 |
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 |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| 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--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
 | Special Education |
| |
| LA | Adopted 12/2005 | P-12 | Establishes new special education course codes that will allow students with disabilities and gifted and talented students to earn Carnegie units and it will allow districts to track the courses in which the students are enrolled.
AGENCY CONTACT: Nina A Ford, Board of Elementary and Secondary Education, Box 94064, Capitol Station, Baton Rouge, LA 70804-9064
Page 5 of 106 http://www.doa.state.la.us/osr/reg/0512/0512RUL.pdf
Title: LAC 28:CXV.2333, 2355, 2364 and 2369
Source: www.doa.state.la.us, Lexis-Nexis/StateNet
| |
| LA | Adopted 12/2005 | P-12 | These changes clarify that all local education agencies must be monitored, eliminates the exemplary category, and adds a new category called targeted monitoring. It also clarifies that agencies must begin correcting non-compliance upon receipt of the monitoring report, requires agencies to develop an intensive corrective action plan (ICAP) when compliance is not reached in one year, requires additional actions in conjunction with the ICAP, and allows the state
superintendent to impose special conditions on the agencies IDEA Part B grant award without the need for approval from the State Board of Elementary and Secondary Education. This new monitoring process began in 1999 and, after five years of implementation, changes were needed to make the process more effective.
Page 40 of 106: http://www.doa.state.la.us/osr/reg/0512/0512RUL.pdf
Title: LAC 28:XCI.101, 105-111, 301, 303-317, 507, and 509
Source: www.doa.state.la.us, Lexis-Nexis/StateNet
| |
| LA | Adopted 12/2005 | P-12 | Grants a school district the option of a two-year renewal of Out-of-Field Authorities to Teach (OFAT) for individual pursuing certification in special education areas.
AGENCY CONTACT: Nina A Ford, Board of Elementary and Secondary Education, Box 94064, Capitol Station, Baton Rouge, LA 70804-9064
Title: LAC 28:I.903
Source: Lexis-Nexis/StateNet,
| |
| LA | Adopted 11/2005 | P-12 | Amends the accountability system calculations to take advantage of new flexibility in guidance for No Child Left Behind and address situations that were not considered when the accountability policy was initially written.
§305. Calculating the CRT Index
§509. Inclusion of Alternate Assessment Results in Accountability Reporting
§703. Inclusion of Students in the Subgroup Component
§3901. Assessment of Students with Disabilities
§3903. LEAP Alternate Assessment Participation Criteria
AGENCY CONTACT: Nina A Ford, Board of Elementary and Secondary Education, Box 94064, Capitol Station, Baton Rouge, LA 70804-9064
http://www.doa.state.la.us/osr/reg/0511/0511RUL.pdf
Title: LAC 28:LXXXIII.305, 509, 703, 3901-3905
Source: Lexis-Nexis/StateNet and www.doa.state.la.us/osr
| |
| WV | Adopted 11/2005 | P-12 | WEST VIRGINIA 4765, SUMMARY: Amends rules relating to alternate academic achievement standards for West Virginia schools.
EFFECTIVE DATE: 12/14/2005
Title: Title 126, Series 44P
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 10/2005 | P-12 | High school exit examination: pupils with disabilities. This bill would require a school district to grant a high school
diploma to a pupil with a disability, if he or she is scheduled to graduate from high school in 2006 or 2007, does not qualify for that
high school exit examination waiver, and meets other specified criteria, including having an individualized education program or
other specified plan. The bill would require a school district, consistent with that program or plan, to provide pupils who meet the
criteria the opportunity to participate in specified instruction. The bill also would require the school district to report to the
Superintendent of Public Instruction regarding the number and characteristics of pupils granted diplomas in this manner.
Title: S.B. 586
Source: StateNet
| |
| CA | Signed into law 10/2005 | P-12 | Existing law establishes a right of individuals with exceptional needs to receive free appropriate public education and ensures the right to special instruction and related services needed to meet their unique needs, in conformity with federal law. This bill would make various revisions generally conforming state law to federal requirements relating to, among others, pupil identification, assessment, and eligibility; individualized education program development, including notice, representation, and hearing procedures and requirements; and pupil data confidentiality, and would make other technical, nonsubstantive changes. To the extent that these revisions would impose new duties on local educational agencies, the bill would impose a state-mandated local program.
Title: H.B. 1662
Source: StateNet
| |
| MI | Signed into law 09/2005 | P-12 | A special education advisory committee is created in the department of education.
Title: S.B. 83
Source: StateNet
| |
| NM | Rule Adoption 09/2005 | P-12 | Amends rules relating to special education and children with disabilities as well as gifted children. Relates to the rights and responsibilities of the Public Schools and of the students. NEW MEXICO REG 4351 (SN)
Title: NMAC 6.31.2, 6.11.2
Source: StateNet
| |
| NY | Emergency Rule Adoption 09/2005 | P-12 | Establishes emergency rules to immediately conform these rules regarding the provision of special education services to the requirements of the federal Individuals with Disabilities Education Act (IDEA). Ensures the rights of students with disabilities and their parents. NEW YORK REG 17795 (SN)
http://www.dos.state.ny.us/info/register/2005/sept28/pdfs/Rules.pdf
Title: Title 8 NYCRR Sections 100.2, 200.1 - .7, 200.14, 200.16, 201.2 - .5, 201.7 - .11
Source: StateNet
| |
| OR | Signed into law 08/2005 | P-12 | Establishes within the State School Fund a High Cost Disabilities Account. Each fiscal year, the department of education is to distribute moneys from the account to school districts as high cost disabilities grants. A school district may receive moneys from the account if it has a resident pupil with disabilities for whom the approved costs to the school district of providing special education and related services exceed $30,000. The department The department determines the approved costs incurred based on several criteria. http://www.leg.state.or.us/05reg/measpdf/hb2400.dir/hb2450.en.pdf
Title: H.B. 2450
Source: http://www.leg.state.or.us
| |
| SD | Adopted 08/2005 | P-12 | Aligns rules with the federal 2004 IDEA legislation. Enables districts to inform in-service teachers about the federal new requirements. Allows educators additional means of adding endorsements and authorizations to their certificates. Increases certification fees and records review fees. SOUTH DAKOTA REG 4133 (SN)
Title: SDCR 24:05:25:06, 27:01.01 thru 01.06, 04.01, .02, 08.01 thru .04, 27:09, 12, 13.02, 15 thru .03, 16, 18, 19.01, 30:06.01, 15:02:08, 03:01, 03, .01, 06, 08 thru 10, 06:02
Source: StateNet
| |
| IL | Signed into law 07/2005 | P-12 | Requires that the state board implement and administer a Giant Steps Autism Center for Excellence pilot program for the study and evaluation of autism and to provide related training for teachers, paraprofessionals, and respite workers, therapist training, and consultative services. Authorizes the state board to make grants to school districts and other programs that apply to participate in the Giant Steps Autism Center for Excellence program.
