 |
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--Legal Issues |
| |
| 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 |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools--Charter Schools |
| |
| 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--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Data-Driven Improvement |
| |
| Demographics--Condition of Children/Adults |
| |
| Demographics--Enrollments |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--School Boards |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| 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 |
| |
| Instructional Approaches--Constructivism |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Problem Based Learning |
| |
| 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--Recruitment and Retention |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| 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--Reauthorization Issues/Waivers |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Special Populations |
| |
| 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 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
 | Parent/Family |
| |
| OH | Signed into law 12/2006 | P-12 | Directs the department to make its individual academic career plan available through its Ohio career information system web site for districts and schools to use as a tool for communicating with and providing guidance to students and families in selecting high school courses.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311-- Sec. 3313.603(H)
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 12/2006 | P-12 | Requires local boards to adopt procedures for notifying each high school student's parent of the requirements of the Ohio core curriculum (high school graduation requirements effective with the Class of 2011) and that a consequence of not completing the curriculum is ineligibility to enroll in most state universities in Ohio without further coursework.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311
Source: www.legislature.state.oh.us
| |
| CA | Signed into law 09/2006 | P-12 | Relates to students whose primary language is not English. Requires the Department of Education to monitor adherence to requirements relating to parental notification in their primary language as part of its regular monitoring and review of public schools and districts to make certain related determinations, and to notify school districts of certain related information. Requires the notification be made using electronic methods.
Title: A.B. 680
Source: California Legislature
| |
| IL | Issued 09/2006 | P-12 | Creates the Parent Leadership Council to serve as an advisory body to the state board of education and office of the governor. Provides that the duties of the council are:
(a) To identify best practices in parent involvement at schools within Illinois, as well as other states, and to develop recommendations addressing how
those practices can be adopted and implemented in Illinois schools.
(b) To provide assistance and advice to the Illinois State Board of Education on parent involvement in Illinois schools and its impact on student achievement, communication and partnerships with community and other groups, and school family involvement policies.
(c) To make recommendations to the Illinois State Board of Education on State resources and materials that could promote and improve parental participation in Illinois schools.
(d) To submit an annual report to the Illinois State Board of Education and office of the governor detailing their findings and recommending action
items for implementation.
http://www.illinois.gov/Gov/pdfdocs/execorder2006-10.pdf
Title: E.O. 2006-10
Source: www.illinois.gov
| |
| IL | Adopted 09/2006 | P-12 | Establishes rules regarding the Parental Participation Pilot Project. Pages 259-264 of 405: http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf
Title: 23 IAC 560.10, .20, .30, .40, .50
Source: Lexis-Nexis/StateNet
| |
| HI | Signed into law 07/2006 | P-12 | Requires each state agency and all covered entities to take reasonable steps to ensure limited English proficient persons have meaningful access to services, programs, and activities. Requires steps to include competent, timely oral language services and written translations of vital documents. Establishes an office of language access and the language access advisory council in the department of labor and industrial relations.
Requires each state agency and covered entity to establish a plan for language access.
Provides an appropriation.
http://www.capitol.hawaii.gov/sessioncurrent/bills/hb2778_cd1_.htm
Title: H.B. 2778
Source: www.capitol.hawaii.gov
| |
| NY | Signed into law 07/2006 | P-12 | Directs the commissioner to develop guidelines by which school districts may establish a program to make available to parents or guardians of students, an Internet-based electronic communications system to provide for the transmission of individual personalized messages or group communication over the Internet, to communicate with the teachers of such children.
Title: A.B. 347
Source: Lexis-Nexis/StateNet
| |
| CT | Signed into law 06/2006 | P-12 | Concerns parental involvement reporting in school profiles; raises the importance of parental involvement among administrators and enable parents to see a wider spectrum of involvement choices; relates to methods to engage parents. Public Act No. 167
http://www.cga.ct.gov/2006/ACT/Pa/pdf/2006PA-00167-R00HB-05513-PA.pdf
Title: H.B. 5513
Source: Connecticut Legislature
| |
| GA | Adopted 06/2006 | P-12 | Clarifies rules regarding the Comprehensive Academic Performance System (CAPS) Demonstration Site Grant. The intent of the funding is to provide seed resources to stimulate the adoption of a school-based comprehensive academic performance system that consolidates the use of curriculum standards alignment and pacing, benchmark assessment, differentiated instruction, parent involvement, and public accountability. Use of a web-based accountability system is required.
