The following summary includes policies enacted in 2009. This database is made possible by your state's fiscal support of the Education Commission of the States (ECS). Most entries are legislative, although rules/regulations and executive orders that make substantive changes are included. Every effort is made to collect the latest available version of policies; in some instances, recent changes might not be reflected. For expediency purposes minimal attention has been paid to style (capitalization, punctuation) and format. To view the documents, click on the blue triangle next to the topic of interest. To view all, press the button located at the top labeled "Expand All."
Please cite use of the database as: Education Commission of the States (ECS) State Policy Database, retrieved [date].
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State |
Status/Date |
Level |
Summary |
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 | Accountability |
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| GA | Adopted 11/2009 | P-12 | Renames rule (previously titled "School District Contracts for Flexibility and Accountability to Improve Student Achievement") to "Investing in Educational Excellence (IE2): Local Education Agency Contracts for Flexibility and Accountability". Amends rule, which allows local education agencies (LEAs) to request increased flexibility from certain state laws in exchange for increased accountability and defined consequences. Repeals provision that allowed contracts to be renewed beyond the initial five-year term (for up to five additional years) if a district's performance met the contract goals. Adds section on public input and transparency. New section requires local boards, prior to approving local plans for submission to the state board, to notify the public regarding the LEA's intent to seek such a contract with the state, and to hold a public hearing providing an opportunity for public input on the strategic plan and proposed contract, including on the LEA' s flexibility requests and performance goals, and their impact on each school. Also requires that a public hearing be held if the LEA chooses to amend the terms of an existing contract or seek additional flexibility. Clarifies that the Governor's Office of Student Achievement's (GOSA) monitoring of districts regarding progress toward intermediate and five-year goals must be on an annual basis. Directs the GOSA to present annual written progress reports to the state board of education for each Investing in Educational Excellence contract. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-5-1-.33.pdf
Title: GAC 160 -5-1-.33
Source: www.doe.k12.ga.us
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| CA | Signed into law 10/2009 | P-12 | Requires the superintendent of public instruction by August 2011 to submit a report called the Annual Report on Dropouts in the state. Requires, among other things, the report contain specified information on: one-year dropout rates for grades 7-12, four-year cohort dropout rates for grades 9-12, two- or three-year cohort dropout rates, as appropriate, for middle schools, graduation rates, grade 9 to 10 pupil promotion rates, the percentage of students in each grade 9-12 who are on track to earn sufficient credits to graduate, the average number of nonpromotional school moves that pupils make between grades 6-12, "full-year" dropout rates for alternative schools, including dropout recovery high schools, and California High School Exit Examination (CAHSEE) passage rates, and completion of A-G and CTE courses by high school graduates and dropouts. Requires that the report include data from the most recent year and, at a minimum, the two prior years. Requires the contents of the report to be available on the department of education Web site. Removes a requirement that local educational agencies receive a specified allocation in order for the Academic Performance Index (API) for a school or school district to include, beginning July 2011, test scores and other accountability data from pupils who were referred to alternative education programs, and include school and district dropout rates for pupils who drop out of school in grade 8 or 9.
http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0651-0700/sb_651_bill_20091011_chaptered.pdf
Title: S.B. 651
Source: www.leginfo.ca.gov
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| IL | Signed into law 08/2009 | P-12 | Requires teacher supply and demand reports to be published every three years instead of annually. Deletes provision that adequate yearly progress for students with disabilities must be based on students' individual education plans. Provides that schools and districts that do not submit accurate data within the state board's timeframes may have federal funds withheld. Eliminates provision that schools and districts that do not make adequate yearly progress in same subgroup in two consecutive years or successive years are subject to accountability provisions. Requires schools to make adequate yearly progress for two consecutive years (previously was one year) to be removed from any accountability warning designation. Replaces reference to state board's "research department" with reference to "data division." Pages 1-11 of 63: http://www.ilga.gov/legislation/96/SB/PDF/09600SB1977lv.pdf
Title: S.B. 1977 - Reporting, Accountability and Data
Source: www.ilga.gov
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| NH | Signed into law 07/2009 | P-12 | Establishes an accountability system to ensure schools are providing the opportunity for an adequate education. This bill is a request of the joint legislative oversight committee on accountability for an adequate education established in 2008.
http://www.gencourt.state.nh.us/legislation/2009/SB0180.html
Title: S.B. 180
Source: http://www.gencourt.state.nh.us
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| NH | Signed into law 07/2009 | P-12 | Establishes an accountability system to ensure schools are providing the opportunity for an adequate education and repeals the joint legislative oversight committee on costing an adequate education.
http://www.gencourt.state.nh.us/legislation/2010/sb0180.html
Title: S.B. 180
Source: http://www.gencourt.state.nh.us
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| OH | Signed into law 07/2009 | P-12 | Partially from DOE summary of H.B. 1: Eliminates the two-year wait before the department of education begins issuing annual report cards for a community school. Provides that the ratings a community school receives for its first two full school years will not be considered toward automatic closure of the school or any other matter that is based on report card ratings. Clarifies that the department of education's authority to oversee and monitor community school sponsors applies to all sponsors, regardless of whether or not they must initially be approved by the department for sponsorship. Requires the department's annual report on community schools to include the performance of community school sponsors. Provides that a contract may be signed with an existing community school operator only if at least one school has a rating higher than "academic watch". Permits the conversion of a building operated by a joint vocational school district board of education into a community school, in the same manner as a building operated by a city, local, or exempted village school district board of education or an education service center governing board may be converted under current law. Permits a community school, beginning in the 2009-2010 school year, to operate from its current facility, rather than relocating to another school district, if the school meets the following criteria: (1) it has been located in its current facility for at least three years, (2) it is sponsored by a school district adjacent to the district in which the school is located, (3) it emphasizes serving gifted students, and (4) it has been rated continuous improvement or higher for the previous three years.
Pages 1221-1232 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Link to DOE summary of H.B. 1: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 3314.012, 3314.015, 3314.016 and 3314.02
Source:
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| DE | Signed into law 06/2009 | P-12 | Eliminates the DSTP; requires its replacement beginning in the 2010-2011 school year with a test administered in English language arts and math in grades 2-10 at the beginning of the school year and at least one more time later in the year; assesses student progress over the course of the year; provides a benchmark for student, school, and district achievement; allows a student's performance on state assessments to be based upon the student's best results from the multiple assessments performed.
http://legis.delaware.gov/LIS/lis145.nsf/vwLegislation/SB+68/$file/legis.html?open
Title: S.B. 68
Source: http://legis.delaware.gov
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| TX | Signed into law 06/2009 | P-12 | Adds new Subchapter I in Chapter 42 of Education Code. Establishes the Select Committee on Public School Finance Weights, Allotments, and Adjustments to conduct a comprehensive review of weights, allotments and adjustments under the public school finance system. Establishes membership. Requires committee to hold first meeting by October 2009. Directs the committee to hold public hearings throughout the state and solicit testimony about the weights, allotments and adjustments under the finance system from parents of public school students and other interested persons. Requires at least one hearing to be held at a public school during a time that students are able to attend the hearing. Additionally directs the committee to identify specific short term goals that will assist
the state in meeting the objectives and goals of public education, and specifies the review must include recommendations on:
(1) Methods to close the achievement gap and define and measure readiness for college and the workforce
(2) Revisions to the public accountability system
(3) Methods for promoting efficient and effective support structures for public schools.
By December 2010, requires the committee to provide a report, approved by a majority of committee members, with the findings of its review and the committee's recommendations for statutory changes. Provides subchapter expires January 11, 2011.
Pages 63-67 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 65
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Adds to circumstances under which special accreditation investigations must be conducted. Directs the commissioner to authorize special accreditation investigations to be conducted when:
(1) A significant pattern of decreased academic performance has developed as a result of the promotion in the preceding two school years of students who did not perform satisfactorily on state assessments
(2) Excessive numbers of students graduate under the minimum high school program
(3) Excessive numbers of students eligible to enroll fail to complete an Algebra II course or any other course determined by the commissioner as distinguishing between students participating in the recommended high school program from students participating in the minimum high school program
(4) Resource allocation practices as evaluated under Section 39.0821 indicate a potential for significant improvement in resource allocation.
Authorizes the commissioner, based on the results of a special accreditation investigation, to lower a district's or campus's accountability rating
Pages 86-89 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part II
Source: www.legis.state.tx.us
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| CO | Signed into law 05/2009 | P-12 | Repeals and reenacts the Educational Accreditation Act of 1998 to align accountability and accreditation measures and procedures; assigns specified related duties to the State Board of Education in regard to accountability to include measuring student academic growth, school district and charter school accreditation contracts, public school restructuring, school and district academic growth indicators, school performance monitoring, education related data, and school and district turnaround plans.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/E45E06A4FE98EA6587257551006471C8?open&file=163_enr.pdf
Title: S.B. 163
Source:
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| MN | Signed into law 05/2009 | P-12 | Establishes a college and career-readiness workgroup headed jointly by MDE and the U of M to evaluate and make recommendations to the commissioner and the legislature on the design of the state high school assessment system, levels of and mechanisms for accountability, postsecondary uses of the assessments and an implementation timeline.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
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| OK | Signed into law 05/2009 | P-12 | Authorizes the Office of Accountability to conduct a performance review program to determine the effectiveness and efficiency of the budget and operations of a school districts that has a district student eligibility rate for free or reduced-price meals under the National School Lunch Act that is above the state average.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB473_ENR.RTF
Title: S.B. 473
Source: http://webserver1.lsb.state.ok.us
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| WA | Signed into law 05/2009 | P-12 | Repeals, modifies, or suspends certain laws related to notice and reporting by the Office of the Superintendent of Public Instruction and school districts and required actions by school districts in the areas of curriculum, courses, assessments, and student plans; modifies certain notice and reporting requirements by permitting online access to information to be sufficient, unless written information is specifically requested by a parent. Chapter 556
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202009/5889-S2.SL.pdf
Title: S.B. 5889
Source: http://apps.leg.wa.gov
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| AR | Signed into law 04/2009 | P-12 | Increases accountability for achievement gaps in school districts; provides intervention and support to public school districts to address the severity of achievement gaps.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act949.pdf
Title: H.B. 2163
Source: http://www.arkleg.state.ar.us
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| AR | Signed into law 04/2009 | P-12 | Improves student achievement and closes achievement gaps among student subgroups by providing public access to comprehensive school improvement plans; improves parental involvement and communication with parents; increases transparency and accountability of public schools and public school districts to the public; makes public school and public school district data more accessible to researchers and policymakers.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1373.pdf
Title: S.B. 943
Source: http://www.arkleg.state.ar.us
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| LA | Adopted 04/2009 | P-12 | Amends rules relating to the School, District and State Accountability System. Implements fundamental changes in classroom teaching by helping schools and communities focus on improved student achievement.
http://doa.louisiana.gov/osr/lac/28v83/28v83.doc
Title: LAC 28:LXXXIII.301, 611, 1101, 1501-1505, 1701-1707, 2401, 3905, 4311
Source: http://doa.louisiana.gov/osr/lac
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| MS | Signed into law 04/2009 | P-12 | Continues the task force to study and report on the status of failing schools and school districts, effectiveness measures for improvement of those schools and school districts, and enhancement of accountability and sanctions; creates the teen pregnancy task force to study and make recommendation to the legislature on the coordination of services to reduce teen pregnancy and provide prenatal and postnatal training to expectant teen parents; establishes the sesquicentennial of the civil war commission.
http://billstatus.ls.state.ms.us/documents/2009/pdf/SB/2200-2299/SB2288SG.pdf
Title: S.B. 2288
Source: http://billstatus.ls.state.ms.us
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| NM | Signed into law 04/2009 | P-12 | Creates an alternative school accountability system pilot project; provides for data collection and analysis; provides for periodic reports to the Governor and the Legislature. The pilot system demonstrates the usefulness of a student growth model of accountability for targeting resources to improve elementary and middle schools most in need, and for recognizing elementary and middle schools that make the greatest progress in increasing student academic performance.
http://nmlegis.gov/Sessions/09%20Regular/final/SB0156.pdf
Title: S.B. 156
Source: http://nmlegis.gov/
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| OK | Vetoed 04/2009 | P-12 | Relates to schools; creates the Educational Accountability Reform Act; provides short title; transfers powers, duties, functions, and responsibilities for certain programs from State Department of Education to Education Oversight Board; provides for transfer of certain assets and liabilities; provides for succession of contractual rights and responsibilities; requires transfer of certain funds; relates to the Education Oversight Board.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB1111_ENR.RTF
Title: S.B. 1111
Source: http://webserver1.lsb.state.ok.us
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| KY | Signed into law 03/2009 | P-12 | Repeals provisions relating to rewards for successful schools. Establishes provisions to recognize schools that would have been rewarded under the former system. Repeals provision directing the state board to develop a formula for a school accountability index.
Requires the state board, after adopting revised academic standards by December 15, 2010 and a revised assessment system for use in the 2011-12 school year, to adopt rules establishing a new accountability system based on the revised standards and assessments. Requires the accountability system to include the results of program assessments of arts and humanities, practical living skills and career studies and writing programs as specified in revised KRS 158.6453 (7)((a) - (c) (revised by 2009 S.B. 1). Directs the state board, before adopting rules relating to the new accountability system, to seek advice from the School Curriculum, Assessment, and Accountability Council; the Office of Education Accountability; the Education Assessment and Accountability Review Subcommittee; and the National Technical Advisory Panel on Assessment and Accountability. Repeals requirement that student be counted for accountability purposes if the student has been enrolled in the school 100 days of the school year prior to the beginning of the statewide testing period; replaces with requirement that student be enrolled in a school for at least a full academic year to be counted for accountability purposes. Repeals provisions relating to procedures for school audits.
Repeals provision requiring the department to report quarterly to the interim joint committee on education on (1) information about the estimated error of the accountability index, as well as information about the connections between index score changes and estimated changes in student performance levels and (2) the annual audit of portfolio scores in ways that serve to minimize the differences between teacher-produced scores and audit-generated scores.
Effective with the 2012-13 school year, requires state assessment results to be reported to schools no later than 75 days following the first day the assessment can be administered. Requires local targets for closing the achievement gap and school improvement plans to address those targets to be reported annually by October 1 (former provisions required adoption mid/late school year every other year). Directs the local superintendent to report to the commissioner of education if a school fails to meet its targets to reduce the gap in student achievement for any student group for 2 consecutive years (former provision required reporting after two successive biennia).
Pages 24-31 and 32-35 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 4, 5 and 7
Source: www.lrc.ky.gov
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| KY | Signed into law 03/2009 | P-12 | Provides that whereas it is imperative that schools, administrators, teachers, parents and policymakers maintain high expectations for students, and it is important that there be an orderly transition from the current state assessment to the new assessment and accountability system implemented in 2011-12, the following conditions will apply:
(1) The state board of education must provide for an interim assessment process (described in section 19 of this act)
(2) The board must ensure that all student assessments and data collection and reporting necessary to meet the accountability and proficiency requirements for the federal No Child Left Behind Act (NCLB) are met
(3) The board must suspend the calculation of a state accountability index for 2008-09, 2009-10, and 2010-11.
During the interim period the following will apply for accountability purposes:
(a) NCLB Annual Yearly Progress results must be used to determine improvement of student achievement for both Title 1 and non-Title 1 schools
(b) The NCLB definitions must be applied to both Title 1 and non-Title 1 schools
(c) State level assistance and resources must be provided to Title 1 and non-Title 1 schools falling into the federal definitions of consequences in order to help schools improve student achievemen
(d) Results of the interim tests must be reported publicly.
Permits the state board to use math items developed using revised math content standards during the spring of 2010 and administer an initial math test, based on the revised standards during the 2010-11 testing period to meet NCLB requirements, if approval is granted by the U.S. Department of Education. Directs the state department of education to develop and implement interim program assessments of writing programs, practical living skills and career studies, and arts and humanities in all schools during the transition period. Directs the department to finalize the process for program assessments for implementation during the 2011-12 school year. Directs the department and state board to ensure that teachers, administrators and local board members are well informed of pending changes in the assessment and accountability system during the transition period and continue to stress the importance of the quality of opportunities for all students.
http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 18
Source: www.lrc.ky.gov
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| MS | Signed into law 03/2009 | P-12 | Relates to school district accreditation levels; revises accreditation terminology.
http://billstatus.ls.state.ms.us/documents/2009/pdf/SB/2300-2399/SB2308SG.pdf
Title: S.B. 2308
Source: http://billstatus.ls.state.ms.us
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| MS | Signed into law 03/2009 | P-12 | Prohibits public school students in 7th-12th grades who fail to maintain a cumulative GPA of 2.0 from participating in extracurricular activities. Authorizes and directs the state board to define failing schools and school districts under certain standards. Requires districts to develop and public certain annual reports prescribed by the state board. Authorizes the state board to request the governor to declare a state of emergency in a school district which meets the definition of a failing school district for two consecutive years. Establishes a recovery school district within the department of education under the direction of the superintendent to provide management and oversight for all districts that are subject to state conservator ship and to hear certain appeals from those districts. Provides for the annual audit of public school districts under the direction of the state auditor. Prescribes training requirements for school board members and superintendents in failing school districts. Requires districts receiving accreditation assistance from the department of education to implement programs specified by state superintendent. Directs the state auditor to conduct a review of the finances of any district determined to be in a serious financial condition and make an immediate report thereon. Clarifies that education employment procedures do not apply to any category of employee in a school district subject to a state conservatorship. Require districts with schools determined to be failing to establish community-based education councils that are accountable to the community. Provides for the removal of appointed or elected school superintendents of underperforming school districts under certain circumstances.
http://billstatus.ls.state.ms.us/documents/2009/pdf/SB/2600-2699/SB2628SG.pdf
Title: S.B. 2628
Source: http://billstatus.ls.state.ms.us
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| NJ | Signed into law 03/2009 | P-12 | Requires the board of education of each former Abbott district, in conjunction with the local governing body of the municipality in which the district is located, to develop a plan for a comprehensive program of after school activities; provides for what shall be included within the plan.
http://www.njleg.state.nj.us/2008/Bills/S1500/1175_I1.PDF
Title: S.B. 1175
Source: http://www.njleg.state.nj.us
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| UT | Signed into law 03/2009 | P-12 | Enacts a definition of "educational facility" in Utah municipal code. Enacts a definition of "charter school" in Impact Fees Act of Title 11 of Utah Code, Cities, Counties, and Local Taxing Units. Establishes new requirements for impact fees collected on or after May 12, 2009. Requires each local political subdivision and private entity, before imposing impact fees, to prepare a capital facilities plan to determine the public facilities required to serve development resulting from new development activity. Adds that the written analysis for each local political subdivision and private entity intending to impose an impact fee must (1) identify the anticipated impact on or consumption of any existing capacity of a public facility by the anticipated development activity (2) identify the anticipated impact on system improvements required by the anticipated development activity to maintain the established level of service for each public facility and (3) estimate the proportionate share of the costs for existing capacity that will be recouped.
Revises the specified costs and factors that a local political subdivision or private entity, in analyzing whether the proportionate share of the costs of public facilities are reasonably related to the new development activity, must evaluate. Requires impact fee enactments to include a provision authorizing the local political subdivision or private entity, as the case may be, to adjust the standard impact fee at the time the fee is charged to respond to a request for a prompt and individualized impact fee review for the development activity of the state or a school district or charter school.
Authorizes a local political subdivision or private entity to include a provision in an impact fee enactment that provides an impact fee exemption for development activity attributable to the state, a school district or charter school. Adds that an impact fee enactment that provides an impact fee exemption for development activity attributable to a school district or charter school must allow either a school district or a charter school to qualify for the exemption on the same basis.
Provides that an impact fee may not be imposed on a school district or charter school for a park, recreation facility, open space or trail. Provides an impact fee may not be imposed on construction of a school, whether by a school district or a charter school, if (1) the school is intended to replace another school, whether on the same or a different parcel; (2) the new school creates no greater demand or need for public facilities than the school being replaced; and (3) the new school and the school being replaced are both within the boundary of the local political subdivision or he jurisdiction of the private entity. Provides an impact fee may be imposed on a school district or charter school if specified circumstances apply.
Requires a local political subdivision or private entity to participate in mediation if requested by a school district or charter school. http://le.utah.gov/~2009/bills/hbillenr/hb0259.pdf
Title: H.B. 259
Source: le.utah.gov
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| Accountability--Accreditation |
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| TX | Signed into law 06/2009 | P-12 | Adds to circumstances under which special accreditation investigations must be conducted. Directs the commissioner to authorize special accreditation investigations to be conducted when:
(1) A significant pattern of decreased academic performance has developed as a result of the promotion in the preceding two school years of students who did not perform satisfactorily on state assessments
(2) Excessive numbers of students graduate under the minimum high school program
(3) Excessive numbers of students eligible to enroll fail to complete an Algebra II course or any other course determined by the commissioner as distinguishing between students participating in the recommended high school program from students participating in the minimum high school program
(4) Resource allocation practices as evaluated under Section 39.0821 indicate a potential for significant improvement in resource allocation.
Authorizes the commissioner, based on the results of a special accreditation investigation, to lower a district's or campus's accountability rating
Pages 86-89 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part II
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Amends language regarding actions the commissioner may take as regards a district that does not satisfy accreditation criteria, academic performance standards or any financial accountability standard. Provides that the commissioner may order the preparation of a student achievement improvement plan that addresses each student achievement indicator under Section 39.053(c) for which district performance is insufficient. Provides that if a district fails to satisfy any standard under Section 39.054(e), the commissioner may appoint a board of managers to exercise the powers and duties of the board of trustees. Provides that if for two consecutive years a district has failed to satisfy any standard under Section 39.054(e), the commissioner may revoke the district's accreditation and order the district's annexation to an adjoining district or, in the case of a home-rule district or charter school, order closure of all programs operated under the district's or school's charter. Specifies several potential sanctions for a district that fails to satisfy any standard under Section 39.054(e) due to the district's dropout rates.
Amends language regarding actions the commissioner may take as regards a campus whose performance is below any standard under Section 39.054(e). Repeals provision allowing the commissioner to permit the campus to participate in an innovative redesign of the campus to improve campus performance. Repeals language establishing certain sanctions for low-performing campuses (e.g., ordering a hearing by the local board of trustees at the campus, ordering the preparation of a report on campus's parental involvement program, ordering a report on the effectiveness of the district- and campus-level planning and decision-making committees, ordering the preparation, state approval and implmementation of a student improvement plan).
Adds that if a campus performance is below any standard under Section 39.054(e), the commissioner may establish a school community partnership team that includes members of the campus-level planning and
decision-making committee and additional community representatives. Provides that if the commissioner determines that a campus subject to interventions or sanctions has implemented substantially similar intervention measures under federal accountability requirements, the commissioner may accept the substantially similar intervention measures as measures in compliance with state-level sanctions/interventions policy.
Amends provisions relating to a campus whose performance satisfies performance standards under Section 39.054(e) for the current school year but that would not satisfy performance standards under Section 39.054(e) if the standards to be used for the following school year were applied to the current school year. Provides that on the commissioner's request, the campus-level committee must revise and submit to the commissioner the portions of the campus improvement plan that are relevant to those areas for which the campus would not satisfy performance standards. Provides that if the campus is a charter school, the campus must establish a campus-level planning and decision-making committee and develop a campus improvement plan. On the commissioner's request, directs the charter school to submit to the commissioner the portions of the campus improvement plan that are relevant to those areas for which the campus would not satisfy performance standards.