http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0196
Title: S.B. 3
Source: http://www.ilga.gov
| |
| IL | Signed into law 07/2005 | P-12 | Amends the Children with Disabilities Article of the School Code. Provides that the reimbursement of a school district for the amount of paid tuition of a child attending a non-public school or special education facility, public out-of-State school, or county special education facility is not authorized unless the State Superintendent finds that the school district is in substantial compliance with a Section of the Code concerning special educational facilities for children with disabilities (now, the school district must also certify to the State Superintendent of Education that the special education program of the district is unable to meet the needs of a child because of the child's disability in order for reimbursement to be authorized). http://www.ilga.gov/legislation/publicacts/94/PDF/094-0177.pdf
Title: H.B. 728
Source: http://www.ilga.gov/
| |
| IL | Signed into law 07/2005 | P-12 | Amends the Interagency Coordinating Council Act. With respect to the annual report that the Council is required to make to the Governor and the General Assembly, provides that in the 2007 report, the Council shall include recommendations for expanding the recruitment of students and school personnel into programs that provide the coursework for Learning Behavioral Specialist II-Transition Specialist certification.
http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0230
Title: S.B. 768
Source: http://www.ilga.gov
| |
| IL | Signed into law 07/2005 | P-12 | In a provision concerning the notification of a child's possible eligibility to receive services from the Illinois School for the Deaf or the Illinois School for the Visually Impaired, requires the school district to further notify parents and guardians of eligible children of the existence of other, local facilities that provide services similar to these schools and the services that the facilities provide. Effective immediately. http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0376
Title: S.B. 87
Source: StateNet
| |
| MN | Signed into law 07/2005 | P-12 | For purposes of computing special education base revenue, the cost of providing transportation for children with disabilities includes (A) the additional cost of transporting a homeless student from a temporary nonshelter home in another district to the school of origin, or a formerly homeless student from a permanent home in another district to the school of origin but only through the end of the academic year; and (B) depreciation on district-owned school buses purchased after July 1, 2005, and used primarily for transportation of pupils with disabilities, calculated according to paragraph (a), clauses (ii) and (iii). Depreciation costs included in the disabled transportation category must be excluded in calculating the actual expenditure per pupil transported in the regular and excess transportation categories.
Notwithstanding paragraph (e), if the pupil is homeless and placed in a public or private homeless shelter, then the district that enrolls the pupil under section 127A.47, subdivision 2, shall provide the transportation, unless the district that enrolls the pupil and the district in which the pupil is temporarily placed agree that the district in which the pupil is temporarily placed shall provide transportation.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0141.1&session_year=2005&session_number=1
Title: H.F. 141 - Multiple Components
Source: http://www.revisor.leg.state.mn.us/
| |
| OR | Signed into law 07/2005 | P-12 | Adds interpreting services, social work services, and school nurse services designed to enable a child with a disability to receive a
free appropriate public education as described in the individualized education program of the child. Clarifies that "Related services" does not include a medical device that is surgically implanted or the replacement of a medical device that is surgically implanted. Requires districts to reevaluate each child with a disability in accordance with rules adopted by the State Board of Education and to ensure that an individualized education program is developed, reviewed and revised for each child with a disability. Amends hearing procedures. Allows districts to order a change in placement to an appropriate interim alternative educational setting for up to 45 school days without regard to whether the behavior is determined to be a manifestation of the child¢s disability because the child has inflicted serious bodily injury upon another person while at
school, on school premises or at a school function under the jurisdiction of the Department of Education or school district; and adds an additional reason: If school personnel order a change in placement to an interim alternative educational setting for more than 10 school days for a child with a disability who violates a code of student conduct and the behavior that gave rise to the violation is determined not to be a
manifestation of the child¢s disability. Allows school personnel to consider any unique circumstances on a case-by-case basis when determining whether to order a change in placement for a child with a disability who violates a code of student conduct. Amends membership of the State Interagency Coordinating Council. Prohibits personnel or teachers from requiring a child to obtain a prescription for a substance covered by the Controlled Substances Act, 21 U.S.C. 801 et seq., as a condition of attending school, receiving an evaluation to determine eligibility for early childhood special education or special education or receiving early childhood special education or special education services.
http://www.leg.state.or.us/05reg/measpdf/hb3100.dir/hb3168.en.pdf
Title: H.B. 3168
Source: http://www.leg.state.or.us
| |
| CO | Vetoed 06/2005 | P-12 | Recognizes the importance of supplemental online education courses, especially to smaller districts and rural schools. States that such courses are eligible to receive funding from the state education fund created in article IX of the state constitution. Requires the department, on or before October 1, 2005, to contract with a supplemental on-line course provider to provide high-quality supplemental on-line education courses statewide for purchase by districts, boards of cooperative services, charter schools and the state charter school institute. Requires the contracting provider to work with these entities to allow schools to (1) offer courses for all students in all performance ranges, including gifted and talented students and students in need of remediation; (2) resolve class scheduling conflicts; (3) provide make-up credits for students and summer school options to help students graduate earlier; (4) offer courses for expelled and home-bound students; (5) offer courses for which local teachers are not available; (6) offer courses allowing students to meet higher education admission requirements; (7) meet federal requirements for highly qualified teachers; and (8) provide teacher professional development. Requires the supplemental online course provider to be a nonprofit or not-for-profit organization or school district, have documented evidence of program evaluation, and to meet other requirements. Specifies minimum provisions of a contract for supplemental online education courses, including that the contractor must provide at least 50 online courses in specified subject areas, the teachers meet the federal requirements for a highly qualified teacher, and that, where applicable, the courses are based on the state model content standards. Requires the contractors to annually report to the department and the legislature on specified details about the program during the preceding year. Makes an allocation.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/4723DE9EE54766D487256F810074794F?Open&file=139_enr.pdf
Title: S.B. 139
Source: www.leg.state.co.us
| |
| FL | Signed into law 06/2005 | P-12 | Requires a representative of the department of education to serve on the Assistive Technology Advisory Council. Requires council members to be appointed by the commissioner of education. Requires the council to appoint a public policy and advocacy committee to review federal and state legislation and agency policies and practices and to identify facilitators of and barriers to access and utilization of assistive technology services, devices, and funding sources. Expands duties of council.
