 |
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 |
| |
| 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 |
| |
| 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
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| OH | Signed into law 12/2006 | P-12 | Provides that a student who enters grade 9 in the 2010-2011 through 2013-2014 school years may graduate from high school even though the student has not completed the Ohio core curriculum defined in section 3313.603(C) (the Ohio core curriculum will be the statewide high school graduation curriculum effective with the Class of 2014), provided all the following conditions are satisfied:
(1) After the student has attended high school for two years, the student and the student's parent sign a written statement asserting the parent's consent to the student's graduating without completing the Ohio core curriculum and acknowledging that one consequence of not completing the Ohio core curriculum is ineligibility to enroll in most state universities in Ohio without further coursework.
(2) The student and parent fulfill any procedural requirements the school stipulates to ensure the student's and parent's informed consent and to facilitate orderly filing of statements as described above.
(3) The student and the student's parent and a representative of the student's high school jointly develop an individual career plan for the student that specifies the student matriculating to a two-year degree program, acquiring a business and industry credential, or entering an apprenticeship.
(4) The student's high school provides counseling and support for the student related to the individual career plan during the remainder of the student's high school experience.
(5) The student successfully completes, at a minimum, the curriculum required for high school graduation immediately prior to the Class of 2014.
Directs the partnership for continued learning (state P-16 council), in collaboration with the department of education and the Ohio board of regents, to analyze student performance data to determine if there are mitigating factors that warrant extending the above exception to high school classes beyond those entering ninth grade before the 2014-2015 school year, and to submit its findings and any recommendations by August 2014, to specified members of the legislature, the state board of education, and the superintendent of public instruction.
See section 3313.603: http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311-- 3313.603(D)
Source: www.legislature.state.oh.us
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| 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
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| GA | Adopted 11/2006 | P-12 | Clarifies various rules regarding certification, including certificaton for interns, non-renewable professionals, teaching endorsements, safety and driver education endorsement, school counseling, school psychology, and speech and language pathology. Establishes new rules creating online teaching endorsement and online teaching endorsement program.
Online teaching endorsement: http://rules.sos.state.ga.us/docs/505/2/100/62.pdf
Online teaching endorsement program: http://rules.sos.state.ga.us/docs/505/3/85.pdf
Title: GAC 505-2-.05, .06, .25, .38, .150, .162, .163, .165, .202, .204, .205, .206; 505-3-.16, -.85
Source: rules.sos.state.ga.us
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| MI | Adopted 07/2006 | P-12 | Amends rules concerning school psychologist certificate; defines role of school psychologist; provides requirements for a preliminary school psychologist certificate. http://www.state.mi.us/orr/emi/admincode.asp?AdminCode=Single&Admin_Num=38000201&Dpt=&RngHigh=39900102
Title: R 380.203, .204, .205, .206, .208
Source: http://www.michigan.gov/cis/0,1607,7-154-10576_35738_5698---,00.html
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| MI | Rule Adoption 07/2006 | P-12 | Amends rules to the Department of Education concerning the certification and licensure of school counselors. http://www.state.mi.us/orr/emi/admincode.asp?AdminCode=Single&Admin_Num=39001301&Dpt=&RngHigh=39900102
Title: R 390.1301 thru .1308
Source: http://www.michigan.gov/cis/0,1607,7-154-10576_35738_5698---,00.html
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| NC | Signed into law 07/2006 | P-12 | Directs the state board of education to report on the role school counselors play in providing dropout prevention and intervention services to students in middle and high school and on the state board's implementation of its policy regarding school counselors. Provides for an analysis of the source of funds for the counselors.