Each participant school, with the support of its affiliated district, must:
(a) Develop and implement an achievement-oriented, comprehensive instructional model that champions standards-based instruction, benchmark assessment, data driven decision-making, differentiated instruction, parent involvement, and public accountability;
(b) Make the time and funding commitments required for the training of leaders, teachers, coaches, parents, community, etc.;
(c) Set annual and benchmark measurable goals for improving learning, teaching and assessment;
(d) Align instruction to state standards for the content that all students should know by grade span and subject;
(e) Conduct formative and summative assessment of student academic achievement at regular intervals;
(f) Utilize results of benchmark student assessments that have clear performance criteria to differentiate instruction;
(g) Publicize student performance statistics at each interval, including statistics by subject, by teacher and by class;
(h) Provide parents with specific information regarding the performance of their students;
(i) Agree to participate in ongoing coordination with the GaDOE and school/system project teams. http://rules.sos.state.ga.us/docs/160/1/4/200/72.pdf
Title: GAC 160-1-4-.272
Source: rules.sos.state.ga.us
| |
| IA | Signed into law 06/2006 | P-12 | If the diagnostic assessments administered to K-3 students indicate that a child is reading below grade level, requires the district to submit a report of the assessment results to the parent, which the parent must sign and return to the district. Provides that if the parent does not sign or return the report, the district
must note in the student's record the inaction on the part of the parent. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 5
Source: coolice.legis.state.ia.us
| |
| NJ | Signed into law 06/2006 | P-12 | Requires the Department of Education to include in its parental rights in special education booklet, information describing services available through, and contact information for, state agencies serving adults with disabilities and to require all school districts with grades 9 through 12 to designate at least one staff member to serve as a disability services resource for parents.
http://www.njleg.state.nj.us/2006/Bills/S1500/1220_I1.PDF
Title: S.B. 1220
Source: http://www.njleg.state.nj.us
| |
| FL | Signed into law 05/2006 | P-12 | Defines secondary schools as those serving grades 6-12. Specifies that the following guiding principles must be used in the annual preparation of each secondary school's improvement plan:
(a) Struggling students, especially those in failing schools, need the highest quality teachers and dramatically different, innovative approaches to teaching and learning.
(b) Every teacher must contribute to every student's reading improvement.
(c) Quality professional development provides teachers and principals with the tools they need to better serve students.
(d) Small learning communities allow teachers to personalize instruction to better address student learning styles, strengths, and weaknesses.
(e) Intensive intervention in reading and math must occur early and through innovative delivery systems.
(f) Parents need access to tools they can use to monitor their child's progress in school, communicate with teachers, and act early on behalf of their child.
(g) Applied and integrated courses help students see the relationships between subjects and relevance to their futures.
(h) School is more relevant when students choose courses based on their goals, interests, and talents.
(i) Master schedules should not determine instruction and must be designed based on student needs, not adult or institutional needs.
(j) Academic and career planning engages students in developing a personally meaningful course of study so they can achieve goals they have set for themselves.
Requires local boards to adopt policies to address:
(a) Procedures for placing and promoting grade 6-12 students entering from out of state or from a foreign country, including a review of the student's prior academic performance.
(b) Alternative methods for students to demonstrate competency in required courses and credits, with special support for students who have been retained.
(c) Applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs.
(d) Credit recovery courses and intensive reading and math intervention courses based on student performance on the FCAT. These courses should be competency based and offered through innovative delivery systems, including computer-assisted instruction. Districts should use learning gains as well as other appropriate data and provide incentives to identify and reward high-performing teachers who teach credit recovery and intensive intervention courses.
(e) Grade forgiveness policies that replace a grade of "D" or "F" with a grade of "C" or higher earned subsequently in the same or a comparable course.
(f) Summer academies for students to receive intensive reading and mathematics intervention courses or competency-based credit recovery courses. A student's participation in an instructional or remediation program prior to or immediately following entering grade 9 for the first time shall not affect that student's classification as a first-time 9th grader for reporting purposes.
(g) Strategies to support teachers' pursuit of the reading endorsement and emphasize reading instruction professional development for content area teachers.