http://www.flsenate.gov/session/index.cfm?BI_Mode=ViewBillInfo&Mode=Bills&SubMenu=1&Year=2005&billnum=1099
Title: H.B. 1099
Source: www.flsenate.gov
| |
| FL | Signed into law 06/2005 | P-12 | Eliminates requirement that for purposes of participating in the personal care attendant program, the department of education determine the applicant eligible for training services. Eliminates requirement that the association, in cooperation with the Division of Vocational Rehabilitation of the Department of Education, assess the selected participants and make recommendations for their placement into appropriate work-related training programs. Mandates that the Department of Health establish an oversight workgroup for the personal care attendant program to oversee the implementation and administration of the program. Requires one member of the workgroup to be a representative from the Division of Vocational Rehabilitation of the Department of Education.
http://www.flsenate.gov/session/index.cfm?BI_Mode=ViewBillInfo&Mode=Bills&SubMenu=1&Year=2005&billnum=720
Title: S.B. 720
Source: www.flsenate.gov
| |
| HI | Signed into law 06/2005 | P-12 | Clarifies definitions of "new century charter schools" and "public schools". Requires charter school plans to include a plan for identifying, recruiting, and retaining highly-qualified instructional faculty. Requires a charter school's governance structure to incorporate a conflict of interest policy and a plan for periodic board training. Requires a charter school's plans to include a financial plan based on the most recent fiscal year's per-pupil charter school allocation that demonstrates the ability to meet the financial obligations of one-time start-up costs and ongoing costs such as monthly payrolls, faculty recruitment, professional development, and facilities costs. Amends new century charter school review panel membership to decrease board of education members and add two new members. Allows board of education to deny charter to school recommended by panel and establishes requirements if the board does not approve the charter.
Allows charter school employees full participation in the state systems for retirement, workers' compensation, unemployment insurance, temporary disability insurance, and health benefits. Requires the department to provide its position listings to the charter school administrative office and any interested local school board of any new century charter school, and to facilitate and encourage the movement of instructional personnel between the department and new century charter schools, including limiting probationary status to one year, within specified parameters.
Allows the new century charter schools to propose to the board of education an alternative weighted student formula.
Repeals existing language on evaluating charter schools. Enacts new language requiring the board to adopt guidelines for multi-year evaluations of charter schools that have been chartered for four or more years, or for special evaluations at any time. Provides parameters and procedures for the board to place a charter school on probation and revoke a charter. Expands definition of "organizational viability" for a charter school.
Adds that if, at any time, the board of directors of the nonprofit organization governing a new century conversion charter school votes to discontinue its relationship with the charter school, the charter school may submit an application to the board to continue as a conversion school without the participation of the nonprofit organization.
Creates the Task Force on Charter School Governance to identify and recommend to the legislature revisions to the existing charter school law and to help create an effective framework for overseeing and supporting new and existing charter schools. Sets forth the areas on which the task force must make recommendations and establishes membership. Requires the charter school administrative office to submit a report to the legislature on the task force's progress, findings, and recommendations no later than twenty days prior to the convening of the regular session of 2006.
Ensures more equitable and stable funding for the basic operations of new century charter schools, including: (1) establishing and providing funding for a per pupil allocation funding mechanism; (2) requiring that funds be requested for fringe benefit costs and collective bargaining increases for charter school employee members of collective bargaining units; (3) allowing additional appropriations for workers' compensation benefits; and (4) providing charter schools with access to all federal education funds received by the state. Ensures charter schools' compliance with federal regulations under the Individuals with Disabilities Education Act. Clarifies administrative hearing procedures relating to the education of handicapped children. Appropriates funds for these various purposes. (CD1)
http://www.capitol.hawaii.gov/sessioncurrent/bills/sb1643_cd1_.htm
Title: S.B. 1643
Source: www.capitol.hawaii.gov
| |
| HI | Signed into law 06/2005 | P-12 | Specifies the time period within which a hearing must be requested by a parent or guardian of a child with a disability, or by the department, on matters relating to the identification, evaluation, program or placement of a child with a disability. Provides exemptions to this time limit.
http://www.capitol.hawaii.gov/sessioncurrent/bills/sb1661_cd1_.htm
Title: S.B. 1661
Source: www.capitol.hawaii.gov
| |
| SC | Signed into law 06/2005 | P-12 | Joint resolution to approve regulations of the state board of education; The state board promulgated amendments to R 43-243.4, Utilization of Generic Teacher Certification, that will allow persons holding a generic teaching certificate issued by the state department to provide instruction to students with mild disabilities diagnosed as learning disabled, emotionally disabled, or educable mentally disabled through either a resource or an itinerant services delivery model. Persons holding a generic teaching certificate are also authorized to provide instruction in a self-contained setting for students diagnosed as learning disabled or educable mentally disabled. http://www.scstatehouse.net/sess116_2005-2006/prever/3892_20050519.htm
Title: H.J.R. 3892
Source: http://www.scstatehouse.net
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| AZ | Signed into law 05/2005 | P-12 | Amends the definition of parent and defines due process hearing, impartial administrative law judge, public education agency and state educational agency.
· Removes the definition of the term exceptional child.
· Removes the requirement for the state board to adopt rules in regards to a due process hearing officer.
· Requires the state board to adopt rules for due process hearings which comply with the following:
· The parent, adult student or public educational agency may initiate a due process hearing by submitting a written request to the state educational agency or the public educational agency if there is a proposal or refusal to initiate or change the identification, assessment, placement or the provision of a free appropriate public education of a pupil with a disability. The public education agency must forward all requests to the state education agency; the state educational agency must forward any requests to the Office of Administrative Hearings. Requests made by the state educational agency must also be immediately transmitted to the public educational agency.