http://www.ncleg.net/Sessions/2005/Bills/Senate/HTML/S571v3.html
Title: S.B. 571
Source: http://www.ncleg.net/
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| IA | Signed into law 06/2006 | P-12 | Requires each high school student's plan for completing the core curriculum to include career options and to identify the coursework needed in grades nine through twelve to support the student's postsecondary education and career options. Provides that if the pupil is under eighteen years of age, the pupil's parent or guardian must sign the core curriculum plan developed with the student and the signed plan must be included in the student's records. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 13
Source: coolice.legis.state.ia.us
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| LA | Signed into law 06/2006 | P-12 | Extends the deadline from July 2007 to 2013 for certain school counselors to have obtained an initial credential from the National Board for Certified Counselors in order to receive a mandated salary adjustment. http://www.legis.state.la.us/billdata/streamdocument.asp?did=397932
Title: H.B. 167
Source: Lexis-Nexis/StateNet
| |
| 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
| |
| FL | Signed into law 05/2006 | P-12 | The legislation shifts career and postsecondary planning from 9th grade to beginning in middle school. It is the intent of the Legislature that students and parents set early achievement and career goals for the student's post-high-school experience during the middle grades. Students entering the 9th grade and their parents must have developed during the middle grades a 4- to 5-year academic and career plan. Four or more destinations should be considered available with bridges between destinations to enable students to shift academic and career priorities and destinations should they choose to change goals.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 37)
Source: Florida Legislature
| |
| LA | Signed into law 05/2006 | P-12 | Extends the deadline from 2006 to 2013 for certain school psychologists to have obtained an initial credential from the National School Psychology Certification Board in order to be eligible for a salary increase. http://www.legis.state.la.us/billdata/streamdocument.asp?did=395373
Title: H.B. 210
Source: Lexis-Nexis/StateNet
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| AL | Signed into law 04/2006 | P-12 | Requires public elementary and secondary school counselors to be certified by National Board for Certified Counselors, provides for annual stipend the same as for counselor certified by National Board for Professional Teaching Standards; provides appropriation from Education Trust Fund and forfeit of annual stipend for not obtaining certification by certain time.
http://alisdb.legislature.state.al.us/acas/searchableinstruments/2006rs/bills/sb49.htm
Title: S.B. 49
Source: http://alisdb.legislature.state.al.us/
| |
| IA | Adopted 04/2006 | P-12 | Addresses the shortage of school guidance counselors. Creates new class of guidance counselor license. Page 80 of 100: http://www.legis.state.ia.us/Rules/2006/Bulletin/IAB060510.pdf
Title: IAC 282-14.132(272), 14.132(1) through 14.132(3)
Source: www.legis.state.ia.us
| |
| KY | Signed into law 04/2006 | P-12
Postsec. | Section 1:
Requires the state assessment system, by the 2007-2008 school year, to include:
1. A high school readiness examination to assess English, reading, math and science in grade 8;
2. A college readiness examination to assess English, reading, math and science in grade 10;
3. The ACT college admissions and placement examination to assess English, reading, math and science, to be taken by all students in grade 11; and
4. Any other component necessary to comply with the No Child Left Behind Act of 2001.
These assessments are to be administered in lieu of a customized or commercially available norm-referenced test.
Provides that a student whose scores on the grade 8 high school readiness exam indicate a high degree of readiness for high school must be counseled to enroll in accelerated courses. Provides that a student whose scores on the grade 10 college readiness exam or grade 11 ACT indicate a high degree of readiness for college must be counseled to enroll in accelerated courses, with an emphasis on Advanced Placement (AP) courses.
Specifies that the department will pay for the initial ACT exam, but that the student must pay for additional ACT exams.
Provides that students in grades 10, 11 and 12, by the 2007-2008 school year, may take the WorkKeys assessments in reading for information, locating information, and applied mathematics, with the cost of the initial assessment paid by the department of education. Provides that a student whose scores on the WorkKeys assessments indicate that additional assistance is required in reading for information, locating information, or applied mathematics must have intervention strategies for accelerated learning incorporated into his or her learning plan. Provides that a student meeting the WorkKeys threshold established by the Cabinet for Workforce Development must be issued the appropriate Kentucky employability certificate.
