 |
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 |
| |
| Special Education--Federal Law/Regulations |
| |
| Special Education--Finance |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Standards |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
 | Student Supports--Remediation |
| |
| CA | Signed into law 09/2005 | P-12 | States that funds received through section 37252 for supplemental instruction may be used to provide intensive instruction and services to students who have failed one or both parts of the California High School Exit Examination (CAHSEE). Requires the state superintendent to rank schools on the basis of the percentage of eligible pupils (students who have failed one or both parts of the exam and who are required to pass the exam to graduate from high school). Authorizes the superintendent to give priority to schools with the highest percentage of eligible pupils who have failed both parts of the examination. Requires $600 per eligible pupil to be awarded to districts identified by the superintendent (until the appropriation is exhausted) for services and instruction to help eligible pupils pass the California High School Exit Examination. Identifies activities that may be funded for such services, including purchasing, scoring, and reviewing diagnostic assessments; counseling and appropriate teacher training to meet the needs of eligible pupils.
Requires every district receiving funds under this program to:
(1) Ensure that each eligible pupil receives an appropriate diagnostic assessment to identify that pupil's areas of need.
(2) Ensure that each pupil receives intensive instruction and services based on the results of the diagnostic assessment.
(3) Demonstrate that funds will be used to supplement and not supplant existing services.
(4) Provide to the Superintendent of Public Instruction, in a manner and by a date certain determined by the Superintendent, the number of eligible pupils at each high school in the school district.
(5) Submit an annual report to the Superintendent in a manner determined by the Superintendent that describes the number of pupils served, the types of services provided, and the percentage of pupils in the school district who successfully pass the California High School Exit
Examination.
Makes an appropriation. Declares that it is to take effect immediately as an urgency statute.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0101-0150/ab_128_bill_20050913_chaptered.pdf
Title: A.B. 128
Source: www.leginfo.ca.gov
| |
| 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
| |
| TN | Signed into law 06/2005 | P-12 | Reduces number of hours of operations from 20 hours per week to 15 hours per week for after school programs to be eligible for technical assistance and grants. Deletes requirement that eligible programs offer computer literacy and skills development. Reduces requirement that programs serve 80% at risk students (with specific criteria) to serving 50% meeting designated "at risk" requirements. http://tennessee.gov/sos/acts/104/pub/pc0425.pdf
Title: H.B. 838
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
| |
| AZ | Signed into law 05/2005 | P-12 | Replaces reference to "reimbursement" with reference to "certificate of supplemental instruction" for student attending a school designated
as an underperforming school or a school failing to meet academic standards. Eliminates option for parent to request reimbursement from the district; eliminates provision that school may apply to state board for grants to provide supplemental instruction. Extends eligibility for supplemental instruction to students who have failed to pass one or more portions of the Arizona Instrument to Measure Standards (AIMS) test in order to graduate from high school. Requires the state board to determine application guidelines and maximum value for each certificate of supplemental instruction. Requires the state board to annually conduct a market survey to determine the maximum value for each certificate of supplemental instruction.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1516
Title: S.B. 1516 (Section 2)
Source: www.azleg.state.az.us
| |
| AZ | Signed into law 05/2005 | P-12 | Changes participation eligibility in Technology Assisted Project-Based Instruction program by requiring 60% of students to have been enrolled in and attended a public school the previous school year instead of 100%. Removes the limitation preventing a kindergarten student from participating in TAPBI unless a sibling is currently enrolled in and attending the program. Deletes provisions requiring participating schools to annually report to the state on participating students' academic achievement as measured by the increase in grade level equivalent scores each academic year on the nationally standardized norm-referenced achievement test and other indicators. Repeals program on June 30, 2014
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1422
Title: S.B. 1422
Source: www.azleg.state.az.us
| |
| CO | Signed into law 05/2005 | P-12
Postsec. | Beginning in spring 2006, requires the commission on higher education to send an annual notice concerning college preparatory courses to the parent of every 11th-grade student prior to the start of grade 12 if the student took the ACT or prior to the start of grade 11 if the student took the precollegiate exam. Requires the notice to include (1) a detailed description of what constitutes an inadequate school in math, reading or writing based on the commission's higher education admission guidelines; (2) information on a student's ability to take basic, precollegiate skills courses while enrolled in a public high school; and (3) notice that the parent may contact the student's school to develop a plan for the student to address the coursework needed to meet the commission's higher education admission guidelines.