· A decision made in a hearing conducted will be considered final, except that any party involved in a hearing may bring a civil action in any court of competent jurisdiction without regard to the amount in controversy.
· Requires state educational agencies to provide a model form that any party may use in requesting a due process hearing.
· Requires the public education agency to pay for the costs of the written verbatim record.
· Requires the public education agency to pay all costs associated with any hearing conducted under these provisions. Additionally, the public education agency or a public agency pool must contract with the Office of Administrative Hearings for the purpose of due process hearings.
· Requires the article on Uniform Administrative Appeals Procedures to be applied to all hearings, to an extent which is not inconsistent with the stated requirements and federal and state law regarding the education of students with disabilities.
· Makes technical and conforming changes.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=2534
Title: H.B. 2534
Source: www.azleg.state.az.us
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| CO | Signed into law 05/2005 | P-12 | Provides that if, as part of a student's individual educational program (IEP), a student attends part-time a school or program away from the school where the student is enrolled, the district in which a student is enrolled may designate either the school of residency or the school of attendance as the school to which the student's scores will be assigned to calculate school academic performance ratings.
Requires the department to conduct a study of the administration of assessments for students with an IEP who are not eligible to take the CSAP-A (alternate assessment for students with most severe disabilities). Requires the study to examine and evaluate:
(a) THE EFFECT OF THE ADMINISTRATION OF ASSESSMENTS ON STUDENTS WITH INDIVIDUAL EDUCATIONAL PROGRAMS WHO ARE NOT ELIGIBLE TO TAKE THE CSAP-A ASSESSMENT, INCLUDING BUT NOT LIMITED TO THE EFFECT ON STUDENTS WHO ARE DEEMED UNABLE TO COMPLETE THE ASSESSMENT;
(b) WHETHER, FOR STUDENTS WITH AN INDIVIDUAL EDUCATION PROGRAM WHO ARE NOT ELIGIBLE FOR THE CSAP-A ASSESSMENT, IT WOULD BE APPROPRIATE TO DESIGNATE IN A STUDENT'S INDIVIDUAL EDUCATIONAL PROGRAM THE GRADE OR GRADES OF THE CSAP ASSESSMENTS THAT THE STUDENT SHOULD BE ADMINISTERED.
(c) THE NEED FOR SCHOOL DISTRICTS TO BE HELD ACCOUNTABLE FOR TEACHING STATE CONTENT STANDARDS TO STUDENTS WITH INDIVIDUAL EDUCATIONAL PROGRAMS WHO ARE NOT ELIGIBLE TO TAKE THE CSAP-A ASSESSMENT;
(d) THE EFFECT OF BOTH INCLUDING AND NOT INCLUDING THE SCORES OF STUDENTS WITH INDIVIDUAL EDUCATIONAL PROGRAMS WHO ARE NOT ELIGIBLE TO TAKE THE CSAP-A ASSESSMENT IN THE CALCULATIONS OF SCHOOL PERFORMANCE RATINGS PURSUANT TO SECTION 22-7-604;
(e) A SURVEY OF THE TYPES OF ASSESSMENTS USED BY OTHER STATES IN ASSESSING STUDENTS WHO ARE COMPARABLE TO STUDENTS IN THIS STATE WHO HAVE INDIVIDUAL EDUCATIONAL PROGRAMS WHO ARE NOT ELIGIBLE TO TAKE THE CSAP-A ASSESSMENT, WHETHER OTHER STATES USE THOSE ASSESSMENT SCORES IN CALCULATING SCHOOL PERFORMANCE RATINGS, WHETHER THE ASSESSMENTS ALIGN WITH THE STATE MODEL CONTENT STANDARDS ADOPTED PURSUANT TO SECTION 22-7-406, AND WHETHER THE ASSESSMENTS HAVE BEEN, OR WOULD LIKELY BE, APPROVED BY THE FEDERAL DEPARTMENT OF EDUCATION; AND
(f) FEDERAL CONSTITUTIONAL, LEGAL, AND REGULATORY ISSUES SURROUNDING THE ASSESSMENT OF STUDENTS WITH INDIVIDUAL EDUCATIONAL PROGRAMS WHO ARE NOT ELIGIBLE TO TAKE THE CSAP-A ASSESSMENT AND HOW FEDERAL FUNDING OF PUBLIC SCHOOLS MAY BE IMPACTED BY ADMINISTERING SUCH ASSESSMENTS.
Provides for the creation of a bipartisan study committee to work with the department in conducting the aforementioned study. Requires the department to present its findings to the state board of education and the legislature by December 31, 2005.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/AD6330E65A2E85AB87256F5C007F6625?Open&file=1246_enr.pdf
Title: H.B. 1246
Source: www.leg.state.co.us
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| DE | Rule Adoption 05/2005 | P-12 | Amends regulation concerning Instructional Program Requirements by removing the Functional Life Skills Curriculum to conform to Federal Regulations. Letter from State Council for Persons with Disabilities: http://www2.state.de.us/scpd/datafiles/regltr/8-1405-1.pdf
Regulations as amended: http://www.state.de.us/research/AdminCode/title14/500/503.shtml#TopOfPage
Title: 14 DAC 503
Source: StateNet
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| FL | Signed into law 05/2005 | P-12 | States the importance of accessibility, utilization, and coordination of appropriate assistive technology devices and services for children and youth with disabilities. To ensure the transaction of assistive technology devices, requires interagency agreements among the Florida Infants and Toddlers Early Intervention Program in the Division of Children's Medical Services of the Department of Health; the Division of Blind Services, the Bureau of Exceptional Education and Student Services, and the Division of Vocational Rehabilitation of the Department of Education; and the Voluntary Prekindergarten Education Program administered by the Department of Education and the Agency for Workforce Innovation.
