the program, the claims process, and requirements for content, teaching, training and student eligibility. For example, reading sufficiency funds must be used only for expenses relating to individual and small group tutoring, purchase of and training in the use of screening assessment measures, summer school programs, and Saturday school programs for students in the first, second and third grades who have been identified by the elementary site as in need of a program of reading instruction. Districts with one or more schools identified for school improvement must submt reading sufficiency plans to the state department. Contingent on the availability of appropriated funds, the state department will award up to $400 to public school districts for each eligible currently enrolled student who is found not to be reading at grade level and who subsequently participates in a summer academy reading program pursuant to the Reading Sufficiency Act. Sets parameters for summer school reading programs, including the requriement that courses must:
(1) provide at least four (4) weeks of tutoring a half (1/2) day each day for four days,
(2) incorporate the content of a reading program administered by the Oklahoma Commission for Teacher Preparation or a scientifically based reading program administered by the State Board of Education.
(3) be taught by teachers who have successfully completed a professional development institute in reading administered by the Oklahoma Commission for Teacher Preparation or a scientifically based reading professional development program administered by the State Board of Education.
(4) include only eligible students not reading at grade level based on results from an assessment approved by the State Board of Education.
Title: OAC 210:15-27-1
Source: Secretary of State Office
| |
| NC | Signed into law 06/2005 | Community College
Postsec. | The Community Colleges System Office is designated as the primary lead agency for delivering workforce development training, adult literacy training, and adult education programs in the State.
http://www.ncleg.net/Sessions/2005/Bills/House/HTML/H583v5.html
Title: H.B. 583
Source: StateNet
| |
| TN | Signed into law 06/2005 | P-12 | Establishes the Governor's Books from Birth Fund and authorizes a partnership arrangement between the Fund and a nonprofit public benefit corporationan act to amend tennessee code annotated, title 4, relative to the establishment of the governor's books from birth fund and the authorization of a partnership arrangement between the fund and a nonprofit public benefit corporation. http://tennessee.gov/sos/acts/104/pub/pc0416.pdf
Title: S.B. 2275/Act 416
Source: http://tennessee.gov
| |
| TX | Signed into law 06/2005 | P-12 | Intensive Reading and Language Intervention Pilot Program. From bill analysis: Over the past decade many instructional aids have been developed to enhance the reading ability of a student. Campuses across the state are using some of these materials to augment the TEKS (Texas Assessment Knowledge and Skills) curricula. H.B. 3468 allows the commissioner of education to develop pilot programs implementing accelerated learning curricula aids. H.B. 3468 does not implement a new type of curriculum but augments the existing TEKS with instructional tools. Adds Section 29.094. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=03468&VERSION=5&TYPE=B
Title: H.B. 3468
Source: http://www.capitol.state.tx.us
| |
| IN | Signed into law 05/2005 | P-12 | Defines "phonologic weakness." Requires the department of education to develop and implement a plan to
(1) train teachers, especially the teachers directly involved in reading and language arts, about phonologic weakness and its role in reading development;
(2) determine which reading instruments can be used to detect phonologic weakness before formal reading instruction begins;
(3) determine which reading instruments can be used to assess student reading and spelling development; and
(4) apply the results of the assessment using reading instruments to a child's instructional program.
Requires the department to develop a technical assistance manual related to the plan and adopt reading instruments to diagnose reading and writing development. Requires each instrument adopted to be based on scientific research concerning reading development and have adequate reliability and validity.
http://www.in.gov/legislative/bills/2005/HE/HE1488.1.html
Title: H.B. 1488
Source: www.in.gov
| |
| OK | Signed into law 05/2005 | P-12 | Amends 70 O.S. 2001, Section 3-153, which relates to exemptions for reporting district plans to state board of education. Except for districts with one or more sites identified for school improvement pursuant to NCLB, a number of reporting requirements are reduced. Delays the deadline by one year for reaching reading goal and allows exclusion of up to 15% of students with individualized education programs (IEPs) and English language learners who are not yet proficient in English.Moves the baseline deterimination of third graders who are proficient in reading from May 1, 2002 to September 1, 2005. Requires the state board to recognize schools and districts making progress toward the reading goal and to provide technical assistance to those that are not making progress. Changes from phoneme to phonological awareness as a priority academic student skill (PASS) to be screened for with kindergarten students and requires additional emphasis on reading for those students who are at risk for reading difficulties. Similar provisions apply to first- through third-grade students. Requires the state board to approve no more than three screening instruments and to approve diagnostic and other reading assessments -- ensuring that any assessments align with PASS. Requires the state department to report annually to the governor and legislature on the three-year trend in reading achievement. http://www2.lsb.state.ok.us/2005-06SB/sb966_enr.rtf
Title: S.B. 966
Source: http://www2.lsb.state.ok.us
| |
| AR | Signed into law 04/2005 | P-12
Postsec.