Requires local boards and the state charter school institute to provide the opportunity for a student enrolled in a public school of the district or an institute charter school, respectively, to develop a plan for academic remediation upon the student's parent's request.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/1D93D263DE99C9D187256F470064073C?Open&file=1027_enr.pdf
Title: H.B. 1027
Source: www.leg.state.co.us
| |
| MI | Signed into law 05/2005 | P-12 | AN ACT to amend 1970 PA 38, entitled "An act to provide for assessment and remedial assistance programs of students in reading, mathematics and vocational education," by amending section 2 (MCL 388.1082)
http://www.legislature.mi.gov/documents/2005-2006/billenrolled/house/pdf/2005-HNB-4142.pdf
Title: H.B. 4142
Source: StateNet
| |
| NV | (H) APPROVED BY THE GOVERNOR. CHAPTER 151. 05/2005 | P-12 | AN ACT relating to education; authorizing the boards of trustees of school districts to apply to the Superintendent of Public Instruction for additional days or minutes of instruction for certain programs of remedial education; authorizing the board of trustees of a school district to prescribe the minimum attendance requirements for pupils who are enrolled in kindergarten or the first grade and for pupils who are enrolled in certain programs of remedial education; revising related provisions governing the attendance and truancy of pupils.
Title: H.B. 518
Source: StateNet
| |
| OK | Signed into law 05/2005 | P-12 | Appropriations bill. One section allows school districts to be reimbursed up to Four Hundred Dollars ($400.00) for each student completing the third grade who is found not to be reading at the third-grade level and who subsequently participates in a summer reading remediation program. Requires the state board to promulgate rules for such a course that specify at least four (4) weeks of tutoring a half (1/2) day each day. Summer reading remediation programs must 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.
http://www2.lsb.state.ok.us/2005-06HB/hb1020_enr.rtf
Title: H.B. 1020
Source: http://www2.lsb.state.ok.us
| |
| OK | Signed into law 05/2005 | P-12 | Requires each school district to ensure that instructional time each day of the school year in kindergarten through third grade is focused on reading and mathematics. Requires the state board of education to encourage school districts to integrate the teaching of the other curricular areas in the Priority Academic Student Skills (PASS) adopted by the board with the instruction of reading and mathematics.If a teacher determines that a third-grade student is not reading at grade level by the end of the second quarter of the school year, the parent or guardian of the student must be notified of the reading level of the student; the program of reading instruction for the student as required pursuant to the Reading Sufficiency Act; and the potential need for the student to participate in a summer academy or other program designed to assist the student in attaining grade-level reading skills. After consultation with the parent, a student may be retained in grade. Summer academy reading programs are to 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 and be taught by teachers who have successfully completed professional development in the reading program. Allows school districts to approve an option for students who are unable to attend a summer academy. The optional program may include, but is not limited to, an approved private provider of instruction, approved computer- or Internet-based instruction, or an approved program of reading instruction monitored by the parent or guardian. School districts must not be required to pay for the optional program, but are to clearly communicate to the parent or guardian the expectations of the program and any costs that may be involved. Does not apply to students with disabilities or English Language Learners. Amends 70 O.S. 2001, Section 11-103.6. http://www2.lsb.state.ok.us/2005-06HB/hb1621_enr.rtf
Title: H.B. 1621
Source: http://www2.lsb.state.ok.us
| |
| AR | Signed into law 04/2005 | P-12 | Requires a student not passing an immediately previous grades 3-8 benchmark assessment or in a secondary level end-of-course assessment to participate in remediation activities as required in the student's individualized academic improvement plan beginning in the school year the
assessment results are reported. If a student with disabilities has an individualized education program that addresses any academic area or areas in which the student is not proficient on state-mandated criterion-referenced assessments, the individualized education program meets the requirements of the aforementioned academic improvement plan. Requires districts to notify the student's parent of the parent's role and responsibilities as well as the consequences for the student's failure to participate in the plan.