Requires these interagency agreements to provide a framework for ensuring that young persons with disabilities and their families, educators, and employers are informed about the utilization and coordination of assistive technology devices and services that may assist in meeting transition needs, and shall establish a mechanism by which a young person or his or her parent may request that an assistive technology device remain with the young person as he or she moves through the continuum from home to school to postschool.
http://www.myfloridahouse.gov/bills_detail.aspx?Id=17451&iSessionSelectedIndex=1&sBillSubjectText=&sBillNumberText=2550&iSponsorSelectedIndex=0&iBillListSelectedIndex=0&sStatueAmendedText=&iBillTypeSelectedIndex=0&iReferredToSelectedIndex=0&iChamberSelectedIndex=1&iBillSearchListPageIndex=0
Title: S.B. 2550
Source: www.myfloridahouse.gov
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| FL | Signed into law 05/2005 | P-12 | Deletes provisions authorizing AHCA to adopt emergency rules governing home & community-based services delivery system; provides Medicaid rate-setting process; revises Medicaid prescribed drug spending control program; directs AHCA to implement, & authorizes it to seek federal waivers for, program of all-inclusive care for children; establishes memory disorder clinic at FAU, etc. http://www.flsenate.gov/session/index.cfm?BI_Mode=ViewBillInfo&Mode=Bills&SubMenu=1&Year=2005&billnum=404
Title: S.B. 404
Source: www.flsenate.gov
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| FL | Vetoed 05/2005 | P-12 | Defines term "psychotropic medication." Prohibits a recipient of state funds from requiring student to be prescribed or administered psychotropic medication as condition of receipt of educational services. Requires that, before a student is evaluated for the purposes of
classification or placement for special education for any disorder listed in the Diagnostic and Statistical Manual of Mental Disorders, the parent must be notified that:
(a) The behaviors prompting the evaluation could be the result of underlying physical conditions.
(b) The parent should consider consulting a medical doctor to rule out physical causes.
(c) The parent has the right to decline the evaluation.
(d) The evaluation and subsequent classification or placement may be documented on the student's cumulative record.
(Vetoed because similar bill enacted, S.B. 1090: http://www.myfloridahouse.gov/bills_detail.aspx?Id=16186&iSessionSelectedIndex=1&sBillSubjectText=&sBillNumberText=1090&iSponsorSelectedIndex=0&iBillListSelectedIndex=0&sStatueAmendedText=&iBillTypeSelectedIndex=0&iReferredToSelectedIndex=0&iChamberSelectedIndex=1&iBillSearchListPageIndex=0)
http://www.myfloridahouse.gov/bills_detail.aspx?Id=15715&iSessionSelectedIndex=1&sBillSubjectText=&sBillNumberText=1090&iSponsorSelectedIndex=0&iBillListSelectedIndex=0&sStatueAmendedText=&iBillTypeSelectedIndex=0&iReferredToSelectedIndex=0&iChamberSelectedIndex=1&iBillSearchListPageIndex=0
Title: H.B. 209
Source: www.myfloridahouse.gov
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| IN | Signed into law 05/2005 | P-12 | Changes the name of the School for the Blind to the School for the Blind and Visually Impaired. Changes the title of "superintendent" to "chief executive officer" at both the Indiana School for the Blind and Visually Impaired and the Indiana School for the Deaf. Adds that one of the qualifications for each CEO is at least 5 years experience supervising other people.
http://www.in.gov/legislative/bills/2005/HE/HE1314.1.html
Title: H.B. 1314 (Section 1-13, 22 ff)
Source: www.in.gov
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| IN | Signed into law 05/2005 | P-12
Postsec. | Creates the office of technology by combining the duties performed by the division of information technology of the department of administration, the information technology oversight commission, and the enhanced data access review committee. Provides that the office of technology shall assist the intelenet commission in continuing to provide those services supplied by the intelenet commission as of July 1, 2005. Provides that the office of technology shall assist political subdivisions in coordinating operations of information technology systems. Directs the office of technology to appoint a group to develop accessibility standards. Transfers to the new office the duties, rules, personnel, equipment of the combined entities, and funds (except for funds held by the intelenet commission). Makes conforming changes. Provides that the chief information officer of the office of technology participates in decisions made by the higher education telecommunications system. Specifies that county auditors and county assessors shall (1) transmit electronic property assessment data records to the department of local government finance and the legislative services agency (LSA) in a standard format prescribed by the office of technology and approved by LSA; and (2) archive electronic property assessment data records in the fashion prescribed by the office of technology and approved by LSA. Repeals statutes establishing the state information technology oversight commission, establishing the state enhanced data access review committee, granting various powers to the intelenet commission, defining intelenet in the public purchasing law, and referring to the intelenet commission in the law concerning immunity.
http://www.in.gov/legislative/bills/2005/HE/HE1137.1.html
Title: H.B. 1137
Source: StateNet
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| MO | DELIVERED TO GOVERNOR 05/2005 | P-12 | To repeal sections 162.955, 162.959, and 162.961, RSMo, and to enact in lieu thereof three new sections relating to special educational services
Title: H.B. 276
Source: StateNet
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| AR | Signed into law 04/2005 | P-12 | Directs department of education to identify school districts underperforming in the area of direct-service Medicaid billing and requires these districts to work with an education service cooperative for the provision of direct-service Medicaid billing services. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB1259.pdf
Title: H.B. 1259
Source: www.arkleg.state.ar.us
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| AR | Signed into law 04/2005 | P-12 | Provides that the department of education, a public school district, or an open-enrollment charter school is not liable for any educational costs or other related costs associated with the placement of a juvenile in an in-state or out-of-state residential or inpatient facility for any care and treatment, including psychiatric treatment, unless specified requirements are met. This section does not apply to a juvenile placed in an Arkansas juvenile detention facility.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/HB2558.pdf
Title: H.B. 2558
Source:
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| AR | Signed into law 04/2005 | P-12 | Repeals provision that notation must be made on a student's transcript to indicate each special education class included on the transcript.
Establishes that school day must consist of at least rather than fewer than six hours of instructional time.
Allows a school district to include as part of the school day the travel time between public schools or other educational programs of those students attending classes or programs authorized by law.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1044.pdf
Title: S.B. 1044 (sections 14-15)
Source: www.arkleg.state.ar.us
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| AR | Signed into law 04/2005 | P-12 | Modifies membership of Advisory Council for the Education of Children with Disabilities from "parents of children with disabilities" to parents of persons from birth to age 26 with disabilities. Includes officials who carry out activities under subtitle B of title VII of the McKinney-Vento Homeless Assistance Act to act as members representing state and local education officials on the board. Adds representative from the Arkansas child welfare agency responsible for foster care to advisory council membership; modifies from one to not less than one the members representing a vocational, community, or business organization that provides transitional services to children with disabilities.