Provides that the high school readiness assessment in grade 8, the college readiness assessments in grades 10 and 11, and the WorkKeys assessments are to be collectively known as the "Kentucky Work and College Readiness Examination" or "Readiness Examination."
Directs the department of education to conduct periodic studies comparing the standards in reading, mathematics, and science for middle and high school within the Kentucky core content for assessment and the concepts and content measured by the ACT and the high school and college readiness examinations. Provides that if the department determines that if the grade 8 high school readiness and grades 10 and 11 college readiness exams in reading, math and science are shown to provide direct measures of content standards and concepts identified in the Kentucky core content for assessment, the state board must seek the advice of the Office of Education Accountability, the School Curriculum, Assessment, and Accountability Council, and the National Technical Advisory Panel on Assessment and Accountability regarding reducing the number of questions on the Commonwealth Accountability Testing System. Directs the department to continue to include open-response or multiple-choice items, or both, that assess student knowledge and skills in reading, mathematics, and science to the degree necessary for adequate coverage of the elements of the Kentucky core content for assessment not covered by the examinations.
Specifies the types of accommodations to be provided a student with a disability taking the ACT.
Requires the reporting system to include:
(1) An individual student report to parents for each 5th grade student summarizing the student's readiness in reading and math based on the student's 4th grade state assessment results. The school's 5th grade staff must develop a plan for accelerated learning for any student with identified deficiencies;
(2) An individual report for each student who takes a high school or college readiness exam that:
1. Provides the student's test scores;
2. Provides a judgment regarding whether or not a student has met or failed to meet the expectations for each standard assessed; and
3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation; and
(3) A student's scores on the ACT examination or WorkKeys assessments. Requires scores from the state-sponsored ACT exam to be recorded on the student's official high school transcript.
Section 2:
Mandates that a high school student whose scores on the grade 8 high school readiness exam, on the grade 10 college readiness exam, or on the WorkKeys indicate that additional assistance is required in English, reading, or math must have intervention strategies for accelerated learning incorporated into his or her learning plan. Mandates that a high school student whose score on the state-administered ACT exam in English, reading, or math is below the system-wide standard established by the Council on Postsecondary Education for entry into a credit-bearing course at a public postsecondary institution without placement in a remedial course or an entry-level course with supplementary academic support must be provided the opportunity to participate in accelerated learning designed to address his or her identified academic deficiencies prior to high school graduation.
Requires a high school, in collaboration with its school district, to develop and implement accelerated learning that:
(a) Allows a student's learning plan to be individualized to meet the student's academic needs based on an assessment of test results and consultation among parents, teachers, and the student; and
(b) May include changes in a student's class schedule.
Directs the department of education, the council on postsecondary education, and public postsecondary institutions to offer support and technical assistance to schools and school districts in the development of accelerated learning. Provides that a student who participates in accelerated learning due to inadequate scores on the grade 8 high school readiness exam, the grade 10 college readiness exam, the WorkKeys or the ACT must be allowed to take the ACT exam a second time prior to high school graduation at the expense of the Kentucky Department of Education. The cost of any subsequent administrations of the achievement test shall be the responsibility of the student.
http://www.lrc.ky.gov/RECORD/06RS/SB130/bill.doc
Title: S.B. 130
Source: www.lrc.ky.gov
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| MI | Signed into law 04/2006 | P-12 | Establishes statewide high school graduation requirements effective with the class of 2010, including 4 units English; 3 units science, including biology and either chemistry or physics. Strongly encourages students to complete a fourth credit in science, such as forensics, astronomy, Earth science, agricultural science, environmental science, geology, physics or chemistry, physiology, or microbiology.