Amends provisions related to campus intervention teams. Requires the commisioner to assign any campus whose performance is below any standard under Section 39.054(e) a campus intervention team. Requires the team, with the involvement of the school community partnership team, if applicable, to conduct a targeted on-site needs assessment relevant to an area of insufficient performance or, if the commissioner determines necessary, a comprehensive on-site needs assessment (former language called for a comprehensive on-site needs assessments for low-performing schools). Directs a campus intervention team to develop a *targeted* improvement plan (former language called for creation of "school improvement plan for student achievement"). Additionally directs the campus intervention team to assist the campus in submitting the targeted improvement plan to the board of trustees for approval and presenting the plan in a public hearing. Clarifies that teams must use *all* of enumerated guidelines and procedures relevant to each area of insufficient performance in conducting a targeted on-site needs assessment, and must use each of the enumerated guidelines and procedures in conducting a comprehensive on-site needs assessment. Adds that all targeted (as appropriate) and comprehensive on-site needs assessments must include (1) an assessment of the percentage of teachers who are fully certified, (2) an assessment of the extent and quality of the mentoring program for teachers with less than two years teaching experience in the subject or grade level to which they are assigned, and (3) a comparison of findings of specified elements against other campuses serving the same grade levels in the district or to other campuses within the campus's comparison group if there are no other campuses within the district serving the same grade levels as the campus. Provides that if the campus has a school community partnership team, the campus intervention team must seek the involvement and advice of the partnership team in recommending actions relating to any area of insufficient performance. Adds teacher recruitment and retention strategies as an area upon which the campus intervention team and school community partnership team may make recommendations following completion of the on-site needs assessment. Provides that in executing a targeted improvement plan, the campus intervention team must, if appropriate, require the district to develop a teacher recruitment and retention plan to address the qualifications and retention of the teachers at the campus.
Directs the campus intervention team to help the campus submit the targeted improvement plan to the commissioner for approval. Provides the commissioner may authorize a school community partnership team to supersede the authority of and satisfy the requirements of establishing and maintaining a campus-level planning and decision-making committee. Provides the commissioner may authorize a targeted improvement plan or updated plan to supersede the provisions of and satisfy the requirements of developing, reviewing and revising a campus improvement plan.
Updates language to provide that a campus intervention team must work with a campus with an unacceptable performance rating until the campus satisfies all performance standards under Section 39.054(e) for a two-year period (or a one-year period under certain circumstances). Provides that the campus intervention team must additionally assist the low-performing campus in updating the targeted improvement plan
to identify and analyze areas of growth and areas that require improvement, and submit each such updated plan to the district board of trustees. Directs the board of trustees to conduct a public hearing to inform the public and solicit public comment after a targeted improvement plan or updated plan is submitted, and to submit the targeted improvement plan or any updated plan to the commissioner for approval.
Pages 96-109 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part IV
Source: www.legis.state.tx.us
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| CO | Signed into law 05/2009 | P-12 | Repeals and reenacts the Educational Accreditation Act of 1998 to align accountability and accreditation measures and procedures; assigns specified related duties to the State Board of Education in regard to accountability to include measuring student academic growth, school district and charter school accreditation contracts, public school restructuring, school and district academic growth indicators, school performance monitoring, education related data, and school and district turnaround plans.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/E45E06A4FE98EA6587257551006471C8?open&file=163_enr.pdf
Title: S.B. 163
Source:
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| IA | Signed into law 04/2009 | P-12 | Relates to the accreditation of school districts and nonpublic schools and the reorganization of school districts. If a recommendation is for the district to no longer be accredited, requires a list of deficiencies and a list of available resources for technical assistance be provided; requires notice of dissolution.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&ga=83&hbill=SF360
Title: S.B. 360
Source: http://coolice.legis.state.ia.us
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| MS | Signed into law 03/2009 | P-12 | Relates to school district accreditation levels; revises accreditation terminology.
http://billstatus.ls.state.ms.us/documents/2009/pdf/SB/2300-2399/SB2308SG.pdf
Title: S.B. 2308
Source: http://billstatus.ls.state.ms.us
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| VA | Signed into law 03/2009 | P-12 | Provides for the delayed implementation of statutes, regulations and standards upon which the accreditation of schools or school divisions in the Commonwealth is based that are not already in effect; relates to passing rates for full accreditation based on assessments.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB2166ER
Title: H.B. 2166
Source: http://leg1.state.va.us
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| Accountability--Measures/Indicators |
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| OH | Signed into law 12/2009 | P-12 | Amends accountability provisions applicable to charter schools. When determining whether a community school meets triggers for certain accountability sanctions, bars the state department of education from considering a community school's performance ratings during its first 2 years of operation. Directs the department to reevaluate each community school that the department directed to close at the conclusion of the 2009-10 school year to determine if the school still meets the criteria for such accountability sanctions when the performance ratings for the school's first 2 years of operation are not considered. Bars the department from requiring the school to close at the conclusion of that school year if the school no longer meets those criteria.
Pages 5-7 of 18: http://www.legislature.state.oh.us/BillText128/128_HB_19_EN_N.pdf
Title: H.B. 19 - Community Schools
Source: www.legislature.state.oh.us
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| OH | Signed into law 12/2009 | P-12 | Authorizes specified community schools (charter schools) to operate as conversion schools. Authorizes the governing authority of specified community schools to enter into a contract with a different sponsor that is either a local board, governing board of an educational service center, or sponsoring authority designated by the board of trustees of a state university (or the board of trustees itself), provided the school was rated in need of continuous improvement or better for the 2008-09 school year and the sponsor approves the change in sponsorship.
Specifies that the department may not consider a community school's performance ratings during its first two years of operation when determining whether the school meets certain criteria for accountability sanctions. Directs the department to reevaluate each community school that the department directed to close at the conclusion of the 2009-10 school year to determine if the school still meets the sanctions criteria when the school's performance ratings for its first two years of operation are not considered and, if the school no longer meets those criteria, prohibits the department from requiring the school to close at the conclusion of that school year. Pages 22-25 of 29: http://www.legislature.state.oh.us/BillText128/128_HB_290_EN_N.pdf
Title: H.B. 218 - Charter Schools
Source: www.legislature.state.oh.us
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| CA | Vetoed 10/2009 | P-12 | Relates to the advisory committee on the creation of the Academic Performance Index and the implementation of the Immediate Intervention/Underperforming Schools Program and High Achieving/Improving Schools Program. By July 2010, directs the advisory committee to make recommendations to the Superintendent of Public Instruction regarding the inclusion of the results of the English language development test or series of tests developed or acquired pursuant to Section 60810 and the feasibility of including English learner proficiency as part of the Academic Performance Index. Requires the inclusion of those test results and English language proficiency levels and growth of those levels in the Index. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1401-1450/ab_1435_bill_20090910_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1401-1450/ab_1435_vt_20091011.html
Title: A.B. 1435
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2009 | P-12 | Requires the superintendent of public instruction by August 2011 to submit a report called the Annual Report on Dropouts in the state. Requires, among other things, the report contain specified information on: one-year dropout rates for grades 7-12, four-year cohort dropout rates for grades 9-12, two- or three-year cohort dropout rates, as appropriate, for middle schools, graduation rates, grade 9 to 10 pupil promotion rates, the percentage of students in each grade 9-12 who are on track to earn sufficient credits to graduate, the average number of nonpromotional school moves that pupils make between grades 6-12, "full-year" dropout rates for alternative schools, including dropout recovery high schools, and California High School Exit Examination (CAHSEE) passage rates, and completion of A-G and CTE courses by high school graduates and dropouts. Requires that the report include data from the most recent year and, at a minimum, the two prior years. Requires the contents of the report to be available on the department of education Web site. Removes a requirement that local educational agencies receive a specified allocation in order for the Academic Performance Index (API) for a school or school district to include, beginning July 2011, test scores and other accountability data from pupils who were referred to alternative education programs, and include school and district dropout rates for pupils who drop out of school in grade 8 or 9.
http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0651-0700/sb_651_bill_20091011_chaptered.pdf
Title: S.B. 651
Source: www.leginfo.ca.gov
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| OH | Signed into law 07/2009 | P-12 | Partially from the DOE summary of H.B. 1:
3302.01: Amends performance index score to reflect combination of reading and writing tests into one English language arts test.
3302.02: Eliminates the requirement that there be a minimum of 17 performance indicators. Requires the state board, within a year of adoption of rules for implementation of the new assessment system for high school graduation and once every six years thereafter, to establish new performance indicators for district and school report cards, based on recommendation of the state superintendent. By December 31, 2011, requires the state board, upon recommendation of the state superintendent, to establish a performance indicator reflecting the level of services provided to, and the performance of, students identified as gifted.
Pages 1046-1047 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
DOE summary of H.B. 1: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 3302.01 and 3302.02
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Repeals 3302.032, which directed the state board, by June 30, 2012, to select one or more methods of measuring high school graduates' preparedness for higher education and the workforce. Required district and building performance on each college-/work-ready measure to be included on district and building accountability report cards.
Page 2725 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 105.01/3302.032
Source: www.legislature.state.oh.us
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| CO | Signed into law 05/2009 | P-12 | Repeals and reenacts the Educational Accreditation Act of 1998 to align accountability and accreditation measures and procedures; assigns specified related duties to the State Board of Education in regard to accountability to include measuring student academic growth, school district and charter school accreditation contracts, public school restructuring, school and district academic growth indicators, school performance monitoring, education related data, and school and district turnaround plans.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/E45E06A4FE98EA6587257551006471C8?open&file=163_enr.pdf
Title: S.B. 163
Source:
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| MN | Signed into law 05/2009 | P-12 | Requires the statewide educational accountability and reporting system to measure and separately report the adequate yearly progress of schools and the academic growth of individual students. Requires the system to include statewide measures of high and low student academic growth. Requires school districts to annually determine whether schools meet federal expectations for student achievement. Requires the state's educational assessment system to measure individual students' educational growth. Directs the commissioner to annually report to the public and the legislature, beginning June 30, 2012, the organizational and curricular practices implemented by schools that demonstrate medium and high student growth.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
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| NM | Signed into law 04/2009 | P-12 | Creates an alternative school accountability system pilot project; provides for data collection and analysis; provides for periodic reports to the Governor and the Legislature. The pilot system demonstrates the usefulness of a student growth model of accountability for targeting resources to improve elementary and middle schools most in need, and for recognizing elementary and middle schools that make the greatest progress in increasing student academic performance.
http://nmlegis.gov/Sessions/09%20Regular/final/SB0156.pdf
Title: S.B. 156
Source: http://nmlegis.gov/
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| KY | Signed into law 03/2009 | P-12 | Repeals provisions relating to rewards for successful schools. Establishes provisions to recognize schools that would have been rewarded under the former system. Repeals provision directing the state board to develop a formula for a school accountability index.
Requires the state board, after adopting revised academic standards by December 15, 2010 and a revised assessment system for use in the 2011-12 school year, to adopt rules establishing a new accountability system based on the revised standards and assessments. Requires the accountability system to include the results of program assessments of arts and humanities, practical living skills and career studies and writing programs as specified in revised KRS 158.6453 (7)((a) - (c) (revised by 2009 S.B. 1). Directs the state board, before adopting rules relating to the new accountability system, to seek advice from the School Curriculum, Assessment, and Accountability Council; the Office of Education Accountability; the Education Assessment and Accountability Review Subcommittee; and the National Technical Advisory Panel on Assessment and Accountability. Repeals requirement that student be counted for accountability purposes if the student has been enrolled in the school 100 days of the school year prior to the beginning of the statewide testing period; replaces with requirement that student be enrolled in a school for at least a full academic year to be counted for accountability purposes. Repeals provisions relating to procedures for school audits.
Repeals provision requiring the department to report quarterly to the interim joint committee on education on (1) information about the estimated error of the accountability index, as well as information about the connections between index score changes and estimated changes in student performance levels and (2) the annual audit of portfolio scores in ways that serve to minimize the differences between teacher-produced scores and audit-generated scores.
Effective with the 2012-13 school year, requires state assessment results to be reported to schools no later than 75 days following the first day the assessment can be administered. Requires local targets for closing the achievement gap and school improvement plans to address those targets to be reported annually by October 1 (former provisions required adoption mid/late school year every other year). Directs the local superintendent to report to the commissioner of education if a school fails to meet its targets to reduce the gap in student achievement for any student group for 2 consecutive years (former provision required reporting after two successive biennia).
Pages 24-31 and 32-35 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 4, 5 and 7
Source: www.lrc.ky.gov
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| Accountability--Reporting Results |
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| IL | Signed into law 08/2009 | P-12 | Requires teacher supply and demand reports to be published every three years instead of annually. Deletes provision that adequate yearly progress for students with disabilities must be based on students' individual education plans. Provides that schools and districts that do not submit accurate data within the state board's timeframes may have federal funds withheld. Eliminates provision that schools and districts that do not make adequate yearly progress in same subgroup in two consecutive years or successive years are subject to accountability provisions. Requires schools to make adequate yearly progress for two consecutive years (previously was one year) to be removed from any accountability warning designation. Replaces reference to state board's "research department" with reference to "data division." Pages 1-11 of 63: http://www.ilga.gov/legislation/96/SB/PDF/09600SB1977lv.pdf
Title: S.B. 1977 - Reporting, Accountability and Data
Source: www.ilga.gov
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| LA | Signed into law 07/2009 | P-12 | Requires districts to provide uniform data collection and reporting for how finance formula funds are spent on certain students and activities, including: at-risk students, career and technical education course units, special education students other than gifted and talented students, and gifted and talented students, professional services, instructional materials, equipment and supplies.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=667658
Title: H.B. 821
Source: http://www.legis.state.la.us/
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| OH | Signed into law 07/2009 | P-12 | Partially from the DOE summary of H.B. 1:Modifies the current requirement for the state board to develop a standard for reporting financial information to the public. Requires districts and educational service center boards to report revenues and expenditures by school building, including expenditures for salaries, and with expenditures for classroom teachers, other certified staff, and all other employees reported separately, as well as per-pupil expenditures per building.
Provides that the state board's existing minimum standards for all public schools must require instructional materials and equipment, including library materials, to be aligned with the academic content standards. Directs the state board to adopt minimum operating standards for school districts, which districts must comply with unless they receive a waiver from the state superintendent. According to DOE summary, the operating standards override any conflicting provisions of a collective bargaining agreement. Provides the operating standards must include:
(1) Standards for the effective and efficient organization, administration and supervision of districts (full text of this provision in "full text" field below)
(2) Standards for the establishment of business advisory councils and family and civic engagement teams by school districts
(3) Standards incorporating the classifications for the components of the adequacy amount under Chapter 3306 of the Revised Code into core academic strategy components and academic improvement components, as specified in rules adopted under section 3306.25 of the Revised Code
(4) Standards for school district organizational units, as defined in sections 3306.02 and 3306.04 of the Revised Code, that require:
(i) The effective and efficient organization, administration and supervision of each school district organizational unit so that it becomes a thinking and learning organization according to principles of systems design and collaborative professional learning communities research as defined by the state superintendent, including a focus on the personalized and individualized needs of each student; a shared responsibility among organizational unit administrators, faculty and staff to develop a common vision, mission and set of guiding principles; a shared responsibility among organizational unit administrators, faculty and staff to engage in a process of collective inquiry, action orientation and experimentation to ensure the academic success of all students; commitment to job-embedded professional development and professional mentoring and coaching; established periods of time for teachers to pursue planning time for the development of lesson plans, professional development, and shared learning; commitment to effective management strategies that allow administrators reasonable access to classrooms for observation and professional development experiences; commitment to teaching and learning strategies that utilize technological tools and emphasize inter-disciplinary, real-world, project-based, and technology-oriented learning experiences to meet the individual needs of every student; commitment to high expectations for every student and commitment to closing the achievement gap so that all students achieve core knowledge and skills in accordance with the statewide academic standards adopted under section 3301.079 of the Revised Code; commitment to the
use of assessments to diagnose the needs of each student; effective connections and relationships with families and others that support student success; commitment to the use of positive behavior intervention supports throughout the organizational unit to ensure a safe and secure learning environment for all students
(ii) A school organizational unit leadership team to coordinate positive behavior intervention supports, family and civic engagement services, learning environments, thinking and learning systems, collaborative planning, planning time, student academic interventions, student extended learning opportunities, and other activities identified by the team and approved by the district board of education. Provides that the team must include the building principal, representatives from each collective bargaining unit, the building lead teacher, parents, business representatives and others that support student success.
Eliminates requirement that state board develop a state plan for technology to encourage the use of technology in educational settings.
DOE summary document: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Bill text (pages 979-984 of 3120): http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.07
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Amends types of data that must be maintained in the education management information system (EMIS http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEPrimary.aspx?page=2&TopicRelationID=1281). Adds that EMIS must include data on achievement levels on college and work ready assessments as created by 3301.0712 (as created in 2009 H.B. 1). Eliminates requirement that EMIS report the percentage of students receiving corporal punishment. Replaces "master teacher" with "lead teacher" in requirement that EMIS report on the number of such teachers in each district and building.
Pages 1003-1013 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.0714
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Partially from the DOE summary of H.B. 1:
3302.01: Amends performance index score to reflect combination of reading and writing tests into one English language arts test.
3302.02: Eliminates the requirement that there be a minimum of 17 performance indicators. Requires the state board, within a year of adoption of rules for implementation of the new assessment system for high school graduation and once every six years thereafter, to establish new performance indicators for district and school report cards, based on recommendation of the state superintendent. By December 31, 2011, requires the state board, upon recommendation of the state superintendent, to establish a performance indicator reflecting the level of services provided to, and the performance of, students identified as gifted.
Pages 1046-1047 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
DOE summary of H.B. 1: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 3302.01 and 3302.02
Source: www.legislature.state.oh.us
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| CT | Signed into law 06/2009 | P-12 | Adds truancy data to annual school report cards. The bill spells out all data that schools are required to report on an annual basis to the commissioner of education. The bill also addresses the reduction of duplicate reports by the department of information technology.
http://www.cga.ct.gov/2009/ACT/Pa/pdf/2009PA-00143-R00SB-00940-PA.pdf
Title: S.B. 940
Source: http://www.cga.ct.gov/
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| TX | Signed into law 06/2009 | P-12 | Directs the state education agency to develop and maintain a comprehensive schedule that addresses all district reporting requirements (including those imposed by entities other than the state education agency), and that specifies the date by which a school district must comply with each requirement. Directs the state education agency to determine the manner in which the schedule is made readily accessible to school districts. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03041F.pdf
Title: H.B. 3041
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Deletes provision that education Internet portal provides secure access to student assessment data. Amends 32.258 to direct the state education agency to create a student assessment data portal for use by school districts, teachers, parents, students and public institutions of higher education. Provides the portal must allow:
(1) Students and parents to easily access the student's individual assessment data. The system must allow students and parents to track a student's progress on assessment requirements for graduation.
(2) Authorized district employees, including teachers, to readily access individual assessment data of district students
(3) Authorized employees of public postsecondary institutions to readily access individual assessment data of students applying for admission for use in developing strategies for improving student performance
(4) Public access to general student assessment data.
Requires student assessment data in the portal to be available by the first instructional day of the school year following that in which the data is collected, and to include student performance data on assessment
instruments over multiple years, beginning with the 2007-2008 school year, including any data indicating progress in student achievement. Specifies the system must permit comparisons of student performance information at the classroom, campus, district and state levels.
Pages 42-45 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 48 and 49
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Creates new Subchapter J, "Parent and Educator Reports." Provides that in addition to the indicators adopted under Section 39.053, the commissioner must adopt indicators of the quality of learning for the purpose of preparing parent and educator reports, and review these indicators for possible revisions every other year. Provides performance on such adopted indicators must be evaluated in the same manner provided for evaluation of the student achievement indicators under Section 39.053(c). Requires indicators to include:
(1) Percentage of high school graduates who complete the minimum, recommended or advanced high school programs
(2) Results of the SAT, ACT, articulated postsecondary degree programs described by Section 61.852, and certified workforce training programs described by Chapter 311, Labor Code
(3) Subsequent state assessment scores of students who do not meet performance standards as established by Section 39.0241 or who do not pass state-level assessments
(4) Number of students at each campus who choose to complete the minimum high school program, disaggregated by major student subpopulations
(5) Specified remediation and student promotion indicators
(6) Percentage of limited English-proficient students exempted from the administration of an assessment instrument under Sections 39.027(a)(1) and (2)
(7) Percentage of students with disabilities assessed through assessment instruments developed or adopted under Section 39.023(b)
(8) Percentage of students who satisfy the college readiness measure
(9) Progress toward dual language proficiency under Section 39.034(b) for limited English-proficient students
(10) Percentage of students who are not educationally disadvantaged
(11) Percentage of students who enter an institute of higher education the year after high school graduation
(12) Percentage of students who complete the first year of postsecondary education without needing a developmental education course.
Specifies that performance on the indicators described by Section 39.053(c) and items (3), (4) and (9) above must be based on longitudinal student data that is disaggregated by the bilingual education or special language program that current or former limited English-proficient students are/were enrolled in.
Adds Section 39.302, which directs the state education agency to report to each district the comparisons of student performance made under Section 39.034 (annual improvement needed for a student to perform satisfactorily on grade 5 and 8 assessments and end-of-course assessments, page 67 of 180 of 2009 H.B. 3). Adds Section 39.303, which requires districts to provide each student's parent with a record of the comparisons made under Sections 39.302 and 39.034. Provides that for a student who did not perform satisfactorily on a state assessment, the district must include specific information in the notice about access to online educational resources at the appropriate assessment instrument content level, including educational resources described by Section 32.252(b)(2) and assessment instrument questions and answers released under Section 39.023(e).
Adds Section 39.304, which requires districts to provide teachers at the beginning of the school year with a record of the comparisons made under Sections 39.302 and 39.034. Requires report to go to each teacher for all students, including incoming students, who were assessed on a grades 3-8 assessment or high school end-of-course exam, and all students who took a grades 3-8 assessment or high school end-of-course exam the previous year. Provides the report must indicate whether the student performed satisfactorily or, if the student did not perform satisfactorily, whether the student met the standard for annual improvement.
Amends campus report card content. Repeals provision requiring campus performance to be compared to comparable campus group performance. Requires campus report cards to include the student achievement
indicators described by Section 39.053(c) and the reporting indicators described by Sections 39.301(c)(1) through (5). Requires district report cards to include information indicating the district's accreditation status and identifying each district campus awarded a distinction designation under Subchapter G or considered an unacceptable campus under Subchapter E
Pages 137-142 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part VIII (Parent and Educator Reports, Campus and District Report Cards)
Source: www.legis.state.tx.us
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| WI | Signed into law 06/2009 | P-12 | Provides that if a school board enters into an agreement with an American Indian tribe to establish a charter school, the board must, upon request, distribute to the parent or guardian of each student in the school a school and school district performance report that includes the information reported for traditional public schools, regardless of the location of the charter school. Requires such a school board to administer the state assessments to students in grades 4, 7, and 10 to students in the charter school. Requires such a charter school to be located either within the school district or within the boundaries of the tribe's or band's reservation. Requires the school board to determine whether the charter school is an instrumentality of the school district, regardless of the location of the charter school.
Page 468, 470, 471 of 692: http://www.legis.state.wi.us/2009/data/acts/09Act28.pdf
Title: A.B. 75
Source: www.legis.state.wi.us
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| CO | Adopted 05/2009 | P-12 | Expands mandatory school age to match current law and revises timelines for implementation of the on-time graduation and completion rates.
http://www.sos.state.co.us/CCR/NumericalSubDocList.do?deptID=4&deptName=300%20Department%20of%20Education&agencyID=109&agencyName=301%20Colorado%20State%20Board%20of%20Education&ccrDocID=2866&ccrDocName=1%20CCR%20301-67%20ADMINISTRATION%20OF%20COLORADO%20DATA%20REPORTING%20FOR%20SCHOOL%20ACCREDITATION
Title: 1 CCR 301-67
Source: http://www.sos.state.co.us/
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| MN | Signed into law 05/2009 | P-12 | Requires the statewide educational accountability and reporting system to measure and separately report the adequate yearly progress of schools and the academic growth of individual students. Requires the system to include statewide measures of high and low student academic growth. Requires school districts to annually determine whether schools meet federal expectations for student achievement. Requires the state's educational assessment system to measure individual students' educational growth. Directs the commissioner to annually report to the public and the legislature, beginning June 30, 2012, the organizational and curricular practices implemented by schools that demonstrate medium and high student growth.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
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| OK | Adopted 05/2009 | P-12 | Requires that a high school representative annually provide for review and discussion a report for each site regarding first-year college performance and remediation of local high school graduates.
Title: OAC 210:35-25-4
Source: Lexis-Nexis/StateNet
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| OK | Adopted 05/2009 | P-12 | Requires that a school representative annually report the dropouts for each school site that serves students in Grades 7-12 to the local school board following the certification of the same data to the State Department of Education for its annual statewide dropout report.