Community College | Limits professional development requirements for certified personnel working solely in the following adult education programs: (1) Adult basic education; (2) General adult education; (3) English as a second language for adults; and (4) General Educational Development Test examiners. 34http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1150.pdf
Title: S.B. 1150
Source: www.arkleg.state.ar.us
| |
| CO | Signed into law 04/2005 | P-12 | Authorizes the state board to establish procedures for the filing and investigation of complaints alleging conduct that, if true, may establish grounds for denying, annulling, revoking or suspending an educator license or certificate.
Allows a person who converted his/her professional license to inactive status because called to active duty to, when returning professional license to active status, include in the notice to the department of education a copy of the official notice of honorable discharge or release from active service. Upon receipt of the notice and evidence of honorable discharge or release, the department must reissue the professional license with a new expiration date reflecting a period equal to the period remaining on the professional license as of the date the license holder converted to inactive professional license status plus the period during which the person was in active military service.
Authorizes the state board to require, in adopting minimum criteria for professional development activities, all or a portion of the activities to be related to increasing the license holder's competence or skills in his/her existing or potential endorsement area or in the teaching of literacy.
Specifies that teacher professional development related to assessment must pertain to effective use of assessments in planning for instructional delivery and in individualizing student instruction.
Specifies that to be accepted as a professional development activity, educational travel must be applicable to the endorsement area of the licensee's license.
Changes temporary educator eligibility authorization from three-year nonrenewable to one-year with two opportunities to renew for one year.
Specifies that an interim authorization authorizes a school district to employ as a principal, administrator or teacher a person who is eligible for certification or licensure.
Changes terminology from provisional licensure to initial licensure for administrators, principals, professional special service providers. Specifies that a person holding a provisional educator license as of the date this bill goes into effect is deemed to hold an initial educator license on and after said date, so long as the license is valid.
Strongly encourages all school districts to hire persons who hold alternative teacher licenses and teacher in residence authorizations to provide a wide range of experience in teaching and functional subject matter knowledge for the benefit of students.
Eliminates language allowing a district to hire as a teacher a person who is not certified. Replaces with language allowing district to hire a person with an alternative teacher license to teach as an alternative teacher pursuant to an alternative teacher contract. Authorizes a district to hire a person who holds a teacher in residence authorization to teach as a resident teacher pursuant to a teacher in residence program.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/0FC6014CF21E6B8D87256F3A0061BC79?Open&file=1026_enr.pdf
Title: H.B. 1026
Source: www.leg.state.co.us
| |
| FL | Emergency Rule Adoption 04/2005 | P-12 | Establishes emergency rules regarding course requirements. Establishes basic and adult secondary programs for 2005.
Course Requirements - Grades 6-12 Basic and Adult Secondary Programs – 2005. This emergency rule was adopted to amend the present course descriptions in Rule 6A-1.09412, FAC., for intensive reading courses in middle and high school grades to include suggested time allocations and instructional activities, as well as alignment to instruction grounded in scientifically based-reading research. Rule 6A-1.09412, FAC., Course Requirements - Grades 6 -12 Basic and Adult Secondary Programs, will be amended through the rulemaking process and presented to the State Board for final approval to include the intensive reading course descriptions
Title: FAC 6AER05-1
Source: StateNet
| |
| ID | Signed into law 04/2005 | P-12 | Establishes legislative intent for the Idaho Safe and Drug-Free Schools Program. Requires program to include the following:
(1) Districts will develop a policy and plan which will provide a guide for their substance abuse programs.
(2) Districts will have an advisory board to assist each district in making decisions relating to the programs.
(3) The districts' substance abuse programs will be comprehensive to meet the needs of all students. This will include prevention programs, student assistance programs that address early identification and referral, and aftercare.
(4) Districts shall submit an annual evaluation of their programs to the State Department of Education as to the effectiveness of their programs.
Establishes legislative intent that state board and state department coordinate federally funded literacy programs with state literacy programs, resulting in well-coordinated, complementary literacy efforts.
The highest priority for Idaho Digital Learning Academy funds be to provide remedial coursework for students failing to achieve proficiency in one or more areas of the Idaho Standards Achievement Test. Allows funds also to be used to provide basic coursework, Advanced Placement coursework, and other specialized coursework not available in many small school districts.
http://www3.state.id.us/oasis/S1224.html
Title: S.B. 1224
Source: www3.state.id.us
| |
| KY | Signed into law 03/2005 | P-12
Postsec.