(h) Creative and flexible scheduling designed to meet student needs.
(i) Procedures for high school students who have not prepared an electronic personal education plan to prepare such plan.
(j) Tools for parents to regularly monitor student progress and communicate with teachers.
(k) Additional course requirements for promotion and graduation which may be determined by each school district in the student progression plan and may include additional academic, fine and performing arts, physical education, or career and technical education courses in order to provide a complete education program.
Requires the department to:
(a) By February 1, 2007, increase the number of approved applied, integrated, and combined courses available to districts.
(b) By the beginning of the 2006-2007 school year, make available a professional development package designed to provide the information that content area teachers need to become proficient in applying scientifically based reading strategies through their content areas.
(c) Share best practices for providing a complete education program to students enrolled in course recovery, credit recovery, intensive reading intervention, or intensive math intervention.
(d) Expedite assistance and decisions and coordinate policies throughout all divisions within the department to provide districts with support to implement the Florida Secondary School Redesign Act.
(e) Use data to provide the Legislature with an annual longitudinal analysis of the success of this reform effort, including the progress of 6th grade students and 9th grade students scoring at Level 1 on FCAT Reading or FCAT Math.
Directs the commissioner of education to create and implement the Secondary School Improvement Award Program to reward public secondary schools that demonstrate continuous student academic improvement and show the greatest gains in student academic achievement in reading and math.
Pages 35-39 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 19
Source: www.myfloridahouse.gov
| |
| TN | Signed into law 05/2006 | P-12 | Concerns Education; permits state employees with children enrolled in schools to take off up to one day a month from work to voluntarily participate at their children's schools.
http://www.legislature.state.tn.us/bills/currentga/BILL/SB3246.pdf
Title: S.B. 3246; H.B. 3123
Source: Tennessee Legislature
| |
| VT | Signed into law 05/2006 | P-12 | Directs the commissioner of education to send annually to each superintendent a list of information that schools must provide to the electorate, community members, parents and students under state and federal law. Directs school boards to inform high school students and students' parents or guardians of the right to opt out of the federal requirement that student contact information be provided to military recruiters or institutions of higher education. Directs school boards to permit parents to disallow provision of student contact information to military recruiters or institutions of higher learning, or both. Requires schools to provide information each year to parents and students regarding school choice options available to them.
http://www.leg.state.vt.us/docs/legdoc.cfm?URL=/docs/2006/acts/ACT127.HTM
Title: H.B. 538
Source: www.leg.state.vt.us
| |
| GA | Signed into law 04/2006 | P-12 | Provides that a student whose parent or legal guardian is in military service is granted up to 5 excused absences per school year to visit with his or her parent or legal guardian prior to deployment or while on leave. http://www.legis.state.ga.us/legis/2005_06/pdf/hb984.pdf
Title: H.B. 984
Source: Lexis-Nexis/StateNet, www.legis.state.ga.us
| |
| ID | Issued 04/2006 | P-12 | Establishes the Executive Office for Families and Children. Provides that the duties of the council include:
A. Coordinating all boards, councils, commissions, and initiatives as recommended by the Governor, within the Executive Office of the Governor with duties and responsibilities affecting families and children, including but not limited to:
(i) Governor's Coordinating Council for Families and Children;
(ii) Governor's Council on Adolescent Pregnancy Prevention;
(iii) Early Childhood Coordinating Council;
(iv) Parents as Teachers;
(v) Idaho Women's Commission;
(vi) Faith Based Liaisons;
(vii) Serve Idaho;
(viii) Suicide Prevention Advisory Council;
(ix) Idaho's Brightest Stars Initiative;
(x) Día de los Niños/Day of the Child Initiative.
B. Identifying and recommending programs and policies for a comprehensive delivery of effective, efficient and integrated services for families and children, including:
(i) Promoting implementation of multi-agency strategic budgeting, common performance measures, and coordination of services;
(ii) Promoting an interagency funding system for the delivery of integrated services;
(iii) Addressing state strategies, priorities and outcome measures to meet the needs of children.