Title: OAC 210:35-25-3
Source: Lexis-Nexis/StateNet
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| TN | Signed into law 05/2009 | P-12 | Requires the Department of Education (DOE) to develop standards for parental involvement in K-12 public schools and include a report on local education agency (LEA) compliance at the district and school levels in the DOE Tennessee Education Report Card beginning in the 2010-11 school year and subsequent years.
http://www.capitol.tn.gov/Bills/106/Bill/SB0293.pdf
Title: S.B. 293
Source: http://www.capitol.tn.gov
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| CO | Signed into law 04/2009 | P-12 | Concerns education data reporting requirements; clarifies that the Education Data Advisory Committee is directed to review the reporting requirements imposed on districts and public schools; directs the committee to inform agencies of the estimated cost to districts and schools of complying with the proposed requirements; requires the committee to publish a written report listing data reporting requirements that are not cost-effective or that are duplicative; makes related changes.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/DC92B80DFED82CF48725754C000D957D?open&file=1214_enr.pdf
Title: H.B. 1214
Source: http://www.leg.state.co.us
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| IA | Signed into law 04/2009 | P-12 | Deletes several requirements for reporting (i.e., simply the number of graduates, rather than specifying that the number has to be calculated according to the NGA definition; and the number of students who graduated in past five years but were not proficient in core content areas). Deletes the requirement that diagnostic assessment results be reported to parents when students are performing below expected levels. Adds a provision that an area education agency director, officer, or teacher cannot act as an agent for textbook or athletic or similar sales in the local district or areas districts. Requires hearing dates and times for the school budget review committee located within the departmetn of education to be posted on the state departement Web site.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=HF687
Title: H.B. 687
Source: http://coolice.legis.state.ia.us/
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| NM | Signed into law 04/2009 | P-12 | Creates an alternative school accountability system pilot project; provides for data collection and analysis; provides for periodic reports to the Governor and the Legislature. The pilot system demonstrates the usefulness of a student growth model of accountability for targeting resources to improve elementary and middle schools most in need, and for recognizing elementary and middle schools that make the greatest progress in increasing student academic performance.
http://nmlegis.gov/Sessions/09%20Regular/final/SB0156.pdf
Title: S.B. 156
Source: http://nmlegis.gov/
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| KY | Signed into law 03/2009 | P-12 | Repeals provisions relating to rewards for successful schools. Establishes provisions to recognize schools that would have been rewarded under the former system. Repeals provision directing the state board to develop a formula for a school accountability index.
Requires the state board, after adopting revised academic standards by December 15, 2010 and a revised assessment system for use in the 2011-12 school year, to adopt rules establishing a new accountability system based on the revised standards and assessments. Requires the accountability system to include the results of program assessments of arts and humanities, practical living skills and career studies and writing programs as specified in revised KRS 158.6453 (7)((a) - (c) (revised by 2009 S.B. 1). Directs the state board, before adopting rules relating to the new accountability system, to seek advice from the School Curriculum, Assessment, and Accountability Council; the Office of Education Accountability; the Education Assessment and Accountability Review Subcommittee; and the National Technical Advisory Panel on Assessment and Accountability. Repeals requirement that student be counted for accountability purposes if the student has been enrolled in the school 100 days of the school year prior to the beginning of the statewide testing period; replaces with requirement that student be enrolled in a school for at least a full academic year to be counted for accountability purposes. Repeals provisions relating to procedures for school audits.
Repeals provision requiring the department to report quarterly to the interim joint committee on education on (1) information about the estimated error of the accountability index, as well as information about the connections between index score changes and estimated changes in student performance levels and (2) the annual audit of portfolio scores in ways that serve to minimize the differences between teacher-produced scores and audit-generated scores.
Effective with the 2012-13 school year, requires state assessment results to be reported to schools no later than 75 days following the first day the assessment can be administered. Requires local targets for closing the achievement gap and school improvement plans to address those targets to be reported annually by October 1 (former provisions required adoption mid/late school year every other year). Directs the local superintendent to report to the commissioner of education if a school fails to meet its targets to reduce the gap in student achievement for any student group for 2 consecutive years (former provision required reporting after two successive biennia).
Pages 24-31 and 32-35 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 4, 5 and 7
Source: www.lrc.ky.gov
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| NM | Signed into law 03/2009 | P-12
Postsec.
Community College | Requires public post-secondary educational institutions to report annually to public high schools on freshman year outcomes of the students from those high schools; provides that information in the reports may be used by the high schools and public post-secondary education institutions to improve instruction, student preparation and advisement.
http://nmlegis.gov/Sessions/09%20Regular/final/SB0152.pdf
Title: S.B. 152
Source: http://nmlegis.gov
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| KY | Adopted 02/2009 | P-12 | Amends rules regarding content and distribution of school and district report cards. Provides that as accurate, reliable data become available from student information systems, the department of education will link school, district and state data to the school and district report cards, including existing reports, participation, and performance in Advanced Placement courses, the issuance of commonwealth diplomas, participation in gifted and talented programs and participation in special education with instructional and testing accommodations, all disaggregated to the extent permitted under KRS 160.700-160.730, which protects the confidentiality of an individual student's educational records. http://www.lrc.ky.gov/kar/703/005/140reg.htm
Title: 703 KAR 5:140
Source: www.lrc.ky.gov
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| Accountability--Rewards |
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| DE | Signed into law 06/2009 | P-12 | Creates a pilot Academic Achievement Awards program, which would use federal stimulus funds to make financial awards to schools that significantly close the achievement gap and schools that exceed their adequate yearly progress for two or more consecutive years. The awards are focused on schools that have high percentages of economically disadvantaged students.
http://legis.delaware.gov/LIS/lis145.nsf/vwLegislation/SB+151/$file/legis.html?open
Title: S.B. 151
Source: http://legis.delaware.gov
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| TX | Signed into law 06/2009 | P-12 | Adds national board-certified teachers as a group of educators eligible to be awarded stipends for improved student achievement through the educator excellence awards program. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00709F.pdf
Title: H.B. 709
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Section 11: Provides that the educator excellence fund will be annually funded by an amount determined by legislative appropriation, rather than by $1,000 per teacher. Eliminates reference in 21.703(a) to awards for student achievement program. Bill also repeals Subchapter N, Chapter 21 of the Education Code, "Awards for Student Achievement Program" and Section 21.704(b) authorizing the district-level committee to use a campus incentive plan as part of a local awards plan.
Section 12: Adds language that a local awards plan under the educator excellence awards program must provide for teachers and principals eligible to receive awards to be notified of the specific criteria and any formulas on which the awards will be based before the beginning of the period on which the awards will be based.
Section 13: Adds principals to school staff eligible for award payments for improving student achievement under the educator excellence awards program. Clarifies that one use of award funds may be providing teacher induction and mentoring support, including stipends to effective mentors or teacher coaches. Clarifies that stipends to successful teachers at hard-to-staff schools are for purposes of recruiting and retaining teachers, and makes principals who are successful for improving student performance eligible for stipends at such hard-to-staff schools. Eliminates provision allowing award payments to go to teacher stipends for teachers holding postgraduate degrees; eliminates provision allowing award payments to go to principals generally who effectively increase student performance as determined by objective measures. Allows award funding to be used to provide funding for previously developed incentive programs.
Section 14: Eliminates references in 21.706(a) to awards for student achievement program and educator excellence awards program.
Pages 8-12 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Sections 11-14
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Establishes new Subchapter G, "Distinction Designations". Directs the commissioner at the beginning of each school year to award distinction designations to districts and campuses. Directs the commissioner by rule to establish a recognized and exemplary rating for awarding districts and campuses an academic distinction designation. Requires the commissioner's rule to include criteria for the ratings, including percentages of students who demonstrate college readiness on specified end-of-course assessments, or other factors indicating students' postsecondary readiness. Requires a campus to be awarded a distinction designation if the campus is in the top 25% of campuses statewide in annual improvement in student achievement as determined under Section 39.034. Additionally requires a campus to be awarded a distinction designation if the campus significantly diminishes or eliminates performance differentials between student subpopulations and is ranked in the top 25% of campuses statewide in annual improvement in student achievement. Directs the commissioner to adopt rules to ensure that a campus does not artificially diminish or eliminate performance differentials by inhibiting the achievement of the highest achieving student subpopulation.
Additionally provides that a campus that satisfies the criteria established in new Section 39.204 must be awarded a distinction designation for programs/categories of performance, namely (1) academic achievement in English language arts, math, science, or social studies; (2) fine arts; (3) physical education; (4) 21st Century Workforce Development program; and (5) second language acquisition program. Establishes 39.204, which directs the commissioner by rule to establish standards for considering campuses for distinction designations and methods for awarding campus distinction designations. Requires establishment of a separate committee to develop criteria for the aforementioned subject area/program-specific distinction designations. Establishes criteria for membership of each such committee, and procedures for each committee to develop criteria for distinction designations. Repeals Section 39.111, "Recognition and Rewards"
Amends 39.263, "Awards." Provides criteria for identifying schools in Texas Successful Schools Awards System must include consideration of performance on the student achievement indicators adopted under Section 39.053(c) and consideration of the distinction designation criteria prescribed by or developed under Subchapter G.
Requires the regional and district level report developed per Section 39.333 to indicate, for each campus granted an exemption from the maximum class size in grades K-3, a statement of whether the campus has been awarded a distinction designation under Subchapter G or has been identified as an unacceptable campus under Subchapter E. Existing language requires the regional and district report to indicate a summary of district waivers granted under Section 7.056 or 39.232; new legislation additionally requires report to provide a summary of school-level exemptions permitted by these Sections.
Requires the first written notice of a student 's performance that a school district gives during a school year to include a statement of whether the campus at which the student is enrolled has been awarded a distinction designation under Subchapter G or has been identified as an unacceptable campus under Subchapter E, and an explanation of the significance of this information.
Pages 125-135, 155-157 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part VI (Distinction Designations and Awards)
Source: www.legis.state.tx.us
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| OK | Vetoed 05/2009 | P-12 | Amends Academic Achievement Award program to allow for more schools to receive awards (was limited to four). Adds and clarifies award levels; directs the State Board of Education to identify school sites for awards; establishes API score requirements for awards; modifies monetary awards for certain categories; provides monetary award amounts.
http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB1575_ENR.RTF
Title: H.B. 1575
Source: http://webserver1.lsb.state.ok.us
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| TN | Signed into law 05/2009 | P-12 | Encourages each local district to develop an Education Pays pilot program for at-risk students to encourage student academic achievement through award of Education Pays rewards. An "Education Pays reward" is a reward of cash or other thing of value given to students or the parent or guardian of a student or both in recognition of academic achievement. Authorizes funding of an Education Pays pilot program through private funds. This bill encourages the state board of education to study the effects of Education Pays rewards in Tennessee and similar programs in other states and report its findings to the education committee of each house of the general assembly.
http://www.capitol.tn.gov/Bills/106/Bill/HB0556.pdf
Title: H.B. 556
Source: http://www.capitol.tn.gov/Bills/106/Bill/HB0556.pdf
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| WA | Signed into law 04/2009 | P-12 | Section 501-507 relates to shared accountability for school and district improvement. Legislature recognizes that comprehensive education finance reform and increased investment of public resources necessary to implement that reform must be accompanied by a new mechanism for clearly defining the relationships and expectations for the state, school districts and schools. This will be accomplished through the development of a proactive, collaborative accountability system that focuses on a school improvement system that engages and serves the local school board, parents, students, staff in the school and districts and the community. Improvement system is to be based on progressive levels of support, with a goal of continuous improvement in student achievement and alignment with the federal system of accountability. It is the state's responsibility to provide schools and districts with the tools and resources necessary to improve student achievement. These tools include the necessary accounting and data reporting systems, assessment systems to monitor student achievement, and a system of general support, targeted assistance, recognition and, if necessary state intervention. Legislature has already charged the state board of education with developing criteria to identify schools and districts that are successful, in need of assistance and those where students persistently fail, as well as to identify a range of intervention strategies and a performance incentive system. State board is to develop an accountability index to identify schools and districts for recognition and for additional state support. Index is to be based on criteria that are fair, consistent and transparent. Performance is to be measured using multiple outcomes and indicators including, but not limited to, graduation rates and results from statewide assessments. Proposed system is to outline a process for addressing performance challenges that will include the following features: 1) an academic performance audit using peer review teams of educators that considers school and community factors in addition to other factors in developing recommended specific correction actions that should be undertaken to improve student learning; 2) a requirement for the local school board plan to develop and be responsible for implementation of corrective action plan taking into account the audit findings; and 3) monitoring of local district progress by the office of the superintendent of public instruction. Once the accountability index and state system of support is finalized, the superintendent of public instruction and the state board of education will seek approval from the U.S. Department of Education for use of the system in place of the federal accountability system under the No Child Left Behind Act.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2261-S.PL.pdf
Title: H.B. 2261--Section 501-507, Accountability
Source: http://apps.leg.wa.gov
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| KY | Signed into law 03/2009 | P-12 | Repeals provisions relating to rewards for successful schools. Establishes provisions to recognize schools that would have been rewarded under the former system. Repeals provision directing the state board to develop a formula for a school accountability index.
Requires the state board, after adopting revised academic standards by December 15, 2010 and a revised assessment system for use in the 2011-12 school year, to adopt rules establishing a new accountability system based on the revised standards and assessments. Requires the accountability system to include the results of program assessments of arts and humanities, practical living skills and career studies and writing programs as specified in revised KRS 158.6453 (7)((a) - (c) (revised by 2009 S.B. 1). Directs the state board, before adopting rules relating to the new accountability system, to seek advice from the School Curriculum, Assessment, and Accountability Council; the Office of Education Accountability; the Education Assessment and Accountability Review Subcommittee; and the National Technical Advisory Panel on Assessment and Accountability. Repeals requirement that student be counted for accountability purposes if the student has been enrolled in the school 100 days of the school year prior to the beginning of the statewide testing period; replaces with requirement that student be enrolled in a school for at least a full academic year to be counted for accountability purposes. Repeals provisions relating to procedures for school audits.
Repeals provision requiring the department to report quarterly to the interim joint committee on education on (1) information about the estimated error of the accountability index, as well as information about the connections between index score changes and estimated changes in student performance levels and (2) the annual audit of portfolio scores in ways that serve to minimize the differences between teacher-produced scores and audit-generated scores.
Effective with the 2012-13 school year, requires state assessment results to be reported to schools no later than 75 days following the first day the assessment can be administered. Requires local targets for closing the achievement gap and school improvement plans to address those targets to be reported annually by October 1 (former provisions required adoption mid/late school year every other year). Directs the local superintendent to report to the commissioner of education if a school fails to meet its targets to reduce the gap in student achievement for any student group for 2 consecutive years (former provision required reporting after two successive biennia).
Pages 24-31 and 32-35 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 4, 5 and 7
Source: www.lrc.ky.gov
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| Accountability--Sanctions/Interventions |
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| NM | Adopted 12/2009 | P-12 | Establishes requirements for demonstrating 9th grade math & reading proficiency and meeting school attendance standards prior to receiving an MVD driving permit for the year 2011.
http://www.nmcpr.state.nm.us/nmac/parts/title06/06.030.0011.htm
Title: NMAC 6.30.11
Source: http://www.nmcpr.state.nm.us/nmac/
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| GA | Adopted 11/2009 | P-12 | Adds that retention of students for athletic purposes is prohibited. Repeals rule 160-5-1-.19 "Grades 6-8: Competitive Interscholastic Activities" and adds provisions related to no pass no play for middle grades students to rule 160 -5-1-.18. Requires students participating in competitive interscholastic activities to pass at least 70% of courses carrying credit toward grade promotion in the semester immediately preceding participation. Requires all students who participate in competitive interscholastic athletics or cheerleading to have an annual physical examination prior to participation. Adds eligibility provisions specific to students with disabilities and children of military families. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-5-1-.18.pdf
Title: GAC 160 -5-1-.18, -.19
Source: www.doe.k12.ga.us
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| IL | Adopted 11/2009 | P-12 | Partially from "Notice of Adopted Amendments" in Illinois Register (changes from this rulemaking but not listed below are technical in nature or echo recent changes in legislation):
Section 1.20: Revised to distinguish among the appropriate levels of sign-off on the corrective plan a district must submit depending on whether a school or the district has been placed on probation. Adds a provision allowing a district's or school's status to be changed to "nonrecognized" if, at any time that a corrective action plan is in effect, the state superintendent determines that the agreed-upon actions are not being implemented in accordance with the plan or the underlying areas of noncompliance are not being remedied.
Section 1.30: Updated to refer to state assessment accommodations now allowed for limited English proficient students, and now specifies when time extensions will be made available to those students (in response to P.A. 94-642, which authorized the state board to allow additional time "by rule"). Revises labels used to describe scores on the Illinois Alternate Assessment, and updates rule on review and verification of assessment information.
Section 1.100: Adds details so that staff of districts and other eligible applicants will have more specific guidance as to what is expected as part of the process for receiving waivers and modifications of requirements in the school code or administrative rules.
Section 1.240: Expanded to include a reference to gender identity among the prohibited bases for discrimination because it may otherwise not be clear that gender identity is encompassed in the definition of "sexual orientation".
Section 1.420: Adds provision specifying that each district's plan for recording student progress and/or awarding credit must include credit for courses completed by correspondence, online or from other external sources. Specifies that a district may count four clock-hours as a day of instruction only due to a condition beyond the district's control; specifies other requirements that must be met for the state superintendent to approve a district's request to use "multiple sessions" to fulfill school day requirements. Specifies that students in attendance for at least 150 but fewer than 240 minutes of school work may be counted for a half-day of attendance; students in attendance for fewer than 150 minutes of school work are not to be counted for purposes of calculating average daily attendance. Emphasizes the meaning of the portion of the rule on library media programs that distinguishes between the services that may be performed only by certified library information specialists and the other tasks that may be inherent in districts' operation of their programs.
Section 1.465 (on awarding of credit for foreign language study in an ethnic school program) and 1.480 (on correctional institution educational programs): Generally updated, including the insertion of current statutory citations.
Section 1.510: Main revision conveys state board's interpretation that districts may not pick and choose among students in the same situation once they elect to transport some students.
Section 1.737: Updated to complement new requirements for endorsements in safety and driver education that will take effect in 2012.
Pages 324-388 of 432: http://www.cyberdriveillinois.com/departments/index/register/register_volume33_issue45.pdf
Title: 23 IAC 1.20, .30, .100, .240, .420, .465, .480, .510, .737
Source: www.cyberdriveillinois.com
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| CA | Signed into law 08/2009 | P-12 | Requires an employer advisory board to recommend measures, criteria and methods to evaluate the skills and knowledge of students in a regional occupation center or program established and maintained by a county board of education. Requires an employer advisory board to assist a regional occupational center or program in identifying scholarships. Prohibits funding redirection to other centers or programs while a center or program is in corrective action. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0601-0650/sb_640_bill_20090806_chaptered.pdf
Title: S.B. 640
Source: www.leginfo.ca.gov
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| IL | Signed into law 08/2009 | P-12 | Authorizes a district under the authority of a Financial Oversight Panel to appoint a district superintendent with a specified certification or a chief executive officer upon expiration of the current superintendent's contract. Requires the superintendent or chief executive officer to undergo approval by the Financial Oversight Panel.
Provides that, in lieu of a Financial Oversight Panel Financial Administrator, a district may appoint a chief fiscal officer who shall have the powers and duties of the district's chief school business official and any other duties assigned by the school board or Financial Oversight Panel. http://www.ilga.gov/legislation/96/HB/PDF/09600HB2674lv.pdf
Title: H.B. 2674
Source: www.ilga.gov
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| IL | Signed into law 07/2009 | P-12 | Increases statewide charter school cap and charter school cap for Chicago. Above and beyond caps, permits five Chicago charters (and specified numbers of campuses and enrollment seats within those five charters) to be devoted to serving returning high school dropouts. Requires charter schools to submit to the state board of education a copy of their audit and Form 990. Increases time frame for state board to approve a charter school proposal. Adds procedures for a charter school to respond to a proposed revocation of its charter. Beginning with the 2012-13 school year, requires at least 75% of instructional staff in established charter schools to hold teacher certification; for charter schools established after these provisions are enacted, requires 75% of instructional staff to be certified by the beginning of the 4th school year in which students are enrolled in the school. Provides charter schools statewide are exempt from caps on the number of employees who may be enrolled in alternative certification programs. Requires state board to report findings of charter school evaluation every two years rather than annually. Establishes an Independent Charter School Authorizer Task Force to study the need for an independent charter school authorizer in the state. Directs the task force to report its findings and recommendations to the governor and legislature by January 2010.
Defines "contract school" as a Chicago attendance center run by a for- or not-for-profit private entity on contract to provide instructional and other services to a majority of the students enrolled in the attendance center. Defines "contract turnaround school" as an experimental Chicago contract school created to implement alternative governance in an attendance center subject to restructuring or similar intervention under NCLB that has not made adequate yearly progress (AYP) for 5 consecutive years. Provides that a Chicago school placed on probation that fails to make adequate progress in correcting deficiencies after one year may be converted to a contract turnaround school. Specifies the Chicago school board may operate no more than 30 contract schools, plus up to 5 contract turnaround schools. http://www.ilga.gov/legislation/96/SB/PDF/09600SB0612lv.pdf
Title: S.B. 612
Source: www.ilga.gov
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| LA | Vetoed 07/2009 | P-12 | Specifies criteria that exempts a school from being transferred to the state-run Recovery School District, even if the school is low performing.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=664617
Title: H.B. 495
Source: http://www.legis.state.la.us/
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| OH | Signed into law 07/2009 | P-12 | Provides that a separate accountability compliance commission must be established for each school district for which the state superintendent opts to establish a commission due to noncompliance with financial budgeting or reporting requirements per section 3306.33. Establishes protocols for accountability compliance commissions. Provides the commission may do any of the following:
(1) Prepare and submit the school district's spending plan required under section 3306.30 and, if applicable, section 3306.31
(2) Appoint school building administrators and reassign administrative personnel
(3) Terminate the contracts of administrators or administrative personnel
(4) Contract with a private entity to perform school or district management functions
(5) Establish a district budget and approve district appropriations and expenditures, unless a financial planning and supervision commission has been established for the district
(6) Exercise the powers, duties and functions with respect to the district as are granted to a financial planning and supervision commission, unless a financial planning and supervision commission has been established for the district.
Directs each commission to seek local board input on means to improve district operations and compliance with state requirements, but clarifies that any decision of the commission related to any authority granted the commission by statute is final. Provides that if any board of a district for which an accountability compliance commission has been established renews any collective bargaining agreement, the board cannot enter into any agreement that would render any decision of the commission unenforceable. Provides that an accountability compliance commission will cease to exist at the beginning of the first year that none of the circumstances described in division (A) of section 3306.33 apply to the district. Pages 1111-1113 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3306.34
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | By July 2011, directs the department of education to provide technical assistance to that either has failed to comply with any applicable expenditure or reporting standard prescribed by rule adopted under section 3306.25, or that fails to submit a spending plan under section 3306.30 and, if applicable, section 3306.31, in order to bring the district into compliance with expenditure and reporting standards. Also requires such a district to develop and submit to the department a three-year operations improvement plan; notify all parents of students of the standards or requirements that were not met, the actions being taken to meet the standards or requirements and any progress to date toward meeting requirements; and present the plan, and take public testimony with respect to it, in a public hearing before the board. Provides that if one of the triggers applies a second consecutive year, the department must provide technical assistance and the district must perform the aforementioned actions, plus the department must establish a state intervention team to evaluate all aspects of the district's operations, including management, instructional methods, resource allocation and scheduling, and make recommendations on methods for bringing the district into compliance with the applicable standards. Provides that if one of the triggers applies a third consecutive year, whether it is the same or different trigger as in preceding years, the state superintendent must establish an accountability compliance commission or appoint a trustee to manage the district in place of the local board until the beginning of the first year that neither of the triggers applies to the district. Provides that if either trigger applies for a fourth consecutive year, the state board must take action to revoke the district's charter.