Directs the department to develop content area expectations in each of the subject areas required for high school graduation. Requires the process to include input from a number of stakeholder groups, including representatives from 4-year colleges or universities, community colleges, and other postsecondary institutions; from the business community; and from vocational and career and technical education providers
Directs the department to determine the basic level of technology and internet access required for students to complete the online course or learning experience requirement set forth in S.B. 1124 http://www.legislature.mi.gov/documents/2005-2006/publicact/pdf/2006-PA-0124.pdf and determine the assessments through which students may demonstrate proficiency. Requires the department to develop material to assist schools in implementing the graduation requirements here and in S.B. 1124, including guidelines for alternative instructional delivery methods.
Authorizes a parent to request a personal curriculum for the student that modifies certain graduation requirements. Establishes a procedure for this process. Bars a personal curriculum from deviating from the statewide English and science requirements. Establishes limitations on the modifications possible to the math, social studies, health/physical education and arts graduation requirements in a personal curriculum.
Authorizes schools to provide the high school graduation requirement curriculum through alternative instructional delivery methods such as alternative course
work, humanities course sequences, career and technical education, industrial technology courses, or vocational education, or by a combination of these. Encourages schools operating career and technical education programs to integrate the high school graduation requirements into those programs.
Beginning with the 2008-2009 school year, links a high school's accreditation to its offering of the curriculum necessary to fulfill high school graduation requirements. Provides that if a school does not offer all the required credits, the school must ensure student access to the required units via alternate means, such as dual enrollment; enrollment in an online course; a cooperative arrangement with a neighboring school district or with a public school academy; or granting approval for the student to be counted in membership in another school district.
If a student is not successfully completing a unit required for graduation, or is identified as being at risk of withdrawing from high school, requires the student's district or charter school to notify the student's parent of the availability of tutoring or other supplemental educational support and counseling services that may be available to the student under existing state or federal programs, such as those programs or services available under section 31a of the state school aid act of 1979, MCL 388.1631a, or under the No Child Left Behind Act of 2001.
Mandates that units required for high school graduation be taught by highly qualified teachers. Provides that if a district or charter school demonstrates to the
department that it is unable to do so because it is unable to hire enough highly qualified teachers, the department must work with the district or charter school to develop a plan to allow it to hire enough highly qualified teachers to meet the highly qualified teachers requirement.
Requires schools to ensure that each grade 7 student has the opportunity to develop an educational development plan, and that each student has developed
an educational development plan before he or she begins high school. Mandates that an educational development plan be developed by the student under the supervision of the student's school counselor or another qualified designee qualified selected by the high school principal and be based on a career pathways program or similar career exploration program.
Allows districts and charter schools unable to implement all of the curricular requirements to apply to the department for permission to phase in one or more of the requirements. Provides that if a district or charter school does not offer all of the required credits or provide options to have access to the required credits and legislation is enacted to allow districts and charter schools to apply for a contract that waives certain state or federal requirements, then the school district or public school academy is encouraged to apply for a contract to improve student performance.
Clarifies that students may complete high school graduation requirements through advanced studies such as accelerated course placement, advanced placement, dual enrollment in a postsecondary institution, or participation in the international baccalaureate program or an early college/middle college program.
Requires the department to submit an annual report to the legislature that evaluates the overall success of the new graduation requirements, the rigor and relevance
of the course work required by the curriculum, the ability of public schools to implement the curriculum and the required course work, and the impact of the curriculum on pupil success, and that details any activities the department has undertaken to implement these requirements and the requirements in S.B.1124 or to assist public schools in implementing the new graduation requirements. http://www.legislature.mi.gov/documents/2005-2006/publicact/pdf/2006-PA-0123.pdf
Title: H.B. 5606
Source: www.legislature.mi.gov
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| IN | Signed into law 03/2006 | P-12 | Requires a student's guidance counselor, in consultation with the student and the student's parent, to review annually a student's career plan to determine if a student is progressing toward fulfillment of the career plan. If a student is not progressing toward fulfillment of the career plan, requires the school counselor to provide counseling services for the purpose of advising the student of credit recovery options and services available to help the student progress toward graduation. http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 8
Source: www.in.gov/legislative
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| IN | Signed into law 03/2006 | P-12
Postsec.