Beginning with the 2005-2006 school year, requires students in grades 3-8 identified as not passing a benchmark assessment and who fail to participate in the subsequent academic improvement plan to be retained and not promoted to the next grade until the student is deemed to have participated in an academic improvement plan or the student passes the benchmark assessment for the current grade level in which the student is retained.
Beginning with the 2005-2006 school year, mandates that any student required to take an end-of-course assessment who does not pass a particular assessment must participate in remediation activities as required in the student's individualized academic improvement plan in the school year the assessment results are reported in order to receive credit on his or her transcript for the course related to the end-of-course assessment.
Beginning with the 2009-2010 school year, requires all initial end-of-course assessments to be administered by grade 10 for each student. Beginning with the 2009-2010 school year, a student who does not pass an initial end-of-course assessment may receive credit for the course until the student passes a subsequent end-of-course assessment; or the student, by the end of grade twelve 12, passes an Alternative assessment directly related to the Alternative exit course. If a student does not meet the satisfactory pass levels on an initial end-of-course assessment or does not satisfy the remedial requirements, that student will not graduate with a high school diploma from an Arkansas high school or charter school.
To the extent any school district is determined to have knowingly failed to administer these provisions of law or rules, the superintendent's license shall be subject to probation, suspension or revocation.
Requires tthe department of education to annually make public at least 50% of the test questions on the most recent initial benchmark and end-of-course assessments.
Creates Alternative Exit Course and Alternative Course Exam for students who have failed an end-of-course assessment three times. Requires such a student to take and pass an Alternative exit course and meet a satisfactory Alternative level score on a subsequent Alternative assessment to graduate from high school. Allows the Alternative exit course to be offered through a distance learning class and to be offered by the district outside the course of the normal school day.
Repeals Arkansas Code § 6-15-203 on remediation and student promotion/retention.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2824.pdf
Title: H.B. 2824
Source: www.arkleg.state.ar.us
| |
| AZ | Vetoed 04/2005 | P-12 | Requires the department to report to specified members of the legislature on its budget status every two months for the first half of each fiscal year and every month thereafter. Requires every report to include the department's current funding surplus or shortfall projections for basic state aid and other major formula-based programs. Requires every report to be submitted 30 days after the end of the applicable reporting period.
Requires the department to report annually to the joint legislative budget committee on: (a) the raw and adjusted scores on the Arizona Instrument to Measure Standards (AIMS) test for high school students who have not received AIMS test tutoring services from the department, and the raw and adjusted AIMS scores of high school students who have received AIMS test tutoring from the department, both before and after receiving tutoring services. The report must also include contractual and policy changes made to the tests that would impact student achievement, and a description of any scoring errors or reporting delays and any actions taken to address the errors or delays.
Text of bill as vetoed: http://www.azleg.state.az.us/legtext/47leg/1r/bills/hb2033s%2Epdf
Title: H.B. 2033
Source: www.azleg.state.az.us
| |
| 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
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
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| KY | Signed into law 03/2005 | P-12
Postsec.