Pages 1109-1111 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3306.33
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | From DOE summary of H.B. 1: Revises the current performance criteria that trigger automatic closure of a community school after July 1, 2009, as follows: (1) For schools that do not offer a grade higher than 3, requires closure if the school has been in academic emergency for three of the four most recent years, instead of four consecutive years; (2) For schools that offer any of grades 4 to 8 but no grade higher than 9, requires closure if the school has been in academic emergency for two of the three most recent years, instead of three consecutive years, and has shown less than one year of academic growth in reading or mathematics for at least two of the three most recent years; (3) For a school that offers any of grades 10 to 12, requires closure if the school has been in academic emergency for three of the four most recent years, instead of three consecutive years with two years not showing two years of academic growth in reading or mathematics. Exempts from automatic closure any community school in which a majority of the enrolled students are children with disabilities receiving special education and related services.
DOE summary of H.B. 1: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Pages 1264-1265 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3314.35
Source: www.ode.state.oh.us
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| OH | Adopted 06/2009 | P-12 | Rescinds and adopts new rules relating to school building and district improvement planning, parent notification and intervention. Requires districts and schools identified for improvement to be categorized as low support, medium support or high support based upon the aggregate percentage of students that do
not meet adequate yearly progress in reading and math. Establishes differentiated required actions for districts and buildings that have been identified as low, medium or high support. Establishes notification requirements for parents of students in low, medium and high support schools and districts. Adds that, in the case of a school or district that has failed to comply with specified accountability provisions, the department may withhold up to 10% of the school or district's Title I funds, and up to 5% of the school or district's annual foundation payment. Specifies funds may be withheld through the end of the current fiscal year or six months, whichever is longer, and may continue to be withheld each year until the school or district demonstrates compliance. Provides the the state superintendent of public instruction may require that districts and buildings provide documentation related to the implementation of the requirements of sections 3302.04 and 3302.041 of the Revised Code, including parent notifications and communications. http://www.registerofohio.state.oh.us/pdfs/3301/0/56/3301-56-01_PH_FF_N_RU_20090615_1020.pdf
Title: OAC 3301-13-01, -02, -37-01 thru -12, -56-01
Source: www.registerofohio.state.oh.us
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| TX | Signed into law 06/2009 | P-12 | Section 69: Adds new section 45.0531. Authorizes the state board by rule to establish a percentage of the cost value of the permanent school fund to be reserved from use in guaranteeing bonds.
Section 70: Requires districts seeking state guarantee of eligible bonds to use a form adopted by the commissioner for this purpose.
Section 71: Adds reference to credit enhancement.
Section 72: Authorizes the commissioner to order a district to set an ad valorem tax rate capable of producing an amount of revenue sufficient to allow the district to provide reimbursement to the permanent school fund and pay the principal of and interest on district bonds as the principal and interest become due. Provides that if a district fails to comply with the commissioner's order, the commissioner may impose any sanctions ennumerated in "Accreditation Sanctions," Subchapter G, Chapter 39, including appointment of a board of managers or annexation to another district, regardless of the district's accreditation status or the duration of a particular accreditation status. Pages 69-72 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Sections 69-72
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Clarifies language in Section 11.203 regarding participation in the school leadership pilot program for principals. Specifies that an individual serving as principal of a school rated academically unacceptable the previous school year must participate in the program. Eliminates requirement that the person hired to replace such a principal participate in the school leadership pilot program the year following a school's rating as academically unacceptable. Page 11 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 9
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Amends action that triggers a teacher's participation in a teacher reading academy. Former provision required teacher to participate in reading academy if teacher provided instruction in reading, math, science or social studies to students in any grades 6-8 and campus was considered "academically unacceptable." New provision deletes "academically unacceptable" and requires participation in reading academy if campus failed to satisfy any standard under Section 39.054(d).
New 39.054(d) standards: Page 80 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Section 24: Page 24 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 24
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Directs a campus intervention team to assist a reconstituted campus in developing an *updated targeted* improvement plan (former language called for development of a "school improvement plan") and in submitting the updated targeted improvement plan to the local board of trustees for approval and presenting the plan in a public hearing as provided by Section 39.106(e-1). Allows the principal of a reconstituted school to remain the principal if the campus intervention team determines that the principal's retention would be more beneficial to student achievement and campus stability than removal.
Provides that for each year a reconstituted campus has an unacceptable performance rating, a campus intervention team must assist in updating the targeted improvement plan to identify areas of growth and areas that require improvement, submit the updated plan to the local board of trustees and the parents of campus students, and assist in submitting the updated plan to the commissioner for approval. Authorizes the commissioner to appoint a monitor, conservator, management team or board of managers to ensure and oversee district-level support to low-performing campuses in a district with one or more reconstituted schools. Provides that in making appointments for this purpose or for oversight of implementation of updated targeted improvement plans, the commissioner must consider individuals who have demonstrated success in managing campuses with student populations similar to the campus at which the individual appointed will serve.
Provides that a trigger for alternative management or closure of a reconstituted school may be failure of students at the campus to demonstrate substantial improvement in the areas targeted by the updated plan. Provides that a reconstituted school's continued inadequate student achievement or failure to fully implement the updated targeted improvement plan may also result in "repurposing" of the campus. Requires a campus with an unacceptable performance rating for three consecutive years after reconstitution to either be repurposed or closed, or undergo alternative management. Provides an exception to this provision for up to one school year if the commissioner determines that, on the basis of significant improvement in student performance over the preceding two school years, the campus is likely to be assigned an acceptable
performance rating for the following school year.
Adds language establishing procedures for "repurposing" a campus. Requires the district to develop a repurposing plan, which must be approved by the local board of trustees and the commissioner. Requires the plan to include a description of a rigorous and relevant academic program for the campus, and allows the plan to include various instructional models. Provides the commissioner may not approve a campus repurposing plan unless specified criteria are met, including that the principal and teachers are not retained at the campus, barring certain specified exceptions. Provides that an educator who is not retained at a repurposed campus may be assigned to another position in the district.
Authorizes the commissioner to solicit proposals from qualified for-profit entities for alternative management of a low-performing campus if a nonprofit entity has not responded to the commissioner 's request for proposals.
In reconstituting, repurposing, or imposing any other intervention or sanction on a campus, prohibits the name of the campus from being changed.
Establishes transitional interventions and sanctions to cover the period between enactment of 2009 H.B. 3, to be implemented in August 2013. Authorizes the commissioner to suspend assignment of accreditation statuses and performance ratings for the 2011-2012 school year. Provides such provisions expire September 1, 2014.
Pages 109-125 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part V
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Amends language regarding actions the commissioner may take as regards a district that does not satisfy accreditation criteria, academic performance standards or any financial accountability standard. Provides that the commissioner may order the preparation of a student achievement improvement plan that addresses each student achievement indicator under Section 39.053(c) for which district performance is insufficient. Provides that if a district fails to satisfy any standard under Section 39.054(e), the commissioner may appoint a board of managers to exercise the powers and duties of the board of trustees. Provides that if for two consecutive years a district has failed to satisfy any standard under Section 39.054(e), the commissioner may revoke the district's accreditation and order the district's annexation to an adjoining district or, in the case of a home-rule district or charter school, order closure of all programs operated under the district's or school's charter. Specifies several potential sanctions for a district that fails to satisfy any standard under Section 39.054(e) due to the district's dropout rates.
Amends language regarding actions the commissioner may take as regards a campus whose performance is below any standard under Section 39.054(e). Repeals provision allowing the commissioner to permit the campus to participate in an innovative redesign of the campus to improve campus performance. Repeals language establishing certain sanctions for low-performing campuses (e.g., ordering a hearing by the local board of trustees at the campus, ordering the preparation of a report on campus's parental involvement program, ordering a report on the effectiveness of the district- and campus-level planning and decision-making committees, ordering the preparation, state approval and implmementation of a student improvement plan).
Adds that if a campus performance is below any standard under Section 39.054(e), the commissioner may establish a school community partnership team that includes members of the campus-level planning and
decision-making committee and additional community representatives. Provides that if the commissioner determines that a campus subject to interventions or sanctions has implemented substantially similar intervention measures under federal accountability requirements, the commissioner may accept the substantially similar intervention measures as measures in compliance with state-level sanctions/interventions policy.
Amends provisions relating to a campus whose performance satisfies performance standards under Section 39.054(e) for the current school year but that would not satisfy performance standards under Section 39.054(e) if the standards to be used for the following school year were applied to the current school year. Provides that on the commissioner's request, the campus-level committee must revise and submit to the commissioner the portions of the campus improvement plan that are relevant to those areas for which the campus would not satisfy performance standards. Provides that if the campus is a charter school, the campus must establish a campus-level planning and decision-making committee and develop a campus improvement plan. On the commissioner's request, directs the charter school to submit to the commissioner the portions of the campus improvement plan that are relevant to those areas for which the campus would not satisfy performance standards.
Amends provisions related to campus intervention teams. Requires the commisioner to assign any campus whose performance is below any standard under Section 39.054(e) a campus intervention team. Requires the team, with the involvement of the school community partnership team, if applicable, to conduct a targeted on-site needs assessment relevant to an area of insufficient performance or, if the commissioner determines necessary, a comprehensive on-site needs assessment (former language called for a comprehensive on-site needs assessments for low-performing schools). Directs a campus intervention team to develop a *targeted* improvement plan (former language called for creation of "school improvement plan for student achievement"). Additionally directs the campus intervention team to assist the campus in submitting the targeted improvement plan to the board of trustees for approval and presenting the plan in a public hearing. Clarifies that teams must use *all* of enumerated guidelines and procedures relevant to each area of insufficient performance in conducting a targeted on-site needs assessment, and must use each of the enumerated guidelines and procedures in conducting a comprehensive on-site needs assessment. Adds that all targeted (as appropriate) and comprehensive on-site needs assessments must include (1) an assessment of the percentage of teachers who are fully certified, (2) an assessment of the extent and quality of the mentoring program for teachers with less than two years teaching experience in the subject or grade level to which they are assigned, and (3) a comparison of findings of specified elements against other campuses serving the same grade levels in the district or to other campuses within the campus's comparison group if there are no other campuses within the district serving the same grade levels as the campus. Provides that if the campus has a school community partnership team, the campus intervention team must seek the involvement and advice of the partnership team in recommending actions relating to any area of insufficient performance. Adds teacher recruitment and retention strategies as an area upon which the campus intervention team and school community partnership team may make recommendations following completion of the on-site needs assessment. Provides that in executing a targeted improvement plan, the campus intervention team must, if appropriate, require the district to develop a teacher recruitment and retention plan to address the qualifications and retention of the teachers at the campus.
Directs the campus intervention team to help the campus submit the targeted improvement plan to the commissioner for approval. Provides the commissioner may authorize a school community partnership team to supersede the authority of and satisfy the requirements of establishing and maintaining a campus-level planning and decision-making committee. Provides the commissioner may authorize a targeted improvement plan or updated plan to supersede the provisions of and satisfy the requirements of developing, reviewing and revising a campus improvement plan.
Updates language to provide that a campus intervention team must work with a campus with an unacceptable performance rating until the campus satisfies all performance standards under Section 39.054(e) for a two-year period (or a one-year period under certain circumstances). Provides that the campus intervention team must additionally assist the low-performing campus in updating the targeted improvement plan
to identify and analyze areas of growth and areas that require improvement, and submit each such updated plan to the district board of trustees. Directs the board of trustees to conduct a public hearing to inform the public and solicit public comment after a targeted improvement plan or updated plan is submitted, and to submit the targeted improvement plan or any updated plan to the commissioner for approval.
Pages 96-109 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part IV
Source: www.legis.state.tx.us
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| OK | Signed into law 05/2009 | P-12 | Requires schools identified as not making Adequate Yearly Progress to utilize school support team assistance; provides that the support team shall assist the school in incorporating strategies that will strengthen the core academic subjects and address specific academic issues, incorporating strategies to promote high quality professional development, and training teachers to analyze classroom and school-level data.
http://webserver1.lsb.state.ok.us/2009-10HB/HB1461_int.rtf
Title: H.B. 1461
Source: http://webserver1.lsb.state.ok.us
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| OK | Signed into law 05/2009 | P-12 | Requires district boards of education for schools identified for improvement for a specified number of consecutive years to implement alternative governance arrangements; provides that such arrangements include reopening the school as a public charter school, replacing the school staff, entering into a contract with a private management company, and other arrangements; provides that the state board of Education shall retain all funds that would have been allocated to the school upon failure to comply.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB268_ENR.RTF
Title: S.B. 268
Source: http://webserver1.lsb.state.ok.us
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| NY | Signed into law 04/2009 | P-12 | Provides that a district that submitted a contract for excellence for the 2008-09 school year must submit a contract for excellence for the 2009-10 school year unless all schools in the district are identified as in good standing. Provides that a district that submitted a contract for excellence for 2007-08 and 2008-09 and that is required to submit a contract for excellence in 2009-10 but did not fully expend all of its 2007-08 foundation aid during the 2007-08 school year may reallocate and expend such unexpended funds in the 2008-09 and 2009-10 school years for allowable contract for excellence programs and activities.
Requires New York City school district to prepare a report to the commissioner by November 17, 2009 on the status of implemenetation of its plan to reduce average class sizes as required in the contract for excellence legislation. Specifies the information the report must provide about all schools that received class size reduction funds. http://assembly.state.ny.us/leg/?bn=A00157&sh=t
Title: A.B. 157 - Part A, Sections 1-5
Source: assembly.state.ny.us
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| WA | Signed into law 04/2009 | P-12 | Section 501-507 relates to shared accountability for school and district improvement. Legislature recognizes that comprehensive education finance reform and increased investment of public resources necessary to implement that reform must be accompanied by a new mechanism for clearly defining the relationships and expectations for the state, school districts and schools. This will be accomplished through the development of a proactive, collaborative accountability system that focuses on a school improvement system that engages and serves the local school board, parents, students, staff in the school and districts and the community. Improvement system is to be based on progressive levels of support, with a goal of continuous improvement in student achievement and alignment with the federal system of accountability. It is the state's responsibility to provide schools and districts with the tools and resources necessary to improve student achievement. These tools include the necessary accounting and data reporting systems, assessment systems to monitor student achievement, and a system of general support, targeted assistance, recognition and, if necessary state intervention. Legislature has already charged the state board of education with developing criteria to identify schools and districts that are successful, in need of assistance and those where students persistently fail, as well as to identify a range of intervention strategies and a performance incentive system. State board is to develop an accountability index to identify schools and districts for recognition and for additional state support. Index is to be based on criteria that are fair, consistent and transparent. Performance is to be measured using multiple outcomes and indicators including, but not limited to, graduation rates and results from statewide assessments. Proposed system is to outline a process for addressing performance challenges that will include the following features: 1) an academic performance audit using peer review teams of educators that considers school and community factors in addition to other factors in developing recommended specific correction actions that should be undertaken to improve student learning; 2) a requirement for the local school board plan to develop and be responsible for implementation of corrective action plan taking into account the audit findings; and 3) monitoring of local district progress by the office of the superintendent of public instruction. Once the accountability index and state system of support is finalized, the superintendent of public instruction and the state board of education will seek approval from the U.S. Department of Education for use of the system in place of the federal accountability system under the No Child Left Behind Act.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2261-S.PL.pdf
Title: H.B. 2261--Section 501-507, Accountability
Source: http://apps.leg.wa.gov
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| MS | Signed into law 03/2009 | P-12 | Prohibits public school students in 7th-12th grades who fail to maintain a cumulative GPA of 2.0 from participating in extracurricular activities. Authorizes and directs the state board to define failing schools and school districts under certain standards. Requires districts to develop and public certain annual reports prescribed by the state board. Authorizes the state board to request the governor to declare a state of emergency in a school district which meets the definition of a failing school district for two consecutive years. Establishes a recovery school district within the department of education under the direction of the superintendent to provide management and oversight for all districts that are subject to state conservator ship and to hear certain appeals from those districts. Provides for the annual audit of public school districts under the direction of the state auditor. Prescribes training requirements for school board members and superintendents in failing school districts. Requires districts receiving accreditation assistance from the department of education to implement programs specified by state superintendent. Directs the state auditor to conduct a review of the finances of any district determined to be in a serious financial condition and make an immediate report thereon. Clarifies that education employment procedures do not apply to any category of employee in a school district subject to a state conservatorship. Require districts with schools determined to be failing to establish community-based education councils that are accountable to the community. Provides for the removal of appointed or elected school superintendents of underperforming school districts under certain circumstances.
http://billstatus.ls.state.ms.us/documents/2009/pdf/SB/2600-2699/SB2628SG.pdf
Title: S.B. 2628
Source: http://billstatus.ls.state.ms.us
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| Accountability--Sanctions/Interventions--No Pass No Drive |
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| NM | Adopted 12/2009 | P-12 | Establishes requirements for demonstrating 9th grade math & reading proficiency and meeting school attendance standards prior to receiving an MVD driving permit for the year 2011.
http://www.nmcpr.state.nm.us/nmac/parts/title06/06.030.0011.htm
Title: NMAC 6.30.11
Source: http://www.nmcpr.state.nm.us/nmac/
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| Accountability--Sanctions/Interventions--No Pass No Play |
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| GA | Adopted 11/2009 | P-12 | Adds that retention of students for athletic purposes is prohibited. Repeals rule 160-5-1-.19 "Grades 6-8: Competitive Interscholastic Activities" and adds provisions related to no pass no play for middle grades students to rule 160 -5-1-.18. Requires students participating in competitive interscholastic activities to pass at least 70% of courses carrying credit toward grade promotion in the semester immediately preceding participation. Requires all students who participate in competitive interscholastic athletics or cheerleading to have an annual physical examination prior to participation. Adds eligibility provisions specific to students with disabilities and children of military families. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-5-1-.18.pdf
Title: GAC 160 -5-1-.18, -.19
Source: www.doe.k12.ga.us
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| Accountability--Sanctions/Interventions--Takeovers |
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| CA | Signed into law 07/2009 | P-12 | Expresses the intent of the Legislature to provide emergency apportionment assistance to the King City Joint Union High School District and makes an appropriation for an emergency loan to the district. Requires the state superintendent of public instruction to assume all rights, duties and powers of the governing board of the King City Joint Union High School District and to appoint a state administrator to exercise the superintendent's authority over that district. Provides the authority of the superintendent of public instruction and the state administrator must continue until all of specified conditions are met. Provides the superintendent of public instruction may return power for any of the areas of financial, pupil, personnel, facilities management or community relations if performance under the recovery plan for that area has been demonstrated to the satisfaction of the superintendent of public instruction. Directs the superintendent of public instruction to assist the district in specified tasks. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0101-0150/sb_130_bill_20090722_chaptered.pdf
Title: S.B. 130
Source: www.leginfo.ca.gov
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| LA | Vetoed 07/2009 | P-12 | Specifies criteria that exempts a school from being transferred to the state-run Recovery School District, even if the school is low performing.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=664617
Title: H.B. 495
Source: http://www.legis.state.la.us/
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| OH | Signed into law 07/2009 | P-12 | Provides that a separate accountability compliance commission must be established for each school district for which the state superintendent opts to establish a commission due to noncompliance with financial budgeting or reporting requirements per section 3306.33. Establishes protocols for accountability compliance commissions. Provides the commission may do any of the following:
(1) Prepare and submit the school district's spending plan required under section 3306.30 and, if applicable, section 3306.31
(2) Appoint school building administrators and reassign administrative personnel
(3) Terminate the contracts of administrators or administrative personnel
(4) Contract with a private entity to perform school or district management functions
(5) Establish a district budget and approve district appropriations and expenditures, unless a financial planning and supervision commission has been established for the district
(6) Exercise the powers, duties and functions with respect to the district as are granted to a financial planning and supervision commission, unless a financial planning and supervision commission has been established for the district.
Directs each commission to seek local board input on means to improve district operations and compliance with state requirements, but clarifies that any decision of the commission related to any authority granted the commission by statute is final. Provides that if any board of a district for which an accountability compliance commission has been established renews any collective bargaining agreement, the board cannot enter into any agreement that would render any decision of the commission unenforceable. Provides that an accountability compliance commission will cease to exist at the beginning of the first year that none of the circumstances described in division (A) of section 3306.33 apply to the district. Pages 1111-1113 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3306.34
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | By July 2011, directs the department of education to provide technical assistance to that either has failed to comply with any applicable expenditure or reporting standard prescribed by rule adopted under section 3306.25, or that fails to submit a spending plan under section 3306.30 and, if applicable, section 3306.31, in order to bring the district into compliance with expenditure and reporting standards. Also requires such a district to develop and submit to the department a three-year operations improvement plan; notify all parents of students of the standards or requirements that were not met, the actions being taken to meet the standards or requirements and any progress to date toward meeting requirements; and present the plan, and take public testimony with respect to it, in a public hearing before the board. Provides that if one of the triggers applies a second consecutive year, the department must provide technical assistance and the district must perform the aforementioned actions, plus the department must establish a state intervention team to evaluate all aspects of the district's operations, including management, instructional methods, resource allocation and scheduling, and make recommendations on methods for bringing the district into compliance with the applicable standards. Provides that if one of the triggers applies a third consecutive year, whether it is the same or different trigger as in preceding years, the state superintendent must establish an accountability compliance commission or appoint a trustee to manage the district in place of the local board until the beginning of the first year that neither of the triggers applies to the district. Provides that if either trigger applies for a fourth consecutive year, the state board must take action to revoke the district's charter.
Pages 1109-1111 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3306.33
Source: www.legislature.state.oh.us
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| TX | Signed into law 06/2009 | P-12 | Amends language regarding actions the commissioner may take as regards a district that does not satisfy accreditation criteria, academic performance standards or any financial accountability standard. Provides that the commissioner may order the preparation of a student achievement improvement plan that addresses each student achievement indicator under Section 39.053(c) for which district performance is insufficient. Provides that if a district fails to satisfy any standard under Section 39.054(e), the commissioner may appoint a board of managers to exercise the powers and duties of the board of trustees. Provides that if for two consecutive years a district has failed to satisfy any standard under Section 39.054(e), the commissioner may revoke the district's accreditation and order the district's annexation to an adjoining district or, in the case of a home-rule district or charter school, order closure of all programs operated under the district's or school's charter. Specifies several potential sanctions for a district that fails to satisfy any standard under Section 39.054(e) due to the district's dropout rates.
Amends language regarding actions the commissioner may take as regards a campus whose performance is below any standard under Section 39.054(e). Repeals provision allowing the commissioner to permit the campus to participate in an innovative redesign of the campus to improve campus performance. Repeals language establishing certain sanctions for low-performing campuses (e.g., ordering a hearing by the local board of trustees at the campus, ordering the preparation of a report on campus's parental involvement program, ordering a report on the effectiveness of the district- and campus-level planning and decision-making committees, ordering the preparation, state approval and implmementation of a student improvement plan).
Adds that if a campus performance is below any standard under Section 39.054(e), the commissioner may establish a school community partnership team that includes members of the campus-level planning and
decision-making committee and additional community representatives. Provides that if the commissioner determines that a campus subject to interventions or sanctions has implemented substantially similar intervention measures under federal accountability requirements, the commissioner may accept the substantially similar intervention measures as measures in compliance with state-level sanctions/interventions policy.
Amends provisions relating to a campus whose performance satisfies performance standards under Section 39.054(e) for the current school year but that would not satisfy performance standards under Section 39.054(e) if the standards to be used for the following school year were applied to the current school year. Provides that on the commissioner's request, the campus-level committee must revise and submit to the commissioner the portions of the campus improvement plan that are relevant to those areas for which the campus would not satisfy performance standards. Provides that if the campus is a charter school, the campus must establish a campus-level planning and decision-making committee and develop a campus improvement plan. On the commissioner's request, directs the charter school to submit to the commissioner the portions of the campus improvement plan that are relevant to those areas for which the campus would not satisfy performance standards.