Community College | Sets forth legislative intent related to early diagnosis of and intervention for elementary students struggling in reading and mathematics, state student achievement goals, provision and quality of diagnostic and intervention services to students below proficient on state math and reading assessments, and collaboration among state and local stakeholders to achieve state goals. Establishes the respective roles of the general assembly, state board of education, department of education, council on postsecondary education, education professional standards board, colleges and universities, school councils, and local boards and superintendents in achieving the state's student achievement goals. Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB301.htm
Title: H.B. 93 (Section 1, multiple provisions)
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12 | Directs the department of education to conduct a comprehensive analysis of the professional development, training and resources needed in each school to help each child achieve reading and literacy proficiency by 2014. Requires the department of education to submit its findings and recommendations to the Interim Joint Committee on Education no later than November 1, 2005.
http://lrc.ky.gov/RECORD/05RS/SJ92.htm
Title: S.J.R. 92
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12
Postsec. | Requires colleges and universities to:
(a) Utilize institution-wide resources to work with elementary and secondary educators and other entities to align curriculum content to ensure that students who achieve proficiency on standards established at the prekindergarten through secondary levels will require no remediation to successfully enter a postsecondary education program;
(b) Provide quality undergraduate teacher preparation programs to ensure that those preparing to teach reading or mathematics at all grade levels have the necessary content knowledge, assessment and diagnostic skills, and teaching methodologies;
(c) Deliver appropriate continuing education for teachers in reading and mathematics through institutes, graduate level courses, and other professional development activities that support a statewide agenda for improving student achievement in reading and mathematics;
(d) Conduct or assist with research on best practices in assessment, intervention strategies, teaching methodologies, costs and effectiveness of instructional models, and other factors as appropriate to reading and mathematics;
(e) Provide staff to consult and provide technical assistance to teachers, staff, and administrators at elementary, middle, and secondary school sites;
(f) Assume active roles in the statewide initiatives referenced in Sections 2 and 5 of this Act; and
(g) Develop written procedures for measuring the effectiveness of activities outlined in paragraphs (a) to (e) of this subsection.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 1, paragraph 7)
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12 | Specifies that the teachers' professional growth fund is to provide teachers with high quality professional development in content knowledge in reading and classroom-based screening, diagnostic, assessment and intervention strategies. States that the fund may be used to provide grants to local school districts to support staff participation in specific, statewide initiatives for the professional development of teachers and administrators in specific content areas as established by the Kentucky Department of Education and the Kentucky Board of Education as established in this bill; to provide grants to colleges and universities to plan and develop statewide professional development institutes and other professional development services; and to provide grants to local school districts, to colleges and universities, or other entities to assist the Kentucky Department of Education in evaluating costs and the effectiveness of activities and initiatives established under the teachers' professional growth fund.
Requires that professional development programs for which teachers may receive support from the fund provide training in the use of research-based and developmentally appropriate classroom-based screening, diagnostic, assessment, and intervention strategies.
Requires that, beginning June 1, 2006, through the 2009-2010 school year, priority for the use of funds from the teachers' professional growth fund be to train and support teams of teachers from all school levels to be trained as reading coaches and mentors or as mathematics coaches and mentors in statewide institutes referenced in Sections 1 and 2 of this bill, and for selected teachers to be highly trained in providing diagnostic assessment and intervention services for students in the primary program struggling with mathematics.
Requires the design of the statewide mathematics institutes to train mathematics coaches and mentors to be developed by the Committee for Mathematics Achievement. Requires the design of the professional development program to provide highly trained mathematics intervention teachers in the primary program to be developed by the Center for Mathematics in collaboration with public and private institutions of postsecondary education.
Requires that the development of the statewide program to train reading coaches and mentors be coordinated by the Kentucky Department of Education with recommendations from the Collaborative Center for Literacy Development and the reading steering committee established in KRS 158.794. Mandates that the design of the program reflect a consensus of the agencies involved in the development of the program. Requires the training program for reading coaches and mentors to complement other statewide reading initiatives, funded with state and federal funds, and that the program give priority to teachers in grades 4-12. Requires that the program be implemented no later than June 1, 2006.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Sections 5 and 6)
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12
Postsec. | Specifies that, for the state to achieve its student achievement goals, the Council on Postsecondary Education, in cooperation with the Education Professional Standards Board, must exercise its duties and functions under KRS 164.020 to ensure that teacher education programs are fulfilling the needs of Kentucky for highly skilled teachers. Requires the council to coordinate the federal and state grant programs it administers with other statewide initiatives relating to improving student achievement in reading and mathematics to avoid duplication of effort and to make efficient use of resources. Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 1, paragraph 5)
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12 | Mandates that the Kentucky Department of Education provide assistance to schools and teachers, including publicizing professional development opportunities, methods of measuring effective professional development, the availability of high quality instructional materials, and developmentally appropriate screening and diagnostic assessments of student competency in mathematics and reading. Also requires the department to provide access to samples of units of study, annotated student work, diagnostic instruments, and research findings, and give guidance on parental engagement.