Community College | Defines terms, including "mathematics coach," "mathematics diagnostic assessment," "mathematics intervention program," "mathematics leader," "mathematics mentor," and "numeracy." Establishes the Committee for Mathematics Achievement to develop a multi-faceted strategic plan to improve student achievement in mathematics at all levels of schooling, prekindergarten through postsecondary and adult. Specifies that at a minimum, the plan must address:
(a) Challenging curriculum that is aligned prekindergarten through postsecondary, including consensus among high school teachers and postsecondary education faculty about expectations, curriculum, and assessment;
(b) Attitudes and beliefs of teachers about mathematics;
(c) Teachers' knowledge of mathematics;
(d) Diagnostic assessment, intervention services, and instructional strategies;
(e) Shortages of teachers of mathematics, including incentives to attract strong candidates to mathematics teaching;
(f) Statewide institutes that prepare cadres of mathematics leaders in local school districts, which may include highly skilled retired mathematics teachers, to serve as coaches and mentors in districts and schools;
(g) Cohesive continuing education options for experienced mathematics classroom teachers;
(h) Closing the student achievement gap among various student subpopulations;
(i) Curriculum expectations and assessments of students among the various school levels, prekindergarten, primary, elementary, middle, and high school;
(j) Content standards for adult education centers providing mathematics curricula;
(k) Introductory postsecondary education mathematics courses that are appropriate to the wide array of academic programs and majors;
(l) Research to analyze further the issues of transition from high school or GED programs to postsecondary education mathematics; and
(m) The early mathematics testing program under KRS 158.803.
Other factors may be included in the strategic plan as deemed appropriate by the committee to improve mathematics achievement of Kentucky students.
Requires the committee to (a) Design a statewide professional development program that includes summer mathematics institutes at colleges and universities, follow-up, and school-based support services, beginning no later than June 1, 2006, to prepare teams of teachers as coaches and mentors of mathematics at all school levels to improve student achievement. Specifies areas the design must address. (b) Require schools and districts approved to have participants in the mathematics leader institutes to provide specified assurances to support institute participants and students who need modified instructional and intervention services in math.
Establishes committee membership, terms, chairmanship, attachmetn to Kentucky Department of Education, and responsibilities. Specifies that the committee must:
(a) Present a draft strategic plan addressing the requirements in subsection (1) of this section and other issues that arose during the work of the committee to the Education Assessment and Accountability Review Subcommittee no later than August 2005;
(b) Present the strategic plan for improving mathematics achievement to the Interim Joint Committee on Education by July 15, 2006, which shall include any recommendations that require legislative action; and
(c) Provide a final written report of committee activities to the Interim Joint Committee on Education and the Legislative Research Commission by December 1, 2006.
Also specifies that the committee will have ongoing responsibility for providing advice and guidance to policymakers in the development of statewide policies and in the identification and allocation of resources to improve mathematics achievement. In carrying out this responsibility, the committee must periodically review the strategic plan and make modifications as deemed appropriate and report those to the Interim Joint Committee on Education.
Mandates that the committee collaborate with the Center for Mathematics to ensure that there is ongoing identification of research-based intervention programs for K-12 students who have fallen behind in mathematics, rigorous mathematics curricula that prepare students for the next level of schooling, research-based professional development models that prepare teachers in mathematics and pedagogy, and strategies for closing the gap between high school or GED and postsecondary mathematics preparation.
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 2)
Source: lrc.ky.gov
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| 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
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| KY | Signed into law 03/2005 | P-12 | Creates the mathematics achievement fund to provide developmentally appropriate diagnostic assessment and intervention services to students, primary through grade 12, to help them reach proficiency in mathematics on the state assessments and in compliance with the No Child Left Behind Act of 2001. Specifies activities for which fund monies may be used. Specifies that the fund is to provide funding for the Center for Mathematics created in this bill, provide renewable, two-year local grants to school districts for specified purposes, and provide operational funding for the Mathematics Achievement Committee created in Section 2 of this bill. Specifies that if matching funds are required, the school council or, if none exists, the principal or the superintendent of schools, must allocate matching funds. Allows funding for professional development allocated to the school council under KRS 160.345 and for continuing education under KRS 158.070 to be used to provide a portion or all of a school's required match. Specifies responsibilities of the department of education relative to the fund program, including technical assistance to potential applicants and grant recipients.
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 3)
Source: lrc.ky.gov
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| KY | Signed into law 03/2005 | P-12
Postsec. | Creates the Center for Mathematics to make available professional development for teachers in reliable, research-based diagnostic assessment and intervention strategies, coaching and mentoring models, and other programs in mathematics. Specifies the duties of the center. Requires the Council on Postsecondary Education to select a location for the center no later than January 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 (Section 4)
Source: lrc.ky.gov
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| 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
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| 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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