Amends provisions related to campus intervention teams. Requires the commisioner to assign any campus whose performance is below any standard under Section 39.054(e) a campus intervention team. Requires the team, with the involvement of the school community partnership team, if applicable, to conduct a targeted on-site needs assessment relevant to an area of insufficient performance or, if the commissioner determines necessary, a comprehensive on-site needs assessment (former language called for a comprehensive on-site needs assessments for low-performing schools). Directs a campus intervention team to develop a *targeted* improvement plan (former language called for creation of "school improvement plan for student achievement"). Additionally directs the campus intervention team to assist the campus in submitting the targeted improvement plan to the board of trustees for approval and presenting the plan in a public hearing. Clarifies that teams must use *all* of enumerated guidelines and procedures relevant to each area of insufficient performance in conducting a targeted on-site needs assessment, and must use each of the enumerated guidelines and procedures in conducting a comprehensive on-site needs assessment. Adds that all targeted (as appropriate) and comprehensive on-site needs assessments must include (1) an assessment of the percentage of teachers who are fully certified, (2) an assessment of the extent and quality of the mentoring program for teachers with less than two years teaching experience in the subject or grade level to which they are assigned, and (3) a comparison of findings of specified elements against other campuses serving the same grade levels in the district or to other campuses within the campus's comparison group if there are no other campuses within the district serving the same grade levels as the campus. Provides that if the campus has a school community partnership team, the campus intervention team must seek the involvement and advice of the partnership team in recommending actions relating to any area of insufficient performance. Adds teacher recruitment and retention strategies as an area upon which the campus intervention team and school community partnership team may make recommendations following completion of the on-site needs assessment. Provides that in executing a targeted improvement plan, the campus intervention team must, if appropriate, require the district to develop a teacher recruitment and retention plan to address the qualifications and retention of the teachers at the campus.
Directs the campus intervention team to help the campus submit the targeted improvement plan to the commissioner for approval. Provides the commissioner may authorize a school community partnership team to supersede the authority of and satisfy the requirements of establishing and maintaining a campus-level planning and decision-making committee. Provides the commissioner may authorize a targeted improvement plan or updated plan to supersede the provisions of and satisfy the requirements of developing, reviewing and revising a campus improvement plan.
Updates language to provide that a campus intervention team must work with a campus with an unacceptable performance rating until the campus satisfies all performance standards under Section 39.054(e) for a two-year period (or a one-year period under certain circumstances). Provides that the campus intervention team must additionally assist the low-performing campus in updating the targeted improvement plan
to identify and analyze areas of growth and areas that require improvement, and submit each such updated plan to the district board of trustees. Directs the board of trustees to conduct a public hearing to inform the public and solicit public comment after a targeted improvement plan or updated plan is submitted, and to submit the targeted improvement plan or any updated plan to the commissioner for approval.
Pages 96-109 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part IV
Source: www.legis.state.tx.us
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| OK | Signed into law 05/2009 | P-12 | Requires district boards of education for schools identified for improvement for a specified number of consecutive years to implement alternative governance arrangements; provides that such arrangements include reopening the school as a public charter school, replacing the school staff, entering into a contract with a private management company, and other arrangements; provides that the state board of Education shall retain all funds that would have been allocated to the school upon failure to comply.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB268_ENR.RTF
Title: S.B. 268
Source: http://webserver1.lsb.state.ok.us
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| Accountability--School Improvement |
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| IL | Adopted 11/2009 | P-12 | Partially from "Notice of Adopted Amendments" in Illinois Register (changes from this rulemaking but not listed below are technical in nature or echo recent changes in legislation):
Section 1.20: Revised to distinguish among the appropriate levels of sign-off on the corrective plan a district must submit depending on whether a school or the district has been placed on probation. Adds a provision allowing a district's or school's status to be changed to "nonrecognized" if, at any time that a corrective action plan is in effect, the state superintendent determines that the agreed-upon actions are not being implemented in accordance with the plan or the underlying areas of noncompliance are not being remedied.
Section 1.30: Updated to refer to state assessment accommodations now allowed for limited English proficient students, and now specifies when time extensions will be made available to those students (in response to P.A. 94-642, which authorized the state board to allow additional time "by rule"). Revises labels used to describe scores on the Illinois Alternate Assessment, and updates rule on review and verification of assessment information.
Section 1.100: Adds details so that staff of districts and other eligible applicants will have more specific guidance as to what is expected as part of the process for receiving waivers and modifications of requirements in the school code or administrative rules.
Section 1.240: Expanded to include a reference to gender identity among the prohibited bases for discrimination because it may otherwise not be clear that gender identity is encompassed in the definition of "sexual orientation".
Section 1.420: Adds provision specifying that each district's plan for recording student progress and/or awarding credit must include credit for courses completed by correspondence, online or from other external sources. Specifies that a district may count four clock-hours as a day of instruction only due to a condition beyond the district's control; specifies other requirements that must be met for the state superintendent to approve a district's request to use "multiple sessions" to fulfill school day requirements. Specifies that students in attendance for at least 150 but fewer than 240 minutes of school work may be counted for a half-day of attendance; students in attendance for fewer than 150 minutes of school work are not to be counted for purposes of calculating average daily attendance. Emphasizes the meaning of the portion of the rule on library media programs that distinguishes between the services that may be performed only by certified library information specialists and the other tasks that may be inherent in districts' operation of their programs.
Section 1.465 (on awarding of credit for foreign language study in an ethnic school program) and 1.480 (on correctional institution educational programs): Generally updated, including the insertion of current statutory citations.
Section 1.510: Main revision conveys state board's interpretation that districts may not pick and choose among students in the same situation once they elect to transport some students.
Section 1.737: Updated to complement new requirements for endorsements in safety and driver education that will take effect in 2012.
Pages 324-388 of 432: http://www.cyberdriveillinois.com/departments/index/register/register_volume33_issue45.pdf
Title: 23 IAC 1.20, .30, .100, .240, .420, .465, .480, .510, .737
Source: www.cyberdriveillinois.com
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| IL | Signed into law 07/2009 | P-12 | Increases statewide charter school cap and charter school cap for Chicago. Above and beyond caps, permits five Chicago charters (and specified numbers of campuses and enrollment seats within those five charters) to be devoted to serving returning high school dropouts. Requires charter schools to submit to the state board of education a copy of their audit and Form 990. Increases time frame for state board to approve a charter school proposal. Adds procedures for a charter school to respond to a proposed revocation of its charter. Beginning with the 2012-13 school year, requires at least 75% of instructional staff in established charter schools to hold teacher certification; for charter schools established after these provisions are enacted, requires 75% of instructional staff to be certified by the beginning of the 4th school year in which students are enrolled in the school. Provides charter schools statewide are exempt from caps on the number of employees who may be enrolled in alternative certification programs. Requires state board to report findings of charter school evaluation every two years rather than annually. Establishes an Independent Charter School Authorizer Task Force to study the need for an independent charter school authorizer in the state. Directs the task force to report its findings and recommendations to the governor and legislature by January 2010.
Defines "contract school" as a Chicago attendance center run by a for- or not-for-profit private entity on contract to provide instructional and other services to a majority of the students enrolled in the attendance center. Defines "contract turnaround school" as an experimental Chicago contract school created to implement alternative governance in an attendance center subject to restructuring or similar intervention under NCLB that has not made adequate yearly progress (AYP) for 5 consecutive years. Provides that a Chicago school placed on probation that fails to make adequate progress in correcting deficiencies after one year may be converted to a contract turnaround school. Specifies the Chicago school board may operate no more than 30 contract schools, plus up to 5 contract turnaround schools. http://www.ilga.gov/legislation/96/SB/PDF/09600SB0612lv.pdf
Title: S.B. 612
Source: www.ilga.gov
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| IL | Signed into law 07/2009 | P-12 | Creates, in accordance with the goals outlined in the federal American Recovery and Reinvestment Act of 2009, the Innovation, Intervention, and Restructuring Task Force to develop recommendations for the innovation, intervention, and restructuring of schools, including those that need comprehensive or focused intervention as defined by the state's proposal for participation in the No Child Left Behind differentiated accountability pilot project. Directs the task force to compile data, study and report on the following:
(1) Ways in which the state can identify schools requiring more intensive intervention
(2) Strategies for strengthening leadership at struggling schools and otherwise strengthening school district capacity to effectively implement reforms and ensure continuous improvement
(3) Strategies that have been involved in successful turnaround efforts and a template for evaluating turnaround efforts
(4) The autonomies, resources, and support that need to be available to achieve and maintain over time a successful turnaround
(5) Mechanisms for model innovations to be captured and shared across the state
(6) The amount of funding necessary to accomplish any and all strategies included in the task force's recommendation
(7) The identification of any statutory or regulatory changes that would be necessary or helpful to promote successful innovation, intervention and restructuring.
Requires the task force to compile relevant data in developing its recommendations, and to seek input from various specified stakeholders. Directs the task force to submit a comprehensive report to the governor, the general assembly and the state superintendent of education by December 31, 2009. http://www.ilga.gov/legislation/96/SB/PDF/09600SB2119lv.pdf
Title: S.B. 2119
Source: www.ilga.gov/legislation
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| OH | Signed into law 07/2009 | P-12 | Provides that a separate accountability compliance commission must be established for each school district for which the state superintendent opts to establish a commission due to noncompliance with financial budgeting or reporting requirements per section 3306.33. Establishes protocols for accountability compliance commissions. Provides the commission may do any of the following:
(1) Prepare and submit the school district's spending plan required under section 3306.30 and, if applicable, section 3306.31
(2) Appoint school building administrators and reassign administrative personnel
(3) Terminate the contracts of administrators or administrative personnel
(4) Contract with a private entity to perform school or district management functions
(5) Establish a district budget and approve district appropriations and expenditures, unless a financial planning and supervision commission has been established for the district
(6) Exercise the powers, duties and functions with respect to the district as are granted to a financial planning and supervision commission, unless a financial planning and supervision commission has been established for the district.
Directs each commission to seek local board input on means to improve district operations and compliance with state requirements, but clarifies that any decision of the commission related to any authority granted the commission by statute is final. Provides that if any board of a district for which an accountability compliance commission has been established renews any collective bargaining agreement, the board cannot enter into any agreement that would render any decision of the commission unenforceable. Provides that an accountability compliance commission will cease to exist at the beginning of the first year that none of the circumstances described in division (A) of section 3306.33 apply to the district. Pages 1111-1113 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3306.34
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | By December 31, 2010, directs the department of education, in consultation with the educator standards board, to develop a model peer assistance and review program, and to develop recommendations to expand the use of peer assistance and review programs throughout the state. Requires the department, in developing the model program, to review existing peer assistance and review programs in the state and consult with districts about the operation of those programs. Requires the model program to include:
(1) Releasing experienced classroom teachers from instructional duties for up to 3 years to focus full-time on mentoring and evaluating new and underperforming veteran teachers through classroom observations and follow-up meetings
(2) Professional development for new and underperforming teachers targeted at areas of instructional weakness
(3) A committee comprised of representatives of teachers and the employer to review teacher evaluations and make recommendations regarding teachers' continued employment.
Requires recommendations to include:
(1) Identification of barriers to expansion of peer assistance and review programs, including financial constraints, labor-management relationships, and barriers unique to small districts
(2) Legislative changes that would eliminate barriers to expansion of programs
(3) Incentives to increase participation in the programs.
Requires the department to provide copies of its model program and recommendations to the governor and specified legislative leaders. Also requires the department to make the model program and recommendations available to districts and to post them to the department Web site.
Pages 2840-2841 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 265.70.50
Source: www.legislature.state.oh.us
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| NC | Signed into law 06/2009 | P-12 | Amends the law relating to school improvement plans; requires that such plans be data-driven; requires school improvement teams to analyze student data to identify root causes for problems and to determine actions to address them; decreases the period of time for which a school improvement plan is required to remain in effect; requires that the State Board of Education review and approve school improvement plans. http://www.ncga.state.nc.us/Sessions/2009/Bills/House/PDF/H1446v5.pdf
Title: H.B. 1446
Source: http://www.ncga.state.nc.us
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| NV | Signed into law 06/2009 | P-12 | Relates to public schools that are designated as demonstrating need for improvement; eliminates the requirement for the Department of Education to establish a support team for a school; requires a school district or charter school to conduct a comprehensive audit for a school designated as demonstrating need for improvement for 3 consecutive years, including an audit of the curriculum implemented at the school; requires the implementation of a restructuring plan under certain circumstances. Chapter 422
http://leg.state.nv.us/75th2009/Bills/SB/SB389_EN.pdf
Title: S.B. 389
Source: http://www.leg.state.nv.us/
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| NV | Adopted 06/2009 | P-12 | Revises the criteria for designation of a public school as demonstrating exemplary, high or adequate achievement or need for improvement and for recognition of a public school as demonstrating significant improvement.
www.leg.state.nv.us/NAC/CHAPTERS.HTMl
Title: NAC 385
Source: www.leg.state.nv.us
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| TX | Signed into law 06/2009 | P-12 | Clarifies requirement for mandatory participation in the School Leadership Pilot Program for Principals. Specifies that only a principal who was employed as a principal at a campus rated academically unacceptable the previous school year must participate in the program. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB04435F.pdf
Title: H.B. 4435
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Clarifies language in Section 11.203 regarding participation in the school leadership pilot program for principals. Specifies that an individual serving as principal of a school rated academically unacceptable the previous school year must participate in the program. Eliminates requirement that the person hired to replace such a principal participate in the school leadership pilot program the year following a school's rating as academically unacceptable. Page 11 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 9
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Modifies content of improvement plans regional education service centers must annually develop to describe services to be provided schools in need. Former legislation required services to be geared to campuses identified as academically unacceptable. New legislation requires services to be targeted at campuses assigned an unacceptable performance rating under new Section 39.054.
New Section 39.054: Pages 77-82 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Section 4: Pages 5-6 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 4
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Amends language regarding actions the commissioner may take as regards a district that does not satisfy accreditation criteria, academic performance standards or any financial accountability standard. Provides that the commissioner may order the preparation of a student achievement improvement plan that addresses each student achievement indicator under Section 39.053(c) for which district performance is insufficient. Provides that if a district fails to satisfy any standard under Section 39.054(e), the commissioner may appoint a board of managers to exercise the powers and duties of the board of trustees. Provides that if for two consecutive years a district has failed to satisfy any standard under Section 39.054(e), the commissioner may revoke the district's accreditation and order the district's annexation to an adjoining district or, in the case of a home-rule district or charter school, order closure of all programs operated under the district's or school's charter. Specifies several potential sanctions for a district that fails to satisfy any standard under Section 39.054(e) due to the district's dropout rates.
Amends language regarding actions the commissioner may take as regards a campus whose performance is below any standard under Section 39.054(e). Repeals provision allowing the commissioner to permit the campus to participate in an innovative redesign of the campus to improve campus performance. Repeals language establishing certain sanctions for low-performing campuses (e.g., ordering a hearing by the local board of trustees at the campus, ordering the preparation of a report on campus's parental involvement program, ordering a report on the effectiveness of the district- and campus-level planning and decision-making committees, ordering the preparation, state approval and implmementation of a student improvement plan).
Adds that if a campus performance is below any standard under Section 39.054(e), the commissioner may establish a school community partnership team that includes members of the campus-level planning and
decision-making committee and additional community representatives. Provides that if the commissioner determines that a campus subject to interventions or sanctions has implemented substantially similar intervention measures under federal accountability requirements, the commissioner may accept the substantially similar intervention measures as measures in compliance with state-level sanctions/interventions policy.
Amends provisions relating to a campus whose performance satisfies performance standards under Section 39.054(e) for the current school year but that would not satisfy performance standards under Section 39.054(e) if the standards to be used for the following school year were applied to the current school year. Provides that on the commissioner's request, the campus-level committee must revise and submit to the commissioner the portions of the campus improvement plan that are relevant to those areas for which the campus would not satisfy performance standards. Provides that if the campus is a charter school, the campus must establish a campus-level planning and decision-making committee and develop a campus improvement plan. On the commissioner's request, directs the charter school to submit to the commissioner the portions of the campus improvement plan that are relevant to those areas for which the campus would not satisfy performance standards.
Amends provisions related to campus intervention teams. Requires the commisioner to assign any campus whose performance is below any standard under Section 39.054(e) a campus intervention team. Requires the team, with the involvement of the school community partnership team, if applicable, to conduct a targeted on-site needs assessment relevant to an area of insufficient performance or, if the commissioner determines necessary, a comprehensive on-site needs assessment (former language called for a comprehensive on-site needs assessments for low-performing schools). Directs a campus intervention team to develop a *targeted* improvement plan (former language called for creation of "school improvement plan for student achievement"). Additionally directs the campus intervention team to assist the campus in submitting the targeted improvement plan to the board of trustees for approval and presenting the plan in a public hearing. Clarifies that teams must use *all* of enumerated guidelines and procedures relevant to each area of insufficient performance in conducting a targeted on-site needs assessment, and must use each of the enumerated guidelines and procedures in conducting a comprehensive on-site needs assessment. Adds that all targeted (as appropriate) and comprehensive on-site needs assessments must include (1) an assessment of the percentage of teachers who are fully certified, (2) an assessment of the extent and quality of the mentoring program for teachers with less than two years teaching experience in the subject or grade level to which they are assigned, and (3) a comparison of findings of specified elements against other campuses serving the same grade levels in the district or to other campuses within the campus's comparison group if there are no other campuses within the district serving the same grade levels as the campus. Provides that if the campus has a school community partnership team, the campus intervention team must seek the involvement and advice of the partnership team in recommending actions relating to any area of insufficient performance. Adds teacher recruitment and retention strategies as an area upon which the campus intervention team and school community partnership team may make recommendations following completion of the on-site needs assessment. Provides that in executing a targeted improvement plan, the campus intervention team must, if appropriate, require the district to develop a teacher recruitment and retention plan to address the qualifications and retention of the teachers at the campus.
Directs the campus intervention team to help the campus submit the targeted improvement plan to the commissioner for approval. Provides the commissioner may authorize a school community partnership team to supersede the authority of and satisfy the requirements of establishing and maintaining a campus-level planning and decision-making committee. Provides the commissioner may authorize a targeted improvement plan or updated plan to supersede the provisions of and satisfy the requirements of developing, reviewing and revising a campus improvement plan.
Updates language to provide that a campus intervention team must work with a campus with an unacceptable performance rating until the campus satisfies all performance standards under Section 39.054(e) for a two-year period (or a one-year period under certain circumstances). Provides that the campus intervention team must additionally assist the low-performing campus in updating the targeted improvement plan
to identify and analyze areas of growth and areas that require improvement, and submit each such updated plan to the district board of trustees. Directs the board of trustees to conduct a public hearing to inform the public and solicit public comment after a targeted improvement plan or updated plan is submitted, and to submit the targeted improvement plan or any updated plan to the commissioner for approval.
Pages 96-109 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part IV
Source: www.legis.state.tx.us
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| FL | Signed into law 05/2009 | P-12 | Designates the "Florida's Equal Opportunity in Education Act"; revises provisions relating to powers & duties of district school boards to implement state system of school improvement & education accountability; requires that State Board of Education comply with federal Elementary and Secondary Education Act (ESEA); for the purpose of determining whether a public school requires action to achieve a sufficient level of school improvement, the Department of Education shall annually categorize a public school in one of six categories based on the school's grade, and the level and rate of change in student performance in the areas of reading and mathematics, disaggregated into student subgroups as described in the ESEA.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h0991er.xml&DocumentType=Bill&BillNumber=0991&Session=2009
Title: H.B. 991
Source: http://www.myfloridahouse.gov
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| OK | Signed into law 05/2009 | P-12 | Authorizes the Oklahoma Commission for Teacher Preparation to establish the Inner City Schools Rescue program; states purpose of the program; defines an inner city school; directs the Commission to take certain steps to fulfill the objectives of the program; provides for selection of teachers for the program; directs the Commission to promulgate rules.
http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB1837_ENR.RTF
Title: H.B. 1837
Source: http://webserver1.lsb.state.ok.us
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| AR | Signed into law 04/2009 | P-12 | Improves student achievement and closes achievement gaps among student subgroups by providing public access to comprehensive school improvement plans; improves parental involvement and communication with parents; increases transparency and accountability of public schools and public school districts to the public; makes public school and public school district data more accessible to researchers and policymakers.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1373.pdf
Title: S.B. 943
Source: http://www.arkleg.state.ar.us
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| MS | Signed into law 04/2009 | P-12 | Continues the task force to study and report on the status of failing schools and school districts, effectiveness measures for improvement of those schools and school districts, and enhancement of accountability and sanctions; creates the teen pregnancy task force to study and make recommendation to the legislature on the coordination of services to reduce teen pregnancy and provide prenatal and postnatal training to expectant teen parents; establishes the sesquicentennial of the civil war commission.
http://billstatus.ls.state.ms.us/documents/2009/pdf/SB/2200-2299/SB2288SG.pdf
Title: S.B. 2288
Source: http://billstatus.ls.state.ms.us
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| NY | Signed into law 04/2009 | P-12 | Provides that a district that submitted a contract for excellence for the 2008-09 school year must submit a contract for excellence for the 2009-10 school year unless all schools in the district are identified as in good standing. Provides that a district that submitted a contract for excellence for 2007-08 and 2008-09 and that is required to submit a contract for excellence in 2009-10 but did not fully expend all of its 2007-08 foundation aid during the 2007-08 school year may reallocate and expend such unexpended funds in the 2008-09 and 2009-10 school years for allowable contract for excellence programs and activities.
Requires New York City school district to prepare a report to the commissioner by November 17, 2009 on the status of implemenetation of its plan to reduce average class sizes as required in the contract for excellence legislation. Specifies the information the report must provide about all schools that received class size reduction funds. http://assembly.state.ny.us/leg/?bn=A00157&sh=t
Title: A.B. 157 - Part A, Sections 1-5
Source: assembly.state.ny.us
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| WA | Signed into law 04/2009 | P-12 | Section 501-507 relates to shared accountability for school and district improvement. Legislature recognizes that comprehensive education finance reform and increased investment of public resources necessary to implement that reform must be accompanied by a new mechanism for clearly defining the relationships and expectations for the state, school districts and schools. This will be accomplished through the development of a proactive, collaborative accountability system that focuses on a school improvement system that engages and serves the local school board, parents, students, staff in the school and districts and the community. Improvement system is to be based on progressive levels of support, with a goal of continuous improvement in student achievement and alignment with the federal system of accountability. It is the state's responsibility to provide schools and districts with the tools and resources necessary to improve student achievement. These tools include the necessary accounting and data reporting systems, assessment systems to monitor student achievement, and a system of general support, targeted assistance, recognition and, if necessary state intervention. Legislature has already charged the state board of education with developing criteria to identify schools and districts that are successful, in need of assistance and those where students persistently fail, as well as to identify a range of intervention strategies and a performance incentive system. State board is to develop an accountability index to identify schools and districts for recognition and for additional state support. Index is to be based on criteria that are fair, consistent and transparent. Performance is to be measured using multiple outcomes and indicators including, but not limited to, graduation rates and results from statewide assessments. Proposed system is to outline a process for addressing performance challenges that will include the following features: 1) an academic performance audit using peer review teams of educators that considers school and community factors in addition to other factors in developing recommended specific correction actions that should be undertaken to improve student learning; 2) a requirement for the local school board plan to develop and be responsible for implementation of corrective action plan taking into account the audit findings; and 3) monitoring of local district progress by the office of the superintendent of public instruction. Once the accountability index and state system of support is finalized, the superintendent of public instruction and the state board of education will seek approval from the U.S. Department of Education for use of the system in place of the federal accountability system under the No Child Left Behind Act.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2261-S.PL.pdf
Title: H.B. 2261--Section 501-507, Accountability
Source: http://apps.leg.wa.gov
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| OH | Adopted 03/2009 | P-12 | Authorizes the governing board of any educational service center, or the administrative authority of any chartered nonpublic school to submit an application to the state board for an exemption from specific statutes and/or rules in order to implement a proposed innovative education pilot program (previous rule allowed only school districts to submit a waiver application). Adds provision that an application requesting exemptions in order to provide professional development for educators may be granted for research-based high quality professional development activities as defined by state-board adopted professional development standards, which are available on the department's website, www.ode.state.oh.us. Requires the department to approve or disapprove each application within 45 days of receipt.