Also requires that the department conduct an annual review of the state grant programs it manages and make recommendations, when needed, to the Interim Joint Committee on Education for changes to statutory requirements that are necessary to gain a greater return on investment.
Requires the department to provide administrative support and oversight to programs to train classroom coaches and mentors to help teachers with reading and mathematics instruction. Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 1, paragraph 4)
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12 | (8) School councils at all school levels are encouraged to identify and allocate resources to qualified teachers to become coaches or mentors in mathematics or coaches or mentors in reading with a focus on improving student achievement in their respective schools.
(9) Local school boards and superintendents shall provide local resources, whenever possible, to supplement or match state and federal resources to support teachers, school administrators, and school councils in helping students achieve proficiency in reading and mathematics.
(10) Local school superintendents shall provide leadership and resources to the principals of all schools to facilitate curriculum alignment, communications, and technical support among schools to ensure that students are academically prepared to move to the next level of schooling.
Declares an emergency.
http://lrc.ky.gov/RECORD/05RS/HB93.htm
Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc
Title: H.B. 93 (Section 1, paragraphs 8-10)
Source: lrc.ky.gov
| |
| KY | Signed into law 03/2005 | P-12 | This act is to be cited as the "Read to Achieve Act of 2005." Relates to reading; makes an appropriation therefor; describes the general assembly's findings and intent regarding reading. Defines "comprehensive reading program," "reading diagnostic assessment," and "reading intervention program." Eliminates the Early Reading Incentive Fund and the Early Reading Incentive Grant Steering Committee; establishes the Reading Diagnostic and Intervention Fund and the Reading Diagnostic and Intervention Grant Steering Committee to provide renewable, two-year grants to help teachers and library media specialists improve the reading skills of struggling readers in the primary program. Requires the state board to:
1. Identify eligible grant applicants, taking into consideration how the grant program described in this section will relate to other grant programs;
2. Specify the criteria for acceptable diagnostic assessments and intervention programs;
3. Specify the criteria for acceptable ongoing assessment of each child to determine his or her reading progress;
4. Establish the minimum evaluation process for an annual review of each grant recipient's program and progress;
5. Identify the annual data that must be provided from grant recipients;
6. Define the application review and approval process;
7. Establish matching requirements deemed necessary;
8. Define the professional development and continuing education requirements for teachers, library media specialists, administrators, and staff of grant recipients;
9. Establish the conditions for renewal of a two-year grant; and
10. Specify other conditions necessary to implement the program.
Sets forth principles that program grant applicants must meet for the applicant's request for funding to be approved.
Requires the department's annual report on the use of grant funds to include comparisons of the overall costs and effectiveness of intervention programs, and every other year to include an estimate of the cost to expand the reading diagnostic and intervention grant program.
Modifies the membership and expands upon the powers of the Reading Diagnostic and Intervention Grant Steering Committee.
Requires the Collaborative Center for Literacy Development: Early Childhood through Adulthood to undertake specified advisory and research duties. Requires the center's research agenda to consider the impact of various reading and intervention programs:
1. In eliminating academic achievement gaps among students with differing characteristics, including subpopulations of students with disabilities, students with low socioeconomic status, students from racial minority groups, students with limited English proficiency, and students of different gender;
2. In schools with differing characteristics, such as urban versus rural schools, poverty versus nonpoverty schools, schools with strong library media center programs versus schools with weak library media center programs and schools in different geographic regions of the state;
3. In terms of their costs and effectiveness; and
4. In maintaining positive student progress over a sustained period of time.
Requires the Early Childhood Development Authority to provide that primary students, regardless of age, who are having difficulty with reading may be referred and receive a second vision examination as described in KRS 156.160 at no cost to the parent.
http://lrc.ky.gov/RECORD/05RS/SB19.htm
Title: S.B. 19
Source: lrc.ky.gov
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| Religion |
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| Religion--Prayer/Meditation |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Year |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Standards |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Mobility |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Textbooks and Open Source |
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