Transfers responsibility for establishing standards and qualifications for individuals to serve as hearing officers from the state board to the special education section of the department of education.
Reduces the period during which parties can bring civil action against a hearing officer's decision from 3 years to 90 days from the date of the hearing officer's decision.
Clarifies that the individualized education program (IEP) team has authority to review and revise an IEP. Specifies that the IEP must include a statement of the child's academic achievement as well as functional performance. Adds that IEP for children with disabilities who take
alternate assessments aligned to alternate achievement standards must include a description of benchmarks or short-term objectives. Adds that IEP for all students with disabilities must include a description of how the child's progress toward meeting the annual goals described in the IEP will be measured and when periodic reports will be provided on the progress the child is making toward meeting the annual goals, including the use of quarterly or other periodic reports, concurrent with the issuance of report cards.
Requires the IEP's statement of the special education and related services and supplementary aids and services to be based on peer-reviewed research to the extent practicable.
Changes from 14 to 16 the student age at which a transition plan must be initially developed. Changes language from "a statement of the transitional service needs" to inclusion in IEP of appropriate measurable postsecondary goals based upon age-appropriate transition assessments related to training, education, employment, and where appropriate, independent living skills and the transition services, including courses of study, needed to assist the child in reaching those goals. Deletes provision relating to statement beginning at age sixteen of needed transitional services for the child.
Specifies that the individualized education program team is not required to include information under one component of a child's individualized education program that is already contained under another component of such individualized education program.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1044.pdf
Title: S.B. 1044 (sections 28-30)
Source: www.arkleg.state.ar.us
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| AZ | Signed into law 04/2005 | P-12 | Changes statutory reference from "extended school year program" to "extended school year services" for students with disabilities. Rewrites language pertaining to circumstances under which extended school year services must be provided to such students. Specifies that the student's individualized education program (IEP) team must determine whether a student is eligible for extended school year services, and that such determinations must be based on retrospective data, and predictive data when empirical data are not available.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=2432
Title: H.B. 2432
Source: www.azleg.state.az.us
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| AZ | Signed into law 04/2005 | P-12 | Specifies that "child with a disability" does not mean a child who has difficulty in writing, speaking or understanding the English language due to an environmental background in which a language other than English is primarily or exclusively used. Deletes language pertaining to "gifted child" from language related to special education. Rewrites definition of special education to mean "specially designed instruction that meets the unique needs of a child with a disability and that is provided without cost to the parents of the child." Adds definition of "specially designed instruction" to designate "adapting the content, methodology or delivery of instruction to address the unique needs of a child with a disability and to ensure that child's access to the general curriculum" as identified in the state board's academic standards.
Creates new sections defining "gifted pupil," "gifted education," and setting forth local board responsibilities for the education of gifted children. Requires every local board to develop a scope and sequence for identifying and modifying curriculum for gifted students to ensure that such students receive gifted education commensurate with their academic abilities and potentials. Requires every district's annual financial report to include the dollar amount spent on programs for gifted students and the number of students enrolled in programs or receiving services by grade level.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1072
Title: S.B. 1072
Source: www.azleg.state.az.us
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| AZ | Vetoed 04/2005 | P-12 | Bars a teacher, principal, counselor or other district or charter school employee, unless the parent is notified in writing and provides written consent to the disclosure of the information requested, from:
(1) Undertaking or contracting to undertake any behavioral or mental health screening on a student in grades K-12.
(2) Asking or compelling a K-12 student to disclose personal information about the student's or student's family's behavioral or mental health history.
(3) Requiring a K-12 student to participate in a survey, assessment, screening, analysis or evaluation used to detect any behavioral or mental disorder or illness.
Specifies the necessary content for written notification.
Exempts the chemical abuse and related gang activity survey conducted by the Arizona Criminal Justice Commission from these provisions.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1270
Title: S.B. 1270
Source: www.azleg.state.az.us
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| AZ | Signed into law 04/2005 | P-12 | States that a student with an individualized education program (IEP) is not required to earn a passing score on a competency test required for high school graduation unless the student is learning at a level appropriate for the student's grade level in a specific academic area and unless the student's IEP as agreed upon by the student's parents and the IEP team or the student if 18 or older, requires passing scores on a competency test. Requires the competency test to be administered to the student in a manner in keeping with the student's IEP and requires schools to make specific and appropriate accommodations on the test for students with IEPs. Makes similar provisions for a student with a section 504 plan. States that a student with an IEP or a section 504 plan who graduates from high school but is not required to achieve a passing score on a competency test to graduate must receive a standard diploma.
Requires the IEP team to indicate in the IEP the student's requirements for high school graduation, including provisions for testing and testing accommodations.
Requires the state board to adopt guidelines to define a parent's or guardian's role or pupil's role if the pupil is at least 18 years old, in the development of a student's section 504 plan, including testing and testing accommodations.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1352
Title: S.B. 1352
Source: www.azleg.state.az.us
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| AZ | Signed into law 04/2005 | P-12 | Concerns board of directors for the state school for the deaf and the blind. Requires the governor to appoint one member from the commission for the deaf and the hard of hearing and one member from the governor's council on blindness and visual impairment. Increases the board's quorum from four to five members.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1075
Title: S.B. 1075
Source: www.azleg.state.az.us
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| CO | Vetoed 04/2005 | P-12 | Adopts a comprehensive method of allocating the excess costs incurred in educating students with disabilities. Defines "selected special education option" as district other than the child's resident school district that special education student enrolls in, charter school or on-line program. Requires the resident school district to pay the selected special education option the tuition charge for the excess costs incurred in educating the student. Requires the state board to adopt rules on notifying the district of residence, types and amounts of allowable costs in excess of the per pupil funding for a student with a disability, and other program specifications.