Provides a district identified as deficient or implementing a corrective action plan is eligible for a waiver. Provides an application to continue a program permitted by an exemption is not complete until an annual evaluation report is completed and submitted to the department. http://www.registerofohio.state.oh.us/pdfs/3301/0/46/3301-46-01_PH_FF_A_RU_20090313_1156.pdf
Title: OAC 3301-46-01
Source: www.lexis.com
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| Adult Basic Education |
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| UT | Adopted 07/2009 | P-12 | Changes the percentage and the criteria for which funds are allocated to local Adult Education programs consistent with findings from the state legislative audit of the adult education program. http://www.rules.utah.gov/publicat/bulletin/2009/20090515/32647.htm
Title: R277-733
Source: Lexis-Nexis/StateNet
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| KY | Signed into law 06/2009 | Postsec. | Establishes ""Metropolitan College" as a nonprofit consortium that includes educational institutions in the Commonwealth and the qualified taxpayer (businesses) as members. Provides the purpose of Metropolitan College is to provide postsecondary educational opportunities to employees of the qualified taxpayer as part of a combined work and postsecondary education program. Offers a qualified taxpayer a tax credit for tuition and other educational expenses incurred by a student participating in the Metropolitan College, on behalf of employees of the qualified corporation, for up to 2,800 employees each year. Pages 45-47 of 259: http://www.lrc.ky.gov/record/09SS/HB3/bill.doc
Title: H.B. 3A - Section 19
Source: www.lrc.ky.gov
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| TX | Signed into law 06/2009 | P-12
Postsec. | Establishes the Interagency Literacy Council for the study, promotion and enhancement of literacy in the state. Specifies that one of the duties of the council is to study current research to assess the adult literacy needs in this state. Directs the council to develop a comprehensive statewide action plan for the improvement of literacy, including a recommended timeline for implementation. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB04328F.pdf
Title: H.B. 4328
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12
Postsec.
Community College | Establishes the Jobs and Education for Texans (JET) grant program and fund to award grants to public junior colleges and public technical institutes, and to eligible nonprofit organizations to:
(1) Develop or support nonprofit organizations' programs that prepare low-income students for careers in high-demand occupations. Eligible programs must help students prepare for, apply to and enroll in a public junior college/technical institute, provide matching funds, and demonstrate that they have achieved or will achieve above average developmental course completion rates, persistence rates, and 3-year degree or certificate completion rates among participating students.
(2) Defray the start-up costs of new career and technical education programs in high-demand occupations
(3) Provide scholarships for students who demonstrate financial need and who are enrolled in training programs for high-demand occupations.
In awarding grants to public junior colleges and public technical institutes for the development of new career and technical education courses or programs, provides the comptroller may consider whether the course or program offers new or expanded dual credit career and technical educational opportunities in public high schools.
Directs the comptroller to conduct a study of the feasibility of basing part of all public postsecondary technical training program funding on the program's economic benefit to the state, and of estimating the additional tax revenue from employers generated by the ability of public junior colleges/technical institutes/state colleges to prepare students for employment fields for which there is employer demand. Requires the comptroller to report to the lieutenant governor and speaker of the house by January 2011 for legislative action based on the results of the study.
Defines "green jobs" as jobs in the field of renewable energy or energy efficiency. Establishes the Green Job Skills Development Fund and Training Program to support the implementation and expansion of green job skills training programs. Specifies that an eligible training program must be hosted by a regional partnership designed to implement training programs that lead trainees to economic self-sufficiency and career pathways. Requires regional partnerships to include at a minimum a postsecondary institution; chamber of commerce, local workforce agency, local employer, or other public or private participating entity; economic development authority; and community or faith-based nonprofit organization that works with one or more targeted populations.
Specifies criteria that eligible green job skills training programs must meet. Requires programs receiving grants to target specified groups of individuals for training, including low-income workers, unemployed youth and adults, individuals who did not complete high school, or other underserved sectors of the workforce in high poverty areas. Provides that a training program may use grant funds for support services, including basic skills, literacy, GED, English as a second language, and job readiness training, career guidance, and referral services. Establishes grant application procedures. Specifies training programs the comptroller must give preference to, and requires 20% of funds to be reserved for job skill training programs that serve the unemployed and those with incomes at or below 200% of the poverty level. Establishes grantee reporting requirements, and requires the comptroller to report biennially on submitted information to the governor, lieutenant governor and speaker of the house. Directs the comptroller to adopt standards for a green job skills training program awarded a grant.
H.B. 1935: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB01935F.pdf
H.B. 3 (pages 169-174): http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 1935 and H.B. 3, Section 64
Source: www.legis.state.tx.us
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| WI | Signed into law 06/2009 | P-12 | Eliminates provision that no adult literacy grant may exceed $10,000. Page 468 of 692: http://www.legis.state.wi.us/2009/data/acts/09Act28.pdf
Title: A.B. 75
Source: www.legis.state.wi.us
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| FL | Signed into law 05/2009 | Postsec. | Requires the Office of Program Policy Analysis and Government Accountability shall submit a report on workforce education programs for occupations not included on specific occupation lists and on funding options, etc. Also provides for a standard high school diploma designation for completed industry certifications.
http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb1616er.html&Directory=session/2009/Senate/bills/billtext/html/
Title: S.B. 1616
Source: http://www.flsenate.gov
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| OR | Signed into law 05/2009 | Postsec.
Community College | Directs State Board of Higher Education and community college district boards to permit Oregon residents 65 years of age or older to audit courses without paying instructional fees at any state institution of higher education or community college. Chapter 344
http://www.leg.state.or.us/09reg/measpdf/hb2000.dir/hb2011.en.pdf
Title: H.B. 2011
Source: http://www.leg.state.or.us
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| NE | Signed into law 04/2009 | Community College | Provides for vocational training for public assistance recipients; provides that for creating the self-sufficiency contract and meeting the applicant's work activity requirement, an applicant shall be allowed to engage in vocational training that leads to an associate degree, a diploma, or a certificate for a minimum of twenty hours per week for up to thirty-six months. From the fiscal note: This bill would allow the work activity requirements for receiving Aid to Dependent Children assistance to include engaging in vocational training that leads to an associate's degree, a diploma or a certificate for a minimum of 20 hours per week for up to 36 months. This provision terminates on September 30, 2012. Required work activities are outlined in the federal Temporary Assistance for Needy Families Act (TANF). In addition to outlining the scope of work activities, states must meet a work participation rate of 50%. Failure to the meet the work participation rate could result in federal penalties being imposed on the state.
Federal law caps vocational training at 12 months. States may exceed the 12-month federal cap, but the individuals who are in
vocational training longer than 12 months do not count towards meeting the federal work participation rate. Based on current work
participation rates and the sunset date, this provision would not put the state's work participation rates at less than 50%.
http://www.nebraskalegislature.gov/FloorDocs/Current/PDF/Slip/LB458.pdf
Title: L.B. 458
Source: Lexis-Nexis/StateNet
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| Assessment |
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| AR | Adopted 12/2009 | P-12 | Adopts rules governing public school end-of-course assessments and remediation. Provides that beginning with the 2009-10 school year and each school year thereafter, every student required to participate in the statewide program of educational assessments may not receive credit on his/her student transcript for biology, geometry or any other course that requires a general end-of-course assessment for which that student has not received the requisite scale score on a general end-of-course assessment(s) until the student is identified as having participated in remediation through an individual academic improvement plan.
Not in legislation: Requires the Arkansas public school providing course instruction in Algebra I and English II to ensure that such instruction is provided in complete compliance with all required and approved frameworks, and to be prepared to provide documentation of such compliance to the department of education upon request.
Requires a student who does not meet the requisite scale score on the relevant high-stakes end-of-course assessment to participate in an individualized academic improvement plan (IAIP). Not in legislation: A student's IAIP is to be provided in an electronic format of a type and at a site specified by the department of education. http://170.94.37.152/REGS/005.15.09-006F-10570.pdf
Title: 005.15.09
Source:
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| CA | Vetoed 10/2009 | P-12 | Requires the Superintendent of Public Instruction to contract with an independent evaluator by April 2010 for evaluation of the Standardized Testing and Reporting Program. Enumerates elements the evaluation must include, and the findings that the evaluator's report must contain. Directs superintendent to provide the evaluation to the legislature, the governor and the state board by November 2010 so as to provide the legislature with adequate information to consider reauthorization of the STAR Program. Requires the advisory committee established to advise the superintendent and state board on the Academic Performance Index and Immediate Intervention/Underperforming Schools and High Achieving/Improving Schools programs to advise the superintendent on the independent evaluation by providing recommendations on specified areas, and reviewing any reports submitted by the independent evaluator. Specifies that NCLB funds are to be used to cover the costs of contracting for this evaluation. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0451-0500/ab_476_bill_20090916_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0451-0500/ab_476_vt_20091011.html
Title: A.B. 476
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2009 | P-12 | Requires the department to ensure that a California Standards Test that is augmented for the purpose of determining readiness for college-level coursework inform a pupil in grade 11 that he or she may request that results from that assessment be released to a postsecondary educational institution. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0501-0550/sb_511_bill_20091011_chaptered.pdf
Title: S.B. 511
Source: www.leginfo.ca.gov
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| IL | Signed into law 08/2009 | P-12 | Reduces the number of opportunities to take the Prairie State Achievement Examination (PSAE) from two to one during the spring semester of grade 11. Eliminates provision allowing students wishing to improve their score to retake the PSAE in grade 12. Provides that a student may receive a high school diploma without taking the PSAE if a district is not required to test the individual under the No Child Left Behind Act or if the student is exempt from the assessment. http://www.ilga.gov/legislation/96/SB/PDF/09600SB2014lv.pdf
Title: S.B. 2014
Source: www.ilga.gov/legislation
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| OH | Signed into law 07/2009 | P-12 | From DOE summary of H.B. 1:
Prohibits the administration of the elementary writing and social studies assessments during the 2009-10 and 2010-11 school years, unless the superintendent of public instruction determines the department has sufficient funds to pay the costs of furnishing and scoring those assessments
Page 2807 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
DOE summary of H.B. 1: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 265.20.18
Source: www.education.ohio.gov
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| AK | Adopted 06/2009 | P-12 | Amends rules concerning work ready/college ready transitional skills assessments.
Title: 4 AAC 6.715, .717
Source: Lexis-Nexis/StateNet
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| DE | Signed into law 06/2009 | P-12 | Eliminates the DSTP; requires its replacement beginning in the 2010-2011 school year with a test administered in English language arts and math in grades 2-10 at the beginning of the school year and at least one more time later in the year; assesses student progress over the course of the year; provides a benchmark for student, school, and district achievement; allows a student's performance on state assessments to be based upon the student's best results from the multiple assessments performed.
http://legis.delaware.gov/LIS/lis145.nsf/vwLegislation/SB+68/$file/legis.html?open
Title: S.B. 68
Source: http://legis.delaware.gov
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| NV | Signed into law 06/2009 | P-12 | Relates to the administration of certain tests, examinations and assessments by the boards of trustees of school districts; suspends temporarily the administration of norm-referenced examinations in public schools. Chapter 423
http://leg.state.nv.us/75th2009/Bills/SB/SB416_EN.pdf
Title: S.B. 416
Source: http://www.leg.state.nv.us/
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| NY | Adopted 06/2009 | P-12 | Amends rule to extend to 2013 the provision allowing use of up to two professional development days for teacher scoring of state assessments. Adopted as published on pages 21-22 of 43: http://www.dos.state.ny.us/info/register/2009/apr8/pdfs/rules.pdf
Title: Title 8 NYCRR 175.5
Source: Lexis-Nexis/StateNet
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| OH | Adopted 06/2009 | P-12 | Clarifies circumstances under which a student may be excused from taking a state test required at the student's grade level. Clarifies that a student in grades 3-8 who was retained in the same grade level from one school year to the next school year, must take all of the Ohio achievement tests for the grade level in which the student currently is enrolled, regardless of any score previously received by a student on any such test during a prior school year. http://www.registerofohio.state.oh.us/pdfs/3301/0/13/3301-13-02_PH_FF_A_RU_20090615_1020.pdf
Title: OAC 3301-13-02
Source: www.registerofohio.state.oh.us
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| OR | Signed into law 06/2009 | P-12 | Relates to a certain required assessment of students in grade 10; requires the Department of Education to grant a waiver for a school district to enter into a contract with a nonprofit entity other than the required contractor selected by the department. Chapter 824
http://www.leg.state.or.us/09reg/measpdf/sb0900.dir/sb0976.en.pdf
Title: S.B. 976
Source: http://www.leg.state.or.us/
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| TN | Signed into law 06/2009 | P-12 | Requires commissioner to establish dates for the administration of assessments required for graduation that provide the maximum number of instructional days possible prior to testing while maintaining compliance with federal law; requires the commissioner to establish yearly dates for the administration of the grades three through eight achievement tests that provide the maximum number of instructional days possible prior to testing while maintaining compliance with federal law; establishes August 1 as the earliest date for starting the school year, beginning with the 2010-2011 school year, unless an LEA's board of education establishes a year-round school year by majority vote. - Amends TCA Title 49.
http://www.capitol.tn.gov/Bills/106/Bill/HB1393.pdf
Title: H.B. 1393
Source: http://www.capitol.tn.gov
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| TX | Signed into law 06/2009 | P-12 | Relates to certain standards for group-administered achievement tests used by school districts; requires that state and national norms of averages be computed using data not more than 8 years old. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00759F.pdf
Title: S.B. 759
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 06/2009 | P-12 | Eliminates provision that a student's performance on a college-ready question on an end-of-course assessment may not be used to determine the student's performance on the assessment.
Pages 25-26 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 27
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Defines "college-readiness" as the level of preparation a student must attain in English language arts and math to enroll and succeed, without remediation, in an entry-level general education course in that subject at a general academic teaching institution, as defined by Section 61.003, other than a research institution as defined by the higher education coordinating board, or a postsecondary institution that primarily offers associate degrees or certificates or credentials other than baccalaureate or advanced degrees. Directs the state education agency and higher education coordinating board to ensure that the Algebra II and English III
end-of-course assessment instruments are developed to measure college readiness by the 2011-12 school year. Before the beginning of the 2011-2012 school year, directs the agency, in collaboration with the higher education coordinating board, to gather data and conduct research studies to substantiate the correlation between a certain level of performance by students on the Algebra II and English III end-of-course assessments and college readiness. Requires such study to include an evaluation of any need for remediation courses to facilitate college readiness. Based on the results of the study, directs the commissioner of education and the commissioner of higher education to set college-ready benchmarks on the Algebra II and English III end-of-course assessments.
Directs the agency, in collaboration with the higher education coordinating board, to conduct a similar study for the appropriate science and social studies end-of-course assessments. Provides that if the commissioner of education, in collaboration with the commissioner of higher education, determines that the research studies substantiate a correlation between a certain level of performance on science and social studies end-of-course assessment instruments and college readiness, the commissioner of education, in collaboration with the commissioner of higher education, may establish college-ready benchmarks for science and social studies end-of-course assessments. Directs the agency and the higher education coordinating board, by December 2012, to deliver to the lieutenant governor, the speaker of the house of representatives, and the clerks of the standing committees of the senate and the house K-12 and higher education committees an analysis of the feasibility of establishing college readiness performance standards for science and social studies end-of-course assessments, and a summary of any implementation procedures adopted for each standard. Directs the agency, in collaboration with the higher education coordinating board, to continue to gather data to perform correlation studies on Algebra II, English III and science and social studies end-of-course assessments at least every three years.
Directs the agency and the higher education coordinating board to periodically review the college readiness performance standards and compare the performance standards to performance standards established
nationally and internationally for comparable assessment instruments. Following each review, directs the agency and the higher education coordinating board to deliver to the lieutenant governor, the speaker of the house, and the clerks of the standing committees of the senate and the house of representatives K-12 and higher education committees a report on the results of the review indicating whether the college readiness performance standards are sufficiently rigorous to prepare students to compete academically with students nationally and internationally. Provides that if the agency and the higher education coordinating board
determine that the college readiness performance standards are not sufficiently rigorous, the agency and the coordinating board must recommend changes to the college readiness performance standards.
Directs the agency to gather data and conduct research to substantiate any correlation between a certain level of performance by students on end-of-course assessments and success in military service or a workforce training, certification, or other credential program at a postsecondary educational institution that primarily offers associate degrees or certificates or credentials other than baccalaureate or advanced degrees.
Pages 50-54 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 53, Part I
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Deletes provision that education Internet portal provides secure access to student assessment data. Amends 32.258 to direct the state education agency to create a student assessment data portal for use by school districts, teachers, parents, students and public institutions of higher education. Provides the portal must allow:
(1) Students and parents to easily access the student's individual assessment data. The system must allow students and parents to track a student's progress on assessment requirements for graduation.
(2) Authorized district employees, including teachers, to readily access individual assessment data of district students
(3) Authorized employees of public postsecondary institutions to readily access individual assessment data of students applying for admission for use in developing strategies for improving student performance
(4) Public access to general student assessment data.
Requires student assessment data in the portal to be available by the first instructional day of the school year following that in which the data is collected, and to include student performance data on assessment
instruments over multiple years, beginning with the 2007-2008 school year, including any data indicating progress in student achievement. Specifies the system must permit comparisons of student performance information at the classroom, campus, district and state levels.
Pages 42-45 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 48 and 49
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Previous legislation on measuring annual improvement from one year to the next required the state education agency to determine the necessary annual improvement required each year for a student to be prepared to perform satisfactorily on the end-of-course assessments required for graduation. New provision requires the agency to additionally determine the annual improvement needed for satisfactory performance on the grade 5 and 8 assessments, and for the necessary annual improvement required on these additional assessments to be reported to the district, as they are for end-of-course assessments.
Page 67 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 58
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Repeals existing language on means to determine completion of end-of-course assessment requirements. Replaces with language requiring students to achieve a cumulative score that is at least equal to the
product of the number of end-of-course assessment instruments administered to the student in that subject and a scale score that indicates satisfactory performance, as determined by the commissioner. Requires students to achieve a minimum score as determined by the commissioner to be within a reasonable range of the scale score. Provides that in addition to the aforementioned cumulative score requirements, a student must achieve a score that meets or exceeds the score determined by the commissioner under Section 39.0241(a) for English III and Algebra II end-of-course assessments to graduate under the recommended high school program, and must achieve a score that meets or exceeds the score determined by the commissioner under Section 39.0241(a-1) on English III and Algebra II end-of-course assessment
instruments in order to graduate under the advanced high school program. Permits a student who fails to perform satisfactorily on an Algebra II or English III end-of-course assessment under the college readiness performance standard to retake the exam. Revises means of identifying students for participation in accelerated instruction based on inadequate performance on an end-of-course assessment.
Authorizes the commissioner by rule to determine a method by which a student's satisfactory performance on the PSAT or a preliminary ACT assessment may be used as a factor in determining whether the student satisfies the end-of-course assessment requirements.
Bars a district from administering an exit exam administered as Section 39.025 existed before September 1, 1999. Authorizes a school district to administer to a student who failed to perform satisfactorily on
an assessment instrument administered as Section 39.025 existed before September 1, 1999 an alternate assessment instrument designated by the commissioner. Directs the commissioner to determine the level of performance to be considered satisfactory on an alternate assessment. Bars the district from assessing in an alternate assessment a subject that was was not assessed in an exit exam administered under Section 39.025 as Section 39.025 existed before September 1, 1999. Provides that the commissioner's determination regarding designation of an appropriate alternate assessment and the performance required on the assessment is final and may not be appealed.
Provides a student entering a grade above grade 9 during the 2011-12 school year may not receive a high school diploma unless the student has performed satisfactorily on each required assessment instrument administered under Section 39.023(c) as that section existed before amendment by Chapter 1312 (S.B. No. 1031), Acts of the 80th Legislature, Regular Session, 2007.
Pages 58-63 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 54
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Transfers from the state board to the commissioner the duty of determining the performance level considered satisfactory on specified assessments. Directs the commissioner, in collaboration with the commissioner of higher education, to determine the level of performance on the end-of-course assessments to indicate college readiness. Requires performance standards on state assessments in grades 3-10 to be backmapped from grade 11 performance standards. Makes state education agency development of study guides for state assessments in grades 3-8 optional rather than mandatory.
Creates new Section 39.0242. Directs the state education agency, during the 2009-10 and 2010-11 school years, to collect data through the administration of the annual grade 3-8 assessments and the administration of a sufficiently large statewide sample of students on end-of-course assessments to set performance standards. Directs the agency, before the beginning of the 2011-12 school year, to analyze the data to substantiate the correlation between satisfactory student performance for each performance standard on the:
(1) Grade 3-7 assessments with satisfactory performance under the same performance standard on the same subject area assessment at the next grade level
(2) Grade 8 assessment with satisfactory performance under the same performance standard on the Algebra I and English I end-of-course assessment
(3) English I end-of-course assessment with satisfactory performance under the same performance standard on the English II end-of-course assessment
(4) English II end-of-course assessment with satisfactory performance under the same performance standard on the English III end-of-course assessment
(5) Algebra I end-of-course assessment with satisfactory performance under the same performance standard on the Algebra II end-of-course assessment.
Provides that such correlation studies must include an evaluation of any need for remediation courses to facilitate college readiness. Directs the agency to continue to gather data and perform correlation studies at least once every three years. Provides that if the data do not support the correlation between student performance standards and college readiness, the commissioner of education, in collaboration with the commissioner of higher education, must revise the standard of performance considered to be satisfactory. Provides that, based on the data and correlation studies, the commissioner must increase the rigor of the performance standard as the commissioner determines necessary.
Pages 54-58 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 53, Part II
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Amends 39.0262. Specifies that a district may not administer locally-required assessments designed to prepare students for state-administered assessments to any student on more than 10% of any school year's instructional days. Adds that a campus-level planning and decision-making committee may limit the administration of locally required assessment instruments to 10% or a lower percentage of instructional days in any school year. Pages 63-64 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 55
Source: www.legis.state.tx.us
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| FL | Signed into law 05/2009 | P-12
Postsec. | Provides an exemption from public records requirements for personally identifiable information of any personnel of any school district or postsecondary educational institution, or any specific allegations of misconduct obtained or reported in connection with an investigation of a testing impropriety conducted by the Department of Education; provides that the exemption applies until the investigation is concluded or becomes inactive; provides for future legislative review and repeal of the exemption under the Open Government Sunset Review Act.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h0895er.xml&DocumentType=Bill&BillNumber=0895&Session=2009
Title: H.B. 895
Source: http://www.myfloridahouse.gov
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| MN | Signed into law 05/2009 | P-12 | Aligns high school tests with required academic standards. Strikes the requirement for constructed response questions. Makes GRAD tests applicable in 2012-2013 to those few students who have not passed the Minnesota basic skills tests. Requires the state assessment system to be aligned to state academic standards. Provides a timeline for aligning mathematics, science, and language arts and reading standards and assessments. Allows students enrolled in grade 8 in any school year between the 2005-2006 and 2009-2010 school year who do not pass the math graduation-required assessment for diploma (GRAD) to receive a diploma with a passing state notation if they satisfactorily complete all coursework and credits required for graduation and participate in academic remediation and up to two re-test attempts. Allows a school board to include a notation of high achievement on students' high school diplomas indicating exemplary academic achievement during high school based on board-established criteria.
For purposes of federal accountability requirements, directs the commissioner to develop reading and math assessments for grades 3 through 8, state-developed high school reading and math tests aligned with state standards, and science assessments. Prohibits the commissioner from requiring students to achieve a passing score on high school science assessments in order to graduate. Requires assessment results to include a value-added growth indicator of student achievement. Requires schools, school districts, and charter schools to administer statewide assessments to evaluate student proficiency in the context of the state's grade-level academic standards. Makes the temporary alternative to the state's reading and math GRAD tests applicable in the 2009-2010 through 2013-2014 school years. Makes the statutory timeline for aligning assessments to standards effective July 1, 2010, and the legislature specifically authorizes the number, subject area, grade level, and consequence of a high school math assessment. Causes the 11th grade math GRAD to remain in effect if the legislature does not act by July 1, 2010.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
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| MN | Signed into law 05/2009 | P-12 | Establishes a college and career-readiness workgroup headed jointly by MDE and the U of M to evaluate and make recommendations to the commissioner and the legislature on the design of the state high school assessment system, levels of and mechanisms for accountability, postsecondary uses of the assessments and an implementation timeline.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
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| ND | Signed into law 05/2009 | P-12 | Requires districts to administer annually to students in grades 2-10 the measures of academic progress test or any other interim assessment approved by the superintendent of education. Requires all 11th grade public and nonpublic school students to take the ACT or set of three WorkKeys assessments (students choose which). The district pays for the cost of one summative assessment and its administration per student. Requires the career advisor or counselor to meet with students to review results. Students can be exempt if taking the test is not required by an IEP or if there are other special circumstances. If the state superintendent determines that costs can be reduced through the use of a state procurement process, the superintendent is to work with districts to procure and arrange for administration of assessments and withhold each district's share of the total cost from state aid. Students under age 21 pursuing a GED may take the ACT or three WorkKeys assessments, and the student's career advisor or guidance counselor must meet with the student to review the student's assessment results.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Secs. 22, 24, 25 Assessment
Source: http://www.legis.nd.gov
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| OR | Signed into law 05/2009 | P-12 | Allows Department of Education to make available assessment system that measures student's progress in achieving academic content standards at current grade level, determines grade level of student's understanding, knowledge or ability, tracks and provides reports on progress of student and makes predictions of anticipated student progress; declares emergency, effective on passage. Chapter 101
http://www.leg.state.or.us/09reg/measpdf/hb2100.dir/hb2362.en.pdf
Title: H.B. 2362
Source: http://www.leg.state.or.us
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| AR | Signed into law 04/2009 | P-12 | Creates the College and Career Readiness Planning Program Act. Defines "college and career readiness". Beginning with the 2010-11 school year, directs public schools to administer the EXPLORE to 8th graders, and either the PLAN or PSAT to 10th graders. Permits costs of these assessments to be paid using department of education at-risk funding. Requires schools to use the college readiness assessments to assist students with college and workforce readiness skills, high school course selection and improved academic achievement. By the 2011-12 school year, requires schools to fully incorporate college readiness assessment results into each student's college and career planning process. Requires the department of education to maintain data to (1) Increase college and career readiness skills; (2) Improve instruction; (3) Enhance school improvement plans; and (4) Reduce college remediation rates. Requires the department of education to annually report to the house and senate education committees on the implementation and effectiveness of the College and Career Readiness Planning Program. http://www.arkleg.state.ar.us/assembly/2009/R/Bills/HB1808.pdf
Title: H.B. 1808
Source: http://www.arkleg.state.ar.us
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| AR | Signed into law 04/2009 | P-12 | Allows reasonable accommodation by the Department of Education and each school district for a student who has difficulty with sensory processing in reaction to oversensitivity to full spectrum light when taking state required tests; allows a student to use color overlays specific to the student's oversensitivity that alter the contrast between the words and the page so the student can visually comprehend the words on a page of a state mandated assessment or test.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1460.pdf
Title: S.B. 358
Source: http://www.arkleg.state.ar.us/
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| NV | Adopted 04/2009 | P-12 | Revises various provisions governing proficiency examinations, include pass of proficiency examinations and an alternative method to demonstrate proficiency in science, social studies, and automobile technology . http://www.leg.state.nv.us/NAC/CHAPTERS.HTMl
Title: NAC 389
Source: http://www.leg.state.nv.us
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| UT | Adopted 04/2009 | P-12 | Adds a new section regarding student achievement testing exceptions. Provides the state board may exempt a district or charter school from U-PASS testing requirements if a district or charter school pilots an assessment system that incorporates:
(1) online classroom-based assessment that utilizes adaptive testing in all grades
(2) online writing assessment in grades 4 through 12
(3) assessments administered in grades 8, 10 and 11
(4) college placement assessments in grades 11 to provide information for 12th grade high school course selections
and is subject to an accountability plan and high school graduation standards that are based on the assessment system described in R277-705-11A(1), (2), (3), (4) above and developed and adopted by the state board.
Provides exemptions may not exceed three rural school districts, two urban school districts and five charter schools, and may not continue beyond July 2010. Adds provisions for students transfering from an exempted district to an unexempted district in grade 11 or 12. http://www.rules.utah.gov/publicat/bulletin/2009/20090201/32314.htm
Title: R277-705
Source: www.rules.utah.gov
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| WA | Signed into law 04/2009 | P-12 | Relates to statewide assessments and curricula; states findings of the Legislature; requires the superintendent of public instruction to revise the number of open-ended questions and extended responses in the statewide achievement assessment in specified grades and to reduce the cost of administering the assessment; requires that certain assessments be developed for mathematics; provides for the improvement of science and mathematics curriculum.
Chapter 310. Partial veto of unrelated sections.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Senate%20Passed%20Legislature/5414-S.PL.pdf
Title: S.B. 5414
Source: http://apps.leg.wa.gov
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| KY | Signed into law 03/2009 | P-12 | Directs the the state board of education and the state department of education, prior to the development and implementation of a new state assessment system for 2011-12, to provide for a systematic interim process that will lead to a new state student assessment program. Provides the system will continue to include the high school readiness examination in grade 8, the college readiness examination in grade 10, and the ACT in grade eleven 11. Provides the current state criterion-referenced test that meets the requirements of the federal No Child Left Behind Act, excluding tests for arts and humanities, practical living skills and career studies, and writing portfolios, will continue to be given for the same subjects in the same grades in the 2008-09, 2009-10, and 2010-11 school years until the new assessment program is implemented in the 2011-12 academic year. Directs the department, during the 2009-10 and 2010-11 school years, to reduce the length of the test by reviewing and eliminating unneeded test items.
Provides that during the 2009-10 and the 2010-11 academic years, in addition to the state criterion-referenced test, there will be a new stand-alone norm-referenced test in reading and math in grades 3-7, that must be valid and reliable at the individual student level. Directs the state board to promulgate administrative regulations outlining the procedures to be used during the interim testing process to ensure test security, including procedures for testing makeup days, and to comply with federal assessment requirements. Provides that during the interim, the testing window for the criterion-referenced test may be up to 7 days in 2008-09 and up to 6days during the 2009-10 and 2010-11 school years with additional makeup days as determined by the state board.
In the 2008-09 academic year, directs the department of education to provide each district with a test booklet and scoring sheets for arts and humanities, practical living skills and career studies that may be used by a local district for a local formative or summative evaluation. Provides that during the 2009-10 and the 2010-11 school years, the new stand-alone norm-referenced test in reading and mathematics in grades 3-7 must be given during the week before or the week after the established testing window. http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 19
Source: www.lrc.ky.gov
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| KY | Signed into law 03/2009 | P-12 | Provides that whereas it is imperative that schools, administrators, teachers, parents and policymakers maintain high expectations for students, and it is important that there be an orderly transition from the current state assessment to the new assessment and accountability system implemented in 2011-12, the following conditions will apply:
(1) The state board of education must provide for an interim assessment process (described in section 19 of this act)
(2) The board must ensure that all student assessments and data collection and reporting necessary to meet the accountability and proficiency requirements for the federal No Child Left Behind Act (NCLB) are met
(3) The board must suspend the calculation of a state accountability index for 2008-09, 2009-10, and 2010-11.
During the interim period the following will apply for accountability purposes:
(a) NCLB Annual Yearly Progress results must be used to determine improvement of student achievement for both Title 1 and non-Title 1 schools
(b) The NCLB definitions must be applied to both Title 1 and non-Title 1 schools
(c) State level assistance and resources must be provided to Title 1 and non-Title 1 schools falling into the federal definitions of consequences in order to help schools improve student achievemen
(d) Results of the interim tests must be reported publicly.
Permits the state board to use math items developed using revised math content standards during the spring of 2010 and administer an initial math test, based on the revised standards during the 2010-11 testing period to meet NCLB requirements, if approval is granted by the U.S. Department of Education. Directs the state department of education to develop and implement interim program assessments of writing programs, practical living skills and career studies, and arts and humanities in all schools during the transition period. Directs the department to finalize the process for program assessments for implementation during the 2011-12 school year. Directs the department and state board to ensure that teachers, administrators and local board members are well informed of pending changes in the assessment and accountability system during the transition period and continue to stress the importance of the quality of opportunities for all students.
http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 18
Source: www.lrc.ky.gov
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| UT | Signed into law 03/2009 | P-12 | Modifies the State Performance Assessment System for Students by requiring online writing assessments in grades 5 and 8. Encourages a school district or charter school, as applicable, to administer an online writing assessment to students in grade 11. Allows the state board of education to award a grant to a school district or charter school to pay for an online writing assessment and instruction program that may be used to assess the writing of students in grade 11. http://le.utah.gov/~2009/bills/hbillenr/hb0334.pdf
Title: H.B. 334
Source: Lexis-Nexis/StateNet
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| WA | Adopted 03/2009 | P-12 | Complies with legislative directive to implement procedures allowing student rights to appeal state assessment requirements under conditions of special, unavoidable circumstances. WASHINGTON 28944
Title: WAC 392-501-600, -601, -602
Source: http://apps.leg.wa.gov/wac
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| LA | Adopted 02/2009 | P-12 | Amends rules relating to statewide assessment standards and practices, specifically, End of Course Tests (EOCT).
http://doa.louisiana.gov/osr/lac/28v111/28v111.doc#_Toc222644588
Title: LAC 28:CXI.1801, 1803, 1805, 1807, 1809, 1811, 1813, 1815, 1817
Source: http://doa.louisiana.gov/osr
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| SD | Signed into law 02/2009 | P-12 | Repeals the provisions for the state Academic Achievement Test Advisory Council.
http://legis.state.sd.us/sessions/2009/Bills/HB1045ENR.pdf
Title: H.B. 1045
Source: http://legis.state.sd.us
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| TX | Adopted 02/2009 | P-12 | Sets the standard of satisfactory performance on the Texas Assessment of Knowledge and Skills (TAKS), as appropriate for the reading and mathematics assessments in Grades 3-8 based on the implementation of a vertical scale. http://ritter.tea.state.tx.us/rules/board/adopted/0109/101-23-two.pdf
Title: 19 TAC 2.101.B.101.23
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 02/2009 | P-12 | Directs the Board of Education in prescribing Standards of Learning assessments to also provide the option of industry certification and state licensure examinations in lieu of administering tests to assess the progress of students.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB2517ER
Title: H.B. 2517
Source: http://leg1.state.va.us/
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| FL | Adopted 01/2009 | P-12 | Amends rule to provide guidance relating to the statewide public school student progression law eliminating social promotion by removing the FCAT Norm Referenced Test (NRT) as an alternative assessment good cause exemption for students scoring at Level 1 on the grade three Florida Comprehensive Assessment Test (FCAT) in Reading. Since the original rule adoption, the FCAT Norm Referenced Test (NRT) has been eliminated from the FCAT assessment program. The effect of this rule revision will be that students who score at Level 1 on the grade three FCAT Reading may be promoted to grade four if an acceptable level of performance is demonstrated on the alternative assessment (SAT-9 or SAT-10) or using a student portfolio. https://www.flrules.org/gateway/ruleNo.asp?ID=6A-1.094221
Title: FAC 6A-1.094221
Source: https://www.flrules.org/gateway/ruleNo.asp?ID=6A-1.094221
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| NM | Adopted 01/2009 | P-12 | The objective of this rule is to establish procedures for implementing the high school readiness assessment system, including: (a) the process for identifying acceptable short-cycle diagnostic type assessment instruments for grades nine and ten; (b) identification of acceptable college placement and workforce readiness assessments; and (c) specific requirements for alternate demonstration of competency in the New Mexico's academic content standards required for high school graduation.
http://www.nmcpr.state.nm.us/nmac/parts/title06/06.019.0007.htm
Title: NMAC 6.19.7.1, .2, .3, .4, .5, .6, .7, .8, .9, .10, .11
Source: http://www.nmcpr.state.nm.us
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| Assessment--Accommodations |
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| IL | Adopted 11/2009 | P-12 | Partially from "Notice of Adopted Amendments" in Illinois Register (changes from this rulemaking but not listed below are technical in nature or echo recent changes in legislation):
Section 1.20: Revised to distinguish among the appropriate levels of sign-off on the corrective plan a district must submit depending on whether a school or the district has been placed on probation. Adds a provision allowing a district's or school's status to be changed to "nonrecognized" if, at any time that a corrective action plan is in effect, the state superintendent determines that the agreed-upon actions are not being implemented in accordance with the plan or the underlying areas of noncompliance are not being remedied.
Section 1.30: Updated to refer to state assessment accommodations now allowed for limited English proficient students, and now specifies when time extensions will be made available to those students (in response to P.A. 94-642, which authorized the state board to allow additional time "by rule"). Revises labels used to describe scores on the Illinois Alternate Assessment, and updates rule on review and verification of assessment information.
Section 1.100: Adds details so that staff of districts and other eligible applicants will have more specific guidance as to what is expected as part of the process for receiving waivers and modifications of requirements in the school code or administrative rules.
Section 1.240: Expanded to include a reference to gender identity among the prohibited bases for discrimination because it may otherwise not be clear that gender identity is encompassed in the definition of "sexual orientation".
Section 1.420: Adds provision specifying that each district's plan for recording student progress and/or awarding credit must include credit for courses completed by correspondence, online or from other external sources. Specifies that a district may count four clock-hours as a day of instruction only due to a condition beyond the district's control; specifies other requirements that must be met for the state superintendent to approve a district's request to use "multiple sessions" to fulfill school day requirements. Specifies that students in attendance for at least 150 but fewer than 240 minutes of school work may be counted for a half-day of attendance; students in attendance for fewer than 150 minutes of school work are not to be counted for purposes of calculating average daily attendance. Emphasizes the meaning of the portion of the rule on library media programs that distinguishes between the services that may be performed only by certified library information specialists and the other tasks that may be inherent in districts' operation of their programs.
Section 1.465 (on awarding of credit for foreign language study in an ethnic school program) and 1.480 (on correctional institution educational programs): Generally updated, including the insertion of current statutory citations.
Section 1.510: Main revision conveys state board's interpretation that districts may not pick and choose among students in the same situation once they elect to transport some students.
Section 1.737: Updated to complement new requirements for endorsements in safety and driver education that will take effect in 2012.
Pages 324-388 of 432: http://www.cyberdriveillinois.com/departments/index/register/register_volume33_issue45.pdf
Title: 23 IAC 1.20, .30, .100, .240, .420, .465, .480, .510, .737
Source: www.cyberdriveillinois.com
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| OH | Adopted 06/2009 | P-12 | Clarifies circumstances under which a student may be excused from taking a state test required at the student's grade level. Clarifies that a student in grades 3-8 who was retained in the same grade level from one school year to the next school year, must take all of the Ohio achievement tests for the grade level in which the student currently is enrolled, regardless of any score previously received by a student on any such test during a prior school year. http://www.registerofohio.state.oh.us/pdfs/3301/0/13/3301-13-02_PH_FF_A_RU_20090615_1020.pdf
Title: OAC 3301-13-02
Source: www.registerofohio.state.oh.us
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| TX | Signed into law 06/2009 | P-12 | Directs the state education agency, in developing state assessments for math, reading, writing, social studies and science for grades 3-8, to allow student scores to provide reliable information relating to a student's satisfactory performance for each performance standard under Section 39.0241, and an appropriate range of performances to serve as a valid indication of growth in student achievement. Amends language in 39.023(b) regarding the assessment of students with disabilities. Eliminates provision allowing a student with disabilities to be exempted from an end-of-course assessment. Excludes assessments that students may retake (i.e., an end-of-course assessment) from those whose questions and answer keys are released to the public every third year. Makes grade 5 final grade in which limited-English proficient students may take statewide assessments in reading, writing, math and science in Spanish (previous provision extended such assessments to students in grade 6.)
Directs the commissioner of education and commissioner of higher education to study the feasibility of allowing students to satisfy end-of-course requirements by successfully completing a dual credit course through an institution of higher education. Requires the commissioner of education and commissioner of higher education to make recommendations based on the study to the legislature by December 2010.
By September 1 of each year, requires the state education agency Web site to report the following information for state assessments in grades 3-8 and end-of-course assessments:
(1) The number of questions on the assessment
(2) The number of questions that must be answered correctly to achieve satisfactory performance
(3) The number of questions that must be answered correctly to achieve satisfactory performance under the college readiness performance standard
(4) The corresponding scale scores.
Previous law required questions indicating college readiness in end-of-course assessments to be administered in a separate section of the assessment. New enactment bars these items from being included in a separate section of the assessment.
Provides the commissioner may not require a school district or charter school to administer an assessment instrument by computer.
Pages 45-50 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 50 through 52
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Whereas former language allowed students with an IEP to be exempted from criterion-referenced assessments in grades 3-8, end-of-course assessments and criterion-referenced assessments for students with disabilities, new language provides students with an IEP may be administered an accommodated or alternative assessment instrument or may be granted an exemption from or a postponement of the administration of such assessments. Defines "unschooled asylee or refugee." Allows additional four years' testing exemption (beyond up to 1 year allowed for English language learners) from state assessments if the student 's initial enrollment in a school in the U.S. was as an unschooled asylee or refugee. Pages 64-66 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 56
Source: www.legis.state.tx.us
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| AR | Signed into law 04/2009 | P-12 | Allows reasonable accommodation by the Department of Education and each school district for a student who has difficulty with sensory processing in reaction to oversensitivity to full spectrum light when taking state required tests; allows a student to use color overlays specific to the student's oversensitivity that alter the contrast between the words and the page so the student can visually comprehend the words on a page of a state mandated assessment or test.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1460.pdf
Title: S.B. 358
Source: http://www.arkleg.state.ar.us/
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| KY | Signed into law 03/2009 | P-12 | Requires the state department of education and state board, as they revise the state assessment and accountability system for implementation in 2011-12, to facilitate an extensive review of how exceptional children's needs are being met through the required student assessment process and how student assessment requirements for exceptional children potentially hamper or enhance intellectual and emotional growth of individual students. Directs the entities to assess how current assessment procedures for exceptional children and the reporting requirements affect school performance classifications and whether changes need to be made as the revised assessment and accountability system is developed. http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 20
Source: www.lrc.ky.gov
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| KY | Adopted 02/2009 | P-12 | Establishes procedures for the inclusion of special student populations in the State-required assessment and accountability programs. http://www.lrc.ky.gov/kar/703/005/070reg.htm
Title: 703 KAR 5:070
Source: www.lrc.ky.gov
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| LA | Adopted 02/2009 | P-12 | Amends rules relating to LEAP Alternate Assessments.
http://doa.louisiana.gov/osr/lac/28v111/28v111.doc#_Toc222644588
Title: LAC 28:CXI.Chapter 19, 1901 to 1925
Source: http://doa.louisiana.gov/osr/
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| TX | Adopted 02/2009 | P-12 | Sets the standard of satisfactory performance on the Texas Assessment of Knowledge and Skills (TAKS), as appropriate for the reading and mathematics assessments in Grades 3-8 based on the implementation of a vertical scale. http://ritter.tea.state.tx.us/rules/board/adopted/0109/101-23-two.pdf
Title: 19 TAC 2.101.B.101.23
Source: Lexis-Nexis/StateNet
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| Assessment--College Entrance Exams |
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| IL | Signed into law 08/2009 | P-12 | Reduces the number of opportunities to take the Prairie State Achievement Examination (PSAE) from two to one during the spring semester of grade 11. Eliminates provision allowing students wishing to improve their score to retake the PSAE in grade 12. Provides that a student may receive a high school diploma without taking the PSAE if a district is not required to test the individual under the No Child Left Behind Act or if the student is exempt from the assessment. http://www.ilga.gov/legislation/96/SB/PDF/09600SB2014lv.pdf
Title: S.B. 2014
Source: www.ilga.gov/legislation
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| ND | Signed into law 05/2009 | P-12 | Requires districts to administer annually to students in grades 2-10 the measures of academic progress test or any other interim assessment approved by the superintendent of education. Requires all 11th grade public and nonpublic school students to take the ACT or set of three WorkKeys assessments (students choose which). The district pays for the cost of one summative assessment and its administration per student. Requires the career advisor or counselor to meet with students to review results. Students can be exempt if taking the test is not required by an IEP or if there are other special circumstances. If the state superintendent determines that costs can be reduced through the use of a state procurement process, the superintendent is to work with districts to procure and arrange for administration of assessments and withhold each district's share of the total cost from state aid. Students under age 21 pursuing a GED may take the ACT or three WorkKeys assessments, and the student's career advisor or guidance counselor must meet with the student to review the student's assessment results.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Secs. 22, 24, 25 Assessment
Source: http://www.legis.nd.gov
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| UT | Adopted 04/2009 | P-12 | Adds a new section regarding student achievement testing exceptions. Provides the state board may exempt a district or charter school from U-PASS testing requirements if a district or charter school pilots an assessment system that incorporates:
(1) online classroom-based assessment that utilizes adaptive testing in all grades
(2) online writing assessment in grades 4 through 12
(3) assessments administered in grades 8, 10 and 11
(4) college placement assessments in grades 11 to provide information for 12th grade high school course selections
and is subject to an accountability plan and high school graduation standards that are based on the assessment system described in R277-705-11A(1), (2), (3), (4) above and developed and adopted by the state board.
Provides exemptions may not exceed three rural school districts, two urban school districts and five charter schools, and may not continue beyond July 2010. Adds provisions for students transfering from an exempted district to an unexempted district in grade 11 or 12. http://www.rules.utah.gov/publicat/bulletin/2009/20090201/32314.htm
Title: R277-705
Source: www.rules.utah.gov
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| KY | Signed into law 03/2009 | P-12 | Repeals language referring to the Commonwealth Accountability Testing System (CATS). Directs the state board, using the revised content standards to be approved by December 15, 2010, to implement an annual statewide assessment system for implementation in the 2011-12 school year. Requires the board, in developing the assessment system, to also seek the advice of the Education Assessment and Accountability Review Subcommittee within the Legislative Research Commission. Calls for the implementation of:
(1) Grades 3-8 criterion-referenced assessments in reading and math, augmented with a customized or commercially available norm-referenced test to provide national profiles
(2) Criterion-referenced assessments in science and social studies, to be administered once each in the elementary and middle grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(3) An on-demand writing assessment to be administered once in the elementary grades, twice in the middle grades, and twice in the high school grades
(4) An editing and mechanics test for writing, using multiple choice and constructed response items, to be administered once each in the elementary and middle grades, and twice in the high school grades
(5) A grade 8 high school readiness exam in English, reading, math and science; except the readiness assessment may be administered in grade 9 if the state board determines moving the test would be in students' best interest
(6) A criterion-referenced test in math, reading and science administered once during high school grades, that measures the depth and breadth of the academic content standards that are not covered in the ACT administered to all juniors
(7) A criterion-referenced social studies test administered once during high school grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(8) A grade 10 college-readiness test in English, reading, math and science
(9) The ACT, testing English, reading, math and science, administered in grade 11.
Adds that student scores on the grade 8 high school readiness or grade 10 college-readiness test indicate advanced work is required in English, reading or math must have intervention strategies for accelerated learning incorporated into his or her learning plan.
Provides the criterion-referenced assessments must have constructed response and multiple choice items, and that the nationally normed assessments must be multiple-choice. Permits the state board to adopt end-of-course exams in lieu of criterion-referenced tests. Provides that assessment results must be used to determine appropriate instructional modifications to allow all students to make continuous progress, including students who are advanced learners. Requires the state board to conduct periodic alignment studies that compare the norm-referenced tests with the breadth and depth of the standards. Authorizes the state board, based on the findings of these studies, to decrease the number of criterion-referenced items.
Beginning in the 2011-12 school year, requires all districts to administer the statewide assessments during the last 14 days of school. Provides testing may take no more than five days. Directs the state board to adopt regulations on the procedures to be used during the testing process to ensure test security, including procedures for testing makeup days. Requires the state board, in revising the assessment system for implementation in 2011-12, to ensure that a technically sound longitudinal comparison of the assessment results for the same students be made available.
New KRS 158.6453(1)(e) defines formative assessment as a process used by teachers and students during instruction to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. Specifies formative assessments may be commercial assessments, classroom observations, teacher-designed classroom tests and assessments, and other processes and assignments to gain information about individual student learning.
Provides the assessment program may include formative and summative (i.e., semester- or year-end) assessments that:
(1) Measure student achievement in language, reading, English, mathematics, science and social studies
(2) Provide diagnostic information identifying individual students' strengths and academic deficiencies in the content areas
(3) Provide comparisons with national norms for math, reading, social studies, and science, and where available, comparisons to other states
(4) Provide teachers with information that can enable them to improve instruction for current and future students
(5) Provide longitudinal profiles for students
(6) Ensure school and district accountability for meeting state education goals.
Beginning with the 2011-12 school year, requires every school serving primary-level students to use developmentally appropriate diagnostic assessments and prompts to measure readiness in reading and mathematics. Provides the results must be used to inform teachers and parents of each student's skill level.
Adds that one use of Commonwealth school improvement grant funds may be to help teachers and administrators make better use of formative and summative, performance-based assessments.
Requires the assessment program to include state and local program reviews and audits in selected content areas. Provides that state and local program reviews and audits must provide schools with annual feedback on selected programs and serve as indicators of the quality of students' educational experiences. Requires program reviews and audits to provide recommendations for improving teaching and assessment, and to ensure school and district accountability for student achievement. Beginning in the 2011-12 school year, the state assessment program must include program reviews and program audits for arts and humanities, practical living skills and career studies, and the writing programs, the results of which to be included in the state accountability system.
Directs the department of eductation to provide guidelines for (1) arts and humanities programs, (2) practical living skills and career studies, and (3) effective writing programs, and for the integration of the arts and humanities and practical living skills and career studies guidelines into every school's curriculum. Also requires (1) practical living skills and career studies and (2) effective writing program guidelines to be integrated into the curriculum of all teacher preparation programs. Directs the department of education to establish (1) arts and humanities program, (2) practical living skills and career studies and (3) effective writing program criteria for use in program review and audit processes, along with the procedures recommended for local district and department program reviews and program audits. Requires the department to distribute the criteria and procedures for program reviews and audits to all schools and teacher preparation programs. Directs every district to conduct an annual program review, and the department of education to review every school's programs in these three areas within a two-year period. Requires every school-based decision making council to analyze its school's program review findings and determine how it will address program recommendations to improve the program for students. Requires the department to ensure that all schools and districts understand how the program review and audit results will be included in the accountability system, and to provide assistance to improve the quality of such programs.
Specifies that the writing program must incorporate a variety of language resources, technological tools and multiple opportunities for students to develop complex communication skills for a variety of purposes. Provides that writing portfolios must be part of any K-12 writing program, must be part of the required criteria for the writing program review and audit process, and must be maintained for each student, following the student from grade to grade and to any school the student may enroll in.
Requires the state board to adopt rules that prohibit inappropriate test preparation activities by district employees charged with test administration and oversight, including the issue of teachers being required to do test practice in lieu of regular classroom instruction and test practice outside the normal work day. Provides the revisions must include disciplinary sanctions that may be taken toward a school or individuals.
Amends KRS 158.816 to replace CATS with reference to revised assessment system (in provision requiring annual analysis of and report on achievement of technical education students who have completed or are enrolled in an at least 3-credit sequence of a technical program.
Pages 6-23 [Section 2(3)], 31-32 [Section 6], 40-42 [Section 9], and 44-45 [Section 11] of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 2(3), 6, 9 and 11
Source: www.lrc.ky.gov
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| KY | Signed into law 03/2009 | P-12 | Directs the the state board of education and the state department of education, prior to the development and implementation of a new state assessment system for 2011-12, to provide for a systematic interim process that will lead to a new state student assessment program. Provides the system will continue to include the high school readiness examination in grade 8, the college readiness examination in grade 10, and the ACT in grade eleven 11. Provides the current state criterion-referenced test that meets the requirements of the federal No Child Left Behind Act, excluding tests for arts and humanities, practical living skills and career studies, and writing portfolios, will continue to be given for the same subjects in the same grades in the 2008-09, 2009-10, and 2010-11 school years until the new assessment program is implemented in the 2011-12 academic year. Directs the department, during the 2009-10 and 2010-11 school years, to reduce the length of the test by reviewing and eliminating unneeded test items.
Provides that during the 2009-10 and the 2010-11 academic years, in addition to the state criterion-referenced test, there will be a new stand-alone norm-referenced test in reading and math in grades 3-7, that must be valid and reliable at the individual student level. Directs the state board to promulgate administrative regulations outlining the procedures to be used during the interim testing process to ensure test security, including procedures for testing makeup days, and to comply with federal assessment requirements. Provides that during the interim, the testing window for the criterion-referenced test may be up to 7 days in 2008-09 and up to 6days during the 2009-10 and 2010-11 school years with additional makeup days as determined by the state board.
In the 2008-09 academic year, directs the department of education to provide each district with a test booklet and scoring sheets for arts and humanities, practical living skills and career studies that may be used by a local district for a local formative or summative evaluation. Provides that during the 2009-10 and the 2010-11 school years, the new stand-alone norm-referenced test in reading and mathematics in grades 3-7 must be given during the week before or the week after the established testing window. http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 19
Source: www.lrc.ky.gov
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| Assessment--Computer Based |
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| TX | Signed into law 06/2009 | P-12 | Directs the state education agency, in developing state assessments for math, reading, writing, social studies and science for grades 3-8, to allow student scores to provide reliable information relating to a student's satisfactory performance for each performance standard under Section 39.0241, and an appropriate range of performances to serve as a valid indication of growth in student achievement. Amends language in 39.023(b) regarding the assessment of students with disabilities. Eliminates provision allowing a student with disabilities to be exempted from an end-of-course assessment. Excludes assessments that students may retake (i.e., an end-of-course assessment) from those whose questions and answer keys are released to the public every third year. Makes grade 5 final grade in which limited-English proficient students may take statewide assessments in reading, writing, math and science in Spanish (previous provision extended such assessments to students in grade 6.)
Directs the commissioner of education and commissioner of higher education to study the feasibility of allowing students to satisfy end-of-course requirements by successfully completing a dual credit course through an institution of higher education. Requires the commissioner of education and commissioner of higher education to make recommendations based on the study to the legislature by December 2010.
By September 1 of each year, requires the state education agency Web site to report the following information for state assessments in grades 3-8 and end-of-course assessments:
(1) The number of questions on the assessment
(2) The number of questions that must be answered correctly to achieve satisfactory performance
(3) The number of questions that must be answered correctly to achieve satisfactory performance under the college readiness performance standard
(4) The corresponding scale scores.
Previous law required questions indicating college readiness in end-of-course assessments to be administered in a separate section of the assessment. New enactment bars these items from being included in a separate section of the assessment.
Provides the commissioner may not require a school district or charter school to administer an assessment instrument by computer.
Pages 45-50 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 50 through 52
Source: www.legis.state.tx.us
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| UT | Adopted 04/2009 | P-12 | Adds a new section regarding student achievement testing exceptions. Provides the state board may exempt a district or charter school from U-PASS testing requirements if a district or charter school pilots an assessment system that incorporates:
(1) online classroom-based assessment that utilizes adaptive testing in all grades
(2) online writing assessment in grades 4 through 12
(3) assessments administered in grades 8, 10 and 11
(4) college placement assessments in grades 11 to provide information for 12th grade high school course selections
and is subject to an accountability plan and high school graduation standards that are based on the assessment system described in R277-705-11A(1), (2), (3), (4) above and developed and adopted by the state board.
Provides exemptions may not exceed three rural school districts, two urban school districts and five charter schools, and may not continue beyond July 2010. Adds provisions for students transfering from an exempted district to an unexempted district in grade 11 or 12. http://www.rules.utah.gov/publicat/bulletin/2009/20090201/32314.htm
Title: R277-705
Source: www.rules.utah.gov
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| UT | Signed into law 03/2009 | P-12 | Modifies the State Performance Assessment System for Students by requiring online writing assessments in grades 5 and 8. Encourages a school district or charter school, as applicable, to administer an online writing assessment to students in grade 11. Allows the state board of education to award a grant to a school district or charter school to pay for an online writing assessment and instruction program that may be used to assess the writing of students in grade 11. http://le.utah.gov/~2009/bills/hbillenr/hb0334.pdf
Title: H.B. 334
Source: Lexis-Nexis/StateNet
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| Assessment--End-of-Course |
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| OH | Signed into law 07/2009 | P-12 | Replaces all references to "tests" to "assessments".
Section 3301.079: Existing law requires the state board to inform all districts when any achievement test has been completed; new provision extends this notification requirement to community schools, STEM schools, and nonpublic schools required to administer the assessment. Combines grades K-2 diagnostic assessments in reading and writing and grade 3 diagnostic assessment in writing into English language arts diagnostic assessment in those grades.
Section 3301.0710: Replaces grades 4, 5, 6 and 8 reading assessments with assessments in English language arts; replaces separate reading and writing assessments in grades 4 and 7 with single English language arts assessment (reducing from three to two the number of assessments administered in grades 4 and 7). Reduces the number of score designations on the state assessments from 5 to 3 (eliminating second-lowest "basic" and second-highest "accelerated" levels). Eliminates provisions establishing testing dates for grades 3-7 achievement tests and graduation tests; replaces with provision directing the state superintendent to designate dates and times for the administration of grades 3-8 assessments and Ohio graduation tests. In setting administration dates, directs the state superintendent to allow a reasonable length of time between the state assessments and the NAEP given in the same grade level. Eliminates provisions (1) directing the state board to require an alternate assessment to be submitted for scoring by a certain date, (2) allowing the state board to administer a state assessment to English language learners a week earlier than the date the instrument is administered to other students, and (3) requiring the state board to administer tests for each grade level over a two-week period.
Section 3301.0711: Specifies that once the new high school assessment system is implemented, the old Ohio graduation tests will not be administered to a person who has fulfilled the curriculum requirements for a high school diploma but who has not passed one or more of the old Ohio graduation tests.
3301.0712: Directs the state board, state superintendent and chancellor of the board of regents to develop a system of college and work ready assessments [OF NOTE: (the "college and work ready assessment system")] to assess whether students upon high school graduation are ready to enter college or the workforce. Provides that these assessments will replace the existing Ohio graduation tests as a prerequisite for a high school diploma. Provides that the system consists of three components:
(1) A nationally-standardized assessment measuring English language arts, math and science competencies, jointly selected by the state superintendent and chancellor
(2) A series of end-of-course exams in English language arts, math, science and social studies, [OF NOTE: jointly selected by the state superintendent and chancellor in consultation with subject area faculty] at University System of Ohio institutions]
[OF NOTE: (3) A senior project completed by a student or group of students. Specifies the purpose of the senior project is to assess the student's
(a) Mastery of core knowledge in a subject area chosen by the student
(b) Written and verbal communication skills
(c) Critical thinking and problem-solving skills
(d) Real-world and interdisciplinary learning
(e) Creative and innovative thinking
(f) Acquired technology, information and media skills
(g) Personal management skills such as self-direction, time management, work ethic, enthusiasm, and the desire to produce a high-quality product.]
[OF NOTE: Directs the state superintendent and chancellor to jointly develop standards for the senior project for students participating in dual enrollment programs. Also directs the state superintendent and chancellor to jointly designate the scoring rubrics and required overall composite score for the assessment system to assess whether each student is college or work ready. Requires that each senior project be judged by the student's high school in accordance with the rubrics designated by the state superintendent and chancellor.]
[OF NOTE: Requires the state board, within 30 days of adoption of the model curricula in English language arts, math, science and social studies (curricula must be adopted by March 31, 2011), to convene a group of national and state experts and local practitioners to provide advice, guidance and recommendations for the alignment of standards and model curricula to the assessments and in the design of the end-of-course exams and scoring rubrics.]
Directs the state board, upon completion of the assessment system, to adopt rules prescribing:
(1) A timeline and plan for implementing the assessment system, including a phased implementation if such is deemed warranted by the state board
(2) The date after which a person entering grade 9 must earn at least the composite score for the assessment system as a prerequisite for the high school diploma
(3) The date after which a person must attain the composite score for the entire assessment system as a prerequisite for an adult education diploma
(4) Whether and the extent to which a person may be excused from a social studies end-of-course exam (certain students are exempt from earning a minimum score on the social studies assessment under the current system)
(5) The date after which a person who has fulfilled the curriculum requirement for a diploma but has not passed one or more of the required assessments must attain at least the composite score for the entire assessment system as a prerequisite for a high school diploma
(6) The extent to which the assessment system applies to students enrolled in a dropout recovery and prevention program.
Requires the state superintendent, at least 45 days before the state board adopts a resolution to adopt the aforementioned rules, to present the assessment system to the house and senate education committees.
Pages 987-1003 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.079, 3301.0710, 3301.0711, 3301.0712
Source: www.legislature.state.oh.us
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| TX | Signed into law 06/2009 | P-12 | Directs the state education agency, in developing state assessments for math, reading, writing, social studies and science for grades 3-8, to allow student scores to provide reliable information relating to a student's satisfactory performance for each performance standard under Section 39.0241, and an appropriate range of performances to serve as a valid indication of growth in student achievement. Amends language in 39.023(b) regarding the assessment of students with disabilities. Eliminates provision allowing a student with disabilities to be exempted from an end-of-course assessment. Excludes assessments that students may retake (i.e., an end-of-course assessment) from those whose questions and answer keys are released to the public every third year. Makes grade 5 final grade in which limited-English proficient students may take statewide assessments in reading, writing, math and science in Spanish (previous provision extended such assessments to students in grade 6.)
Directs the commissioner of education and commissioner of higher education to study the feasibility of allowing students to satisfy end-of-course requirements by successfully completing a dual credit course through an institution of higher education. Requires the commissioner of education and commissioner of higher education to make recommendations based on the study to the legislature by December 2010.
By September 1 of each year, requires the state education agency Web site to report the following information for state assessments in grades 3-8 and end-of-course assessments:
(1) The number of questions on the assessment
(2) The number of questions that must be answered correctly to achieve satisfactory performance
(3) The number of questions that must be answered correctly to achieve satisfactory performance under the college readiness performance standard
(4) The corresponding scale scores.
Previous law required questions indicating college readiness in end-of-course assessments to be administered in a separate section of the assessment. New enactment bars these items from being included in a separate section of the assessment.
Provides the commissioner may not require a school district or charter school to administer an assessment instrument by computer.
Pages 45-50 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 50 through 52
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Creates new Subchapter J, "Parent and Educator Reports." Provides that in addition to the indicators adopted under Section 39.053, the commissioner must adopt indicators of the quality of learning for the purpose of preparing parent and educator reports, and review these indicators for possible revisions every other year. Provides performance on such adopted indicators must be evaluated in the same manner provided for evaluation of the student achievement indicators under Section 39.053(c). Requires indicators to include:
(1) Percentage of high school graduates who complete the minimum, recommended or advanced high school programs
(2) Results of the SAT, ACT, articulated postsecondary degree programs described by Section 61.852, and certified workforce training programs described by Chapter 311, Labor Code
(3) Subsequent state assessment scores of students who do not meet performance standards as established by Section 39.0241 or who do not pass state-level assessments
(4) Number of students at each campus who choose to complete the minimum high school program, disaggregated by major student subpopulations
(5) Specified remediation and student promotion indicators
(6) Percentage of limited English-proficient students exempted from the administration of an assessment instrument under Sections 39.027(a)(1) and (2)
(7) Percentage of students with disabilities assessed through assessment instruments developed or adopted under Section 39.023(b)
(8) Percentage of students who satisfy the college readiness measure
(9) Progress toward dual language proficiency under Section 39.034(b) for limited English-proficient students
(10) Percentage of students who are not educationally disadvantaged
(11) Percentage of students who enter an institute of higher education the year after high school graduation
(12) Percentage of students who complete the first year of postsecondary education without needing a developmental education course.
Specifies that performance on the indicators described by Section 39.053(c) and items (3), (4) and (9) above must be based on longitudinal student data that is disaggregated by the bilingual education or special language program that current or former limited English-proficient students are/were enrolled in.
Adds Section 39.302, which directs the state education agency to report to each district the comparisons of student performance made under Section 39.034 (annual improvement needed for a student to perform satisfactorily on grade 5 and 8 assessments and end-of-course assessments, page 67 of 180 of 2009 H.B. 3). Adds Section 39.303, which requires districts to provide each student's parent with a record of the comparisons made under Sections 39.302 and 39.034. Provides that for a student who did not perform satisfactorily on a state assessment, the district must include specific information in the notice about access to online educational resources at the appropriate assessment instrument content level, including educational resources described by Section 32.252(b)(2) and assessment instrument questions and answers released under Section 39.023(e).
Adds Section 39.304, which requires districts to provide teachers at the beginning of the school year with a record of the comparisons made under Sections 39.302 and 39.034. Requires report to go to each teacher for all students, including incoming students, who were assessed on a grades 3-8 assessment or high school end-of-course exam, and all students who took a grades 3-8 assessment or high school end-of-course exam the previous year. Provides the report must indicate whether the student performed satisfactorily or, if the student did not perform satisfactorily, whether the student met the standard for annual improvement.
Amends campus report card content. Repeals provision requiring campus performance to be compared to comparable campus group performance. Requires campus report cards to include the student achievement
indicators described by Section 39.053(c) and the reporting indicators described by Sections 39.301(c)(1) through (5). Requires district report cards to include information indicating the district's accreditation status and identifying each district campus awarded a distinction designation under Subchapter G or considered an unacceptable campus under Subchapter E
Pages 137-142 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part VIII (Parent and Educator Reports, Campus and District Report Cards)
Source: www.legis.state.tx.us
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| KY | Signed into law 03/2009 | P-12 | Repeals language referring to the Commonwealth Accountability Testing System (CATS). Directs the state board, using the revised content standards to be approved by December 15, 2010, to implement an annual statewide assessment system for implementation in the 2011-12 school year. Requires the board, in developing the assessment system, to also seek the advice of the Education Assessment and Accountability Review Subcommittee within the Legislative Research Commission. Calls for the implementation of:
(1) Grades 3-8 criterion-referenced assessments in reading and math, augmented with a customized or commercially available norm-referenced test to provide national profiles
(2) Criterion-referenced assessments in science and social studies, to be administered once each in the elementary and middle grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(3) An on-demand writing assessment to be administered once in the elementary grades, twice in the middle grades, and twice in the high school grades
(4) An editing and mechanics test for writing, using multiple choice and constructed response items, to be administered once each in the elementary and middle grades, and twice in the high school grades
(5) A grade 8 high school readiness exam in English, reading, math and science; except the readiness assessment may be administered in grade 9 if the state board determines moving the test would be in students' best interest
(6) A criterion-referenced test in math, reading and science administered once during high school grades, that measures the depth and breadth of the academic content standards that are not covered in the ACT administered to all juniors
(7) A criterion-referenced social studies test administered once during high school grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(8) A grade 10 college-readiness test in English, reading, math and science
(9) The ACT, testing English, reading, math and science, administered in grade 11.
Adds that student scores on the grade 8 high school readiness or grade 10 college-readiness test indicate advanced work is required in English, reading or math must have intervention strategies for accelerated learning incorporated into his or her learning plan.
Provides the criterion-referenced assessments must have constructed response and multiple choice items, and that the nationally normed assessments must be multiple-choice. Permits the state board to adopt end-of-course exams in lieu of criterion-referenced tests. Provides that assessment results must be used to determine appropriate instructional modifications to allow all students to make continuous progress, including students who are advanced learners. Requires the state board to conduct periodic alignment studies that compare the norm-referenced tests with the breadth and depth of the standards. Authorizes the state board, based on the findings of these studies, to decrease the number of criterion-referenced items.
Beginning in the 2011-12 school year, requires all districts to administer the statewide assessments during the last 14 days of school. Provides testing may take no more than five days. Directs the state board to adopt regulations on the procedures to be used during the testing process to ensure test security, including procedures for testing makeup days. Requires the state board, in revising the assessment system for implementation in 2011-12, to ensure that a technically sound longitudinal comparison of the assessment results for the same students be made available.
New KRS 158.6453(1)(e) defines formative assessment as a process used by teachers and students during instruction to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. Specifies formative assessments may be commercial assessments, classroom observations, teacher-designed classroom tests and assessments, and other processes and assignments to gain information about individual student learning.
Provides the assessment program may include formative and summative (i.e., semester- or year-end) assessments that:
(1) Measure student achievement in language, reading, English, mathematics, science and social studies
(2) Provide diagnostic information identifying individual students' strengths and academic deficiencies in the content areas
(3) Provide comparisons with national norms for math, reading, social studies, and science, and where available, comparisons to other states
(4) Provide teachers with information that can enable them to improve instruction for current and future students
(5) Provide longitudinal profiles for students
(6) Ensure school and district accountability for meeting state education goals.
Beginning with the 2011-12 school year, requires every school serving primary-level students to use developmentally appropriate diagnostic assessments and prompts to measure readiness in reading and mathematics. Provides the results must be used to inform teachers and parents of each student's skill level.
Adds that one use of Commonwealth school improvement grant funds may be to help teachers and administrators make better use of formative and summative, performance-based assessments.
Requires the assessment program to include state and local program reviews and audits in selected content areas. Provides that state and local program reviews and audits must provide schools with annual feedback on selected programs and serve as indicators of the quality of students' educational experiences. Requires program reviews and audits to provide recommendations for improving teaching and assessment, and to ensure school and district accountability for student achievement. Beginning in the 2011-12 school year, the state assessment program must include program reviews and program audits for arts and humanities, practical living skills and career studies, and the writing programs, the results of which to be included in the state accountability system.
Directs the department of eductation to provide guidelines for (1) arts and humanities programs, (2) practical living skills and career studies, and (3) effective writing programs, and for the integration of the arts and humanities and practical living skills and career studies guidelines into every school's curriculum. Also requires (1) practical living skills and career studies and (2) effective writing program guidelines to be integrated into the curriculum of all teacher preparation programs. Directs the department of education to establish (1) arts and humanities program, (2) practical living skills and career studies and (3) effective writing program criteria for use in program review and audit processes, along with the procedures recommended for local district and department program reviews and program audits. Requires the department to distribute the criteria and procedures for program reviews and audits to all schools and teacher preparation programs. Directs every district to conduct an annual program review, and the department of education to review every school's programs in these three areas within a two-year period. Requires every school-based decision making council to analyze its school's program review findings and determine how it will address program recommendations to improve the program for students. Requires the department to ensure that all schools and districts understand how the program review and audit results will be included in the accountability system, and to provide assistance to improve the quality of such programs.
Specifies that the writing program must incorporate a variety of language resources, technological tools and multiple opportunities for students to develop complex communication skills for a variety of purposes. Provides that writing portfolios must be part of any K-12 writing program, must be part of the required criteria for the writing program review and audit process, and must be maintained for each student, following the student from grade to grade and to any school the student may enroll in.
Requires the state board to adopt rules that prohibit inappropriate test preparation activities by district employees charged with test administration and oversight, including the issue of teachers being required to do test practice in lieu of regular classroom instruction and test practice outside the normal work day. Provides the revisions must include disciplinary sanctions that may be taken toward a school or individuals.
Amends KRS 158.816 to replace CATS with reference to revised assessment system (in provision requiring annual analysis of and report on achievement of technical education students who have completed or are enrolled in an at least 3-credit sequence of a technical program.
Pages 6-23 [Section 2(3)], 31-32 [Section 6], 40-42 [Section 9], and 44-45 [Section 11] of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 2(3), 6, 9 and 11
Source: www.lrc.ky.gov
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| Assessment--Formative/Interim |
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| OH | Signed into law 07/2009 | P-12 | Replaces all references to "tests" to "assessments".
Section 3301.079: Existing law requires the state board to inform all districts when any achievement test has been completed; new provision extends this notification requirement to community schools, STEM schools, and nonpublic schools required to administer the assessment. Combines grades K-2 diagnostic assessments in reading and writing and grade 3 diagnostic assessment in writing into English language arts diagnostic assessment in those grades.
Section 3301.0710: Replaces grades 4, 5, 6 and 8 reading assessments with assessments in English language arts; replaces separate reading and writing assessments in grades 4 and 7 with single English language arts assessment (reducing from three to two the number of assessments administered in grades 4 and 7). Reduces the number of score designations on the state assessments from 5 to 3 (eliminating second-lowest "basic" and second-highest "accelerated" levels). Eliminates provisions establishing testing dates for grades 3-7 achievement tests and graduation tests; replaces with provision directing the state superintendent to designate dates and times for the administration of grades 3-8 assessments and Ohio graduation tests. In setting administration dates, directs the state superintendent to allow a reasonable length of time between the state assessments and the NAEP given in the same grade level. Eliminates provisions (1) directing the state board to require an alternate assessment to be submitted for scoring by a certain date, (2) allowing the state board to administer a state assessment to English language learners a week earlier than the date the instrument is administered to other students, and (3) requiring the state board to administer tests for each