Community College | Establishes Chapter 11.5, the Double Up For College Program
Sec. 1. As used in this chapter, "postsecondary credit" means credit toward an associate degree, a baccalaureate degree, or a vocational certification granted by a state educational institution (as defined under IC 20-12-0.5-1) upon the successful completion of a course taken under the program.
Sec. 2. As used in this chapter, "program" refers to the double up for college program established under this chapter.
Sec. 3. As used in this chapter, "secondary credit" means credit toward high school graduation requirements granted by a student's school corporation upon the successful completion of a course taken under the program.
Sec. 4. (a) The double up for college program is established for secondary school students in grades 11 and 12. School corporations (districts) and state educational institutions may collaborate to offer early college, dual credit, or dual enrollment programs that meet the educational objectives of the school corporation and are offered by the state educational institutions.
(b) A student may enroll in courses offered by a state educational institution under the program on a full-time or part-time basis during grade 11 or grade 12, or both.
(c) A state educational institution that participates in an early college, a dual credit, or a dual enrollment program may, by agreement with a school corporation:
(1) ensure that the content and rigor of each course offered is adequate to warrant providing credit to a student as if the student took the course as a student at the state educational institution;
(2) set the criteria for the faculty member, instructor, or other individual responsible for teaching each course with the:
(A) state educational institution responsible for hiring the personnel to instruct dual credit courses taught by the state educational institution; and
(B) school corporation responsible for hiring personnel to instruct dual credit courses taught by the high school; and
(3) determine with the school corporation the terms and conditions under which:
(A) students may be admitted to the program while attending high school;
(B) the state educational institution will award credit, if any, for specified courses successfully completed by students through the school corporation; and
(C) the school corporation will award credit, if any, for specified courses successfully completed through the state educational institution.
(d) A student is entitled to credit toward graduation requirements for each course the student successfully completes at the eligible institution.
(e) Courses offered under the program that are listed in the:
(1) statewide core transfer library courses that are transferable on all campuses of the state educational institutions in accordance with the principles in IC 20-12-0.5-13; or
(2) articulation agreements that apply to any campus in the Ivy Tech Community College of Indiana system and to Vincennes University and draw from liberal arts and the technical, professional, and occupational fields;
are among those eligible for the program. If a student passes a course through the program that is part of an articulation agreement between the state educational institution offering the course and other state educational institutions, the course shall transfer under the terms and standards of the articulation agreement between the state educational institutions.
(f) Based on the demand for enrollment in the identified courses and the resources available to the state educational institutions, the identified courses may be offered through:
(1) onsite instruction;
(2) telecommunication; or
(3) a combination of methods described in subdivisions (1) and (2);
at on-campus or off-campus sites.
Sec. 5. A school corporation may, by agreement with an institution of higher education, offer counseling concerning early college, dual credit, or dual enrollment courses that the school corporation considers appropriate, including:
(1) notice of the courses and schedule;
(2) available post-secondary credit;
(3) responsibilities of the student;
(4) any tuition and other costs;
(5) the consequences of the failure to complete a course; and
(6) other matters concerning the program and opportunities presented by the program.
Sec. 6. (a) A student may apply for enrollment to a state educational institution. The state educational institution shall accept or reject the student based on the standards ordinarily used to decide student enrollments. However, a student in the program may not be refused admission solely because the student has not graduated from a secondary school.
(b) A state educational institution may grant financial assistance to a student for courses taken under this program based on the student's:
(1) financial need; or
(2) academic achievement;
or any other criteria.
(c) A state educational institution shall waive tuition for a student who is:
(1) eligible for free or reduced lunch in high school;
(2) accepted into the program; and
(3) accepted for admission to the state educational institution.