Bill as sent to governor: http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/9D49F9D805B1D0AC87256F5E0067F825?Open&file=1255_enr.pdf
Fiscal note: http://www.leg.state.co.us/clics2005a/csl.nsf/fsbillcont3/9D49F9D805B1D0AC87256F5E0067F825?Open&file=HB1255_00.pdf
Title: H.B. 1255
Source: www.leg.state.co.us
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| CT | Signed into law 04/2005 | P-12 | Concerns the Board of Education and Services for the Blind monitoring council. Provides additional time for the Board of Education and Services for the Blind monitoring council to complete its mandated report.
http://www.cga.ct.gov/asp/cgabillstatus/cgabillstatus.asp?selBillType=Bill&bill_num=23&which_year=2005
Title: S.B. 23
Source: StateNet
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| HI | Signed into law 04/2005 | P-12 | Authorizes an emergency appropriation ($11, 672, 564) for fiscal year 2004-2005 to pay for increases in costs due to an increase in students identified as having Autism Spectrum Disorder and for increased cost for school-based behavioral health services. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb778_.htm
Title: S.B. 778
Source: www.capitol.hawaii.gov
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| KS | Signed into law 04/2005 | P-12 | Incorporates the changes made by the U.S. Congress to the federal Individuals with Disabilities Education Act into state statutes. The major changes include the following: Allows school districts to spend up to 15 percent of the federal funding they receive on early intervention services. The bill requires a meeting or provide the option of mediation to resolve conflicts between parents and the school district prior to a due process hearing. Requires that hearing officer decisions be based on whether the school provides a free appropriate education, not on technical violations of procedural requirements except under certain conditions, and provides a two-year statute of limitations for bringing complaints.Allows a school district to recover attorney's fees for frivolous complaints. Provides for the conduct of an individual education
plan (IEP) meeting and the content of the IEP and prohibits a school district from having its attorney present at the IEP meeting unless the parents are represented by an attorney at the meeting. Expands the definition of "parent" to include foster parents, if they are appointed the education advocate of an exceptional child. Authorizes the state board to participate in any pilot project authorized by federal law. Clarifies that it is the duty of the school district to identify disabled children who are homeless and who are limited English proficient.Requires that all records of an exceptional child who transfers from one school district to another be transferred with the child or as soon thereafter as possible.
Specifies what school districts must do when a child who receives special education services transfers from one school district to another.
Specifies numerous requirements for the discipline of children with disabilities. Requires parental consent for evaluation and for the initial provision of services. Retains current law as it pertains to the ages when transition services must be provided (age 14) but adds the requirement, in conformity with federal law, that the child's IEP include appropriate measurable postsecondary education goals based on age-appropriate transition assessments. Notes: http://www.kslegislature.org/supplemental/2006/SN2331.pdf Full text: http://www.kslegislature.org/legsrv-bills/showBill.do?id=38808
Title: H.B. 2331 (multiple provisions)
Source: http://www.kslegislature.org
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| KS | Became law without governor's signature 04/2005 | P-12 | Requires every accredited school to teach the subjects and areas of instruction adopted by the state board of education as of January 1, 2005. Requires every accredited high school to also teach the subjects and areas of instruction necessary to meet the graduation requirements adopted by the state board of education as of January 1, 2005. Requires the state board to design subjects and areas of instruction to achieve the following goals established by the legislature to allow for the:
(1) Development of sufficient oral and written communication skills which enable students to function in a complex and rapidly changing society;
(2) acquisition of sufficient knowledge of economic, social and political systems which enable students to understand the issues that affect the community, state and nation;
(3) development of students' mental and physical wellness;
(4) development of knowledge of the fine arts to enable students to appreciate the cultural and historical heritage of others;
(5) training or preparation for advanced training in either academic or vocational fields so as to enable students to choose and pursue life work intelligently;
(6) development of sufficient levels of academic or vocational skills to enable students to compete favorably in academics and the job market;
and
(7) needs of students requiring special education services.
Bill as enacted: http://www.kslegislature.org/legsrv-bills/showBill.do?id=38800
Fiscal note: http://www.kslegislature.org/legsrv-bills/showBill.do?id=35742
Supplemental note: http://www.kslegislature.org/legsrv-bills/showBill.do?id=37465
Title: H.B. 2247 (section 6)
Source: www.kslegislature.org
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| KS | Became law without governor's signature 04/2005 | P-12 | Creates a new formula for determining each district's special education allocation. Specifies that if the appropriation for special education and related services is insufficient to pay in full the amount of state aid each school district is entitled to receive for the school year, the state board must prorate the amount appropriated among all school districts.
Bill as enacted: http://www.kslegislature.org/legsrv-bills/showBill.do?id=38800
Fiscal note: http://www.kslegislature.org/legsrv-bills/showBill.do?id=35742
Supplemental note: http://www.kslegislature.org/legsrv-bills/showBill.do?id=37465
Title: H.B. 2247 (section 10-11)
Source: www.kslegislature.org
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| MD | (S) THIRD READING PASSED WITH AMENDMENTS (44-2) 04/2005 | P-12 | Requiring private residential rehabilitative institutions to develop and implement a specified educational program; requiring a specified educational program to be approved by the State Department of Education before the program is implemented; providing for the operating requirements of a private residential rehabilitative institution; etc
http://mlis.state.md.us/2005rs/billfile/hb1148.htm
Title: H.B. 1148
Source: StateNet
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| MD | (H) THIRD READING PASSED (137-0) 04/2005 | P-12 | Establishing a Pilot Program to Study and Improve Screening Practices for Autism Spectrum Disorders in the Department of Education; requiring the Department of Education, in collaboration with the Department of Health and Mental Hygiene, to select and establish relationships with specified providers to participate in the Pilot Program, assess and identify autism spectrum disorders screening instruments, and develop training materials and distribute written information on early detection of autism spectrum disorders; etc
http://mlis.state.md.us/2005rs/billfile/sb0834.htm
Title: S.B. 834
Source: StateNet
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| MD | Vetoed 04/2005 | P-12 | Requiring private residential rehabilitative institutions to develop and implement a specified educational program; requiring a specified educational program to be approved by the State Department of Education before the program is implemented; providing for the operating requirements of a private residential rehabilitative institution; etc
http://mlis.state.md.us/2005rs/billfile/sb0503.htm
Title: S.B. 503
Source: StateNet
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| MT | Signed into law 04/2005 | P-12 | Revises special education laws. (2) The board of trustees of every school district shall provide or establish and maintain a special education program for each child with a disability who is 6 years of age or older and under 19 years of age.
(3) The board of trustees of each elementary district shall provide or establish and maintain a special education program for each preschool child with a disability who is 3 years of age or older and under 7 years of age.