C. Cooperating and consulting with state agencies and departments on programs, policies and issues involving families and children, including but not limited to, the Department of Health and Welfare, Department of Corrections, Department of Juvenile Corrections, the State Department of Education and the Department of Commerce and Labor;
D. Participating in national, regional and statewide efforts to cooperatively address issues and policies affecting families and children in Idaho;
E. Developing a state plan for promoting the well-being of families and children in Idaho in conjunction with cities and counties, faith based and community organizations, state councils, boards and commissions, state agencies and departments, and federal organizations;
F. Serving as a repository of agreements and plans concerning programs for families and children from community organizations and other relevant local, state and federal agencies and facilitating the exchange of this information and data with relevant interstate and intrastate entities;
G. Provide input and comment on community, tribal and federal plans, agreements and polices relating to families and children;
H. Serving as an advocate for the families and children of Idaho and directing the people of Idaho to the appropriate local, state or federal agency to address issues or concerns related to families or children.
I. Accepting private contributions, federal funds, funds from other public agencies or any other source. The moneys shall be used solely for the purposes provided under this executive order and shall be expended and accounted for as provided by law.
http://gov.idaho.gov/mediacenter/execorders/eo06/eo_2006-09.htm
Title: Executive Order 2006-09
Source: gov.idaho.gov
| |
| ID | Issued 04/2006 | P-12 | Continues the "Governor's Coordinating Council for Families and Children" within the governor's office. Provides that the objectives for the Coordinating Council are to:
a. Maintain a comprehensive inventory of resources and programs serving families and children in Idaho.
b. Facilitate communication among individuals and organizations that provide services to families and children.
c. Work with organizations, agencies and individuals to identify gaps in service to families and children.
d. Work with organizations, agencies and individuals to develop consistent, accurate and timely collection and reporting of data to provide comprehensive statistical measurements on Idaho's families and children.
e. Develop strong state and local partnerships to foster and support results-based community programs.
f. Create a statewide awareness of the importance of healthy families and children.
http://gov.idaho.gov/mediacenter/execorders/eo06/eo_2006-15.htm
Title: Executive Order 2006-15
Source: gov.idaho.gov
| |
| KY | Signed into law 04/2006 | P-12 | Encourages the Cabinet for Health and Family Services to establish the Kentucky Youth Development Coordinating Council; establishes membership and permits the creation of subcommittees of the council; requires the University of Kentucky Cooperative Extension Service to perform the administrative functions of the council; establishes the duties of the council; requires the council to submit a report to the Governor and the General Assembly as specified.
Includes among the council's duties collaboration with public and private partnerships to support statewide networks connecting quality and sustainable state and local youth development efforts, such as mentoring partnerships and after-school and extended-learning opportunities, and to leverage private, state, and federal resources to support these efforts; and encouraging state agencies and nonprofit organizations to collaborate on model programs and demonstration projects that promote youth and parental involvement, strengthen families, and focus on target populations of youth. http://www.lrc.ky.gov/RECORD/06RS/SJ184/bill.doc
Title: S.J.R. 184
Source: Lexis-Nexis/StateNet
| |
| KY | Signed into law 04/2006 | P-12 | Creates the KinCare Support Program, a centralized statewide service program to provide grandparents caring for minor grandchildren with information and referrals through a statewide toll-free telephone number. Requires the program to provide information on a wide variety of services, including educational services
Creates new section mandating the Administrative Office of the Courts to develop a standard power of attorney for the limited purpose of establishing authority to consent to medical treatment for a minor and to make school-related decisions for a minor. http://www.lrc.ky.gov/RECORD/06RS/HB45/bill.doc
Title: H.B. 45
Source: www.lrc.ky.gov
| |
| VA | Signed into law 04/2006 | P-12 | Provides a sales and use tax exemption, beginning in 2006, for certain school-related items purchased during a specific three-day period during August each year. The exempt items are (i) school supplies, where the selling price of each item is $20 or less, and (ii) footwear and clothing where the selling price of each item is $100 or less. The bill also authorizes dealers to absorb the sales and use tax on all other items sold during the same time period and thereby relieve the purchaser of the obligation to pay such tax. Dealers who absorb such taxes are liable for payment of the same to the Tax Commissioner.
http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0579
Title: S.B. 571
Source: http://leg1.state.va.us
| |
| WV | Rule Adoption 04/2006 | P-12 | Amends rules regarding half-day attendance and specific ages for compulsory school attendance. Identifies the specific number of days in which a parent, guardian or custodian of children with excessive unexcused absences must attend a school-based conference, and defines satisfactory attendance related to the revocation of drivers' licenses. http://wvde.state.wv.us/policies/p4110_ne.pdf
Title: Title 126, Series 81
Source: Lexis-Nexis/StateNet
| |
| WA | Signed into law 03/2006 | P-12 | Declares an intent to reactivate the center for the improvement of student learning, and to create within the center an educational ombudsman to serve as a resource center for parents and students and as an advocate for students in the public education system.
Requires the office of the superintendent of public instruction to report to the legislature by September 1, 2007, and thereafter biennially, regarding the effectiveness of the center for improvement of student learning, how the services provided by the center for improvement of student learning have been used and by whom, and recommendations to improve the accessibility and application of knowledge and information that leads to improved student learning and greater family and community involvement in the public education system. Creates the office of the education ombudsman within the office of the governor for the purposes of providing information to parents, students, and others regarding their rights and responsibilities with respect to the state's public elementary and secondary education system, and advocating on
behalf of elementary and secondary students. Requires the education ombudsman to report on the work and accomplishment of the office and advise and make recommendations to the governor, the legislature, and the state board of education annually. The initial report to the governor, the legislature, and the state board of education shall be made by September 1, 2007, and there shall be annual reports by September 1st each year thereafter. The annual reports shall provide at least the following information: (1) How the education ombudsman's services have been used and by whom; (2) Methods for the education ombudsman to increase and enhance family and community involvement in public education; (3) Recommendations to eliminate barriers and obstacles to meaningful family and community involvement in public education; and
(4) Strategies to improve the educational opportunities for all students in the state, including recommendations from organizations and groups provided in this act.Provides that if specific funding is not provided by June 30, 2006, in the omnibus appropriations act, section 2 of this act is null and void.One of the new duties is to edentify strategies for improving the success rates of ethnic and racial student groups with disproportionate academic achievement.
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/House%20Passed%20Legislature/3127-S.PL.pdf
Title: H.B. 3127
Source: http://www.leg.wa.gov
| |
| WA | Signed into law 03/2006 | P-12 | Reactivates the center for the improvement of student learning; creates an educational ombudsman (within the office of the governor) to increase parent, guardian, and community involvement in public education and to serve as a resource for parents and students as an advocate for students in the public education system. (Governor vetoed section 9.)
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202006/3127-S.SL.pdf
Title: H.B. 3127
Source: http://www.leg.wa.gov
| |
| IL | Adopted 02/2006 | P-12 | Establishes rules regarding the Early Childhood Block Grant program. Allows entities other than school districts to apply for preschool and parental training programs; eliminates grants to fund preschool education programs to conduct research into effective programs; rolls parental training program services and activities either into the preschool program or preventive initiative program; requires that prevention initiative programs be based on research and provide comprehensive services. Begins on page 426 of 1275: http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue11.pdf
Title: 23 IAC 235.10, 20, 30, 40, 50, 60, 70, Appendix A, B
Source: Lexis-Nexis/StateNet
| |
| Parent/Family--Parent Rights |
| |
| Parent/Family--Research |
| |
| 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--Foster Youth |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Religion--Scientific Creationism (Evolution) |
| |
| 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--Disaster/Emergency Preparedness |
| |
| 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--Inclusion (Mainstreaming) |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Foster Care |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Standards |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Ballot Questions |
| |
| State Policymaking--Politics |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
| Student Achievement--State Trends |
| |
| Student Supports--Counseling/Guidance |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
| Teaching Quality--Professional Development |
| |
| Teaching Quality--Recruitment and Retention |
| |
| Teaching Quality--Recruitment and Retention--At-Risk Schools |
| |
| Teaching Quality--Teacher Rights |
| |
| Teaching Quality--Tenure or Continuing Contract |
| |
| Teaching Quality--Unions/Collective Bargaining |
| |
| Technology |
| |
| Technology--Computer Skills |
| |
| Technology--Devices/Software/Hardware |
| |
| Technology--Equitable Access |
| |
| Technology--Funding Issues |
| |
| Technology--Internet Safety |
| |
| Technology--Teacher/Faculty Training |
| |
| Textbooks and Open Source |
| |