Sec. 7. A student shall receive postsecondary credit toward meeting the degree requirements at the state educational institution at which the student successfully completed a dual credit course. If the student enrolls in a state educational institution other than the state educational institution at which a dual credit course was completed, the other state educational institution:
(1) shall grant credit for courses that are in the core transfer library or subject to an articulation agreement; and
(2) may grant credit for other courses.
Sec. 8. After June 30, 2008, a state educational institution or campus of a state educational institution that offers dual credit courses in liberal arts, professional, or career and technical disciplines must be accredited by the National Alliance of Concurrent Enrollment Partnerships.
http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 10
Source: www.in.gov/legislative
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| WA | Signed into law 03/2006 | P-12 | Provides that, to the extent funds are appropriated for this purpose, the superintendent of public instruction shall develop and disseminate a comprehensive student-centered planning program to all districts by August 2006. The superintendent of public instruction is to provide professional development for staff and ongoing technical assistance to schools that implement the program. Provides that, to the extent funds are appropriated for this purpose, the superintendent of public instruction is to allocate grants to selected schools for the purpose of implementing the student-centered planning program. Requires that, by January 1, 2009, the state superintendent is to report to appropriate committees of the legislature regarding the impact of the student-centered planning program on student performance. Provides that the act shall be null and void if appropriations are not approved.
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202006/6255-S.SL.pdf
Title: S.B. 6255
Source: http://www.leg.wa.gov
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| KY | Adopted 02/2006 | P-12 | Requires districts to implement an advising and guidance process throughout the middle and high schools to provide support for the development and implementation of each student's Individual Learning Plan.
Requires districts to evaluate the effectiveness and results of the Individual Learning Plan process and for the evaluation process to include input from students, parents and school staff. Requires part of the evaluation criteria to include indicators related to student status 12 months after the date of high school graduation.
Requires feeder middle schools and high schools to work together to ensure that every student and parent receives information and advising on the relationship between education and career opportunities. Requires advising and guidance to include information about financial planning for postsecondary education.
Requires schools to maintain every student's Individual Learning Plan, which must be readily available to the student and parent and reviewed/approved by the student, parents and school officials at least annually.
Mandates that, beginning when a student is in grade 8, the Individual Learning Plan establish learning goals for the student based on academic and career interests and identify required academic courses, electives and extracurricular opportunities aligned to the student's postsecondary goals. Requires the school to use information about student needs for academic and elective courses from students' Individual Learning Plans to plan academic and elective offerings.
Effective with the Class of 2013 (6th graders in 2006-2007 school year), requires development of each student's Individual Learning Plan to begin by the end of student's 6th grade year, and to be focused on career exploration and related postsecondary education and training needs.
http://www.lrc.ky.gov/kar/704/003/305reg.htm
Title: 704 KAR 3:305 (section 3)
Source: www.lrc.ky.gov
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| ID | Issued 01/2006 | P-12 | Changes the name of the Idaho State Occupational Information Coordinating Committee to the Idaho Career Information Board. Requires board to include representatives from the Idaho Division of Professional-Technical Education, the Idaho Department of Commerce and Labor, the State Department of Education, the Office of the State Board of Education, the Idaho Division of Vocational Rehabilitation, and the Office of the Governor. Establishes board as entity responsible for oversight and management of the Idaho Career Information System to:
1. Provide support for career guidance and academic counseling programs designed to promote improved career and educational decision-making by individuals, especially in areas of career information delivery;
2. Make information and planning resources available to students, parents, teachers, and administrators that relate educational preparation to career goals;
3. Provide information to assist students and parents with career exploration, educational opportunities, and educational financing;
4. Improve coordination and communication to ensure non-duplication of efforts and shared information;
5. Provide a means for customers to provide comments and feedback on products and services to better meet customer requirements.
http://gov.idaho.gov/mediacenter/execorders/eo06/eo_2006-04.htm
Title: Executive Order 2006-4
Source: Lexis-Nexis/StateNet, gov.idaho.gov
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