(4) (a) The board of trustees of a school district may provide or establish and maintain a special education program for a child with a disability who is 2 years of age or under or who is 19 years of age or older and under 22 years of age.
(b) Programs established pursuant to subsection (4)(a) do not obligate the state or a school district to offer regular educational programs to a similar age group unless specifically provided by law.
http://data.opi.state.mt.us/bills/2005/billhtml/SB0363.htm
Title: S.B. 363
Source: StateNet
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| OK | Signed into law 04/2005 | P-12 | Relates to the Oklahoma Early Intervention Act; modifies eligibility for early intervention services; authorizes State Board of Education to modify certain eligibility definitions as required to receive certain federal assistance. http://www2.lsb.state.ok.us/2005-06SB/sb390_enr.rtf
Title: S.B. 390
Source: http://www2.lsb.state.ok.us
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| KY | Signed into law 03/2005 | P-12 | Establishes that any student enrolled in a public school who is over 18 but not 21 years of age and who has been absent from school without valid excuse for three or more days, or tardy without valid excuse on three or more days, is a truant. Reduces from three to two the number of times a student must be reported truant during a one-year period to be identified as a habitual truant. Deletes provision allowing student who is absent for less than half a school day to be regarded as tardy.
Provides that any of the following who intentionally fails to comply with the attendance requirements set forth in KRS 159.150 must be fined $100 for the first offense and $250 for each subsequent offense:
(a) A student enrolled in a public school who is at least 18 but not yet 21 years old, for whom a guardian has not been appointed by a court of competent jurisdiction, whether or not that student is identified as an exceptional child;
or youth under KRS 157.200(1)(a) to (m);
(b) A parent, guardian, or custodian of a student enrolled in a public school who has not reached his or her 18th birthday; or
(c) A guardian appointed by a court of competent jurisdiction of a student who is enrolled in a public school, has been identified as an exceptional child or youth under KRS 157.200(1)(a) to (m), and is at least 18 but not yet 21 years old.
Requires any person described in paragraph (a), (b), or (c) above to be informed by district staff that a public school student who has not reached his or her twenty-first birthday is subject to truancy laws.
http://lrc.ky.gov/RECORD/05RS/HB72.htm
Title: H.B. 72
Source: lrc.ky.gov
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| ND | Signed into law 03/2005 | P-12 | Provides for forwarding of special education per student payments to whichever program is providing the services to the student. The superintendent of public instruction is to forward any per student payments, payable on behalf of that student, directly to the school district of
residence for purposes of calculating per student payments in which the student receives such services. Applies additionally to programs such as summer schools. http://www.state.nd.us/lr/assembly/59-2005/bill-text/FAJT0200.pdf
Title: H.B. 1237
Source: http://www.state.nd.us
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| ND | Signed into law 03/2005 | P-12 | Allows a parent of a child with a developmental disability to continue to supervise home education (deleted provision that prohibited home education for students with developmental disabilities -- except for those with autism.)
http://www.state.nd.us/lr/assembly/59-2005/bill-text/FAOD0300.pdf
Title: H.B. 1265
Source: http://www.state.nd.us
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| SD | Signed into law 03/2005 | P-12 | Includes legal costs as allowable expenditures from the special education fund. http://legis.state.sd.us/sessions/2005/bills/SB72enr.pdf
Title: S.B. 72
Source: http://legis.state.sd.us
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| UT | Signed into law 03/2005 | P-12 | Creates a program to award scholarships to students with disabilities who attend a private school. Specifies criteria for qualifying for a scholarship; specifies criteria for private schools to enroll scholarship students; specifies the amount, timing, and form of scholarship payments; requires the state board to make rules; gives the state board enforcement authority; and requires the Legislature to annually appropriate money from the General Fund for scholarship payments. http://www.le.state.ut.us/~2005/bills/hbillenr/hb0249.pdf
Title: H.B. 249
Source: http://www.le.state.ut.us
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| DE | Rule Adoption 02/2005 | P-12 | Repeals regulation relating to the Certification for an Administrative Supervisor of Special Education, which is necessary as it is being incorporated into the Director of Special Education regulation as part of the Professional Standards Board's continuing efforts to reduce the number of complexities in regulations governing the licensure and certification of educators.
Title: 14 DAC 309
Source: StateNet
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| DE | Rule Adoption 02/2005 | P-12 | Amends regulation applying to the certification of educators as Directors of Special Education. Aligns regulation with statutory changes and requires that a candidate complete an NCATE or NASDTEC approved educator preparation program or an approved alternative routes to certification program for school leaders. Renames and renumbers regulation to be consistent with other Professional Standards Board regulations.
Title: 14 DAC 307 and 1523, 1.0 - 3.0
Source: StateNet
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| WV | Rule Adoption 02/2005 | P-12 | Amends rules regarding the education of exceptional students. WEST VIRGINIA REG 4562 (SN)
Title: Title 126, Series 16
Source: StateNet
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| IL | Signed into law 01/2005 | P-12 | Amends the Children with Disabilities Article of the School Code to allow a child with a disability who has completed four years of high school to participate in the graduation ceremony and receive a certificate of completion under specified circumstances. Further amends the School Code to make changes to the ballot forms for school board elections. Amends provisions concerning enrollment of pupils below or above the compulsory school age; specifies circumstances under which a school or school district may deny enrollment to a student 17 years of age or older for one semester for failure to meet minimum attendance or academic standards. Defines "reenrolled student". Changes eligibility age for graduation incentives program to "below the age of 20". http://www.ilga.gov/legislation/fulltext.asp?DocName=09300HB0757enr&GA=93&SessionId=3&DocTypeId=HB&LegID=1162&DocNum=757&GAID=3&Session=
Title: H.B. 757
Source: StateNet
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| LA | Emergency Rule Adoption 01/2005 | P-12 | Establishes emergency rules to promote Health and welfare of Medicaid recipients and to maintain access to Early and Periodic Screening, Diagnosis and Treatment Program (EPSDT) school-based services. Amends reimbursement methodology for services rendered by local education agencies. http://www.state.la.us/osr/emr/EMR011.htm
Title: LAC 50:XV.Chapter 71
Source: StateNet
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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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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Unions/Collective Bargaining--Strikes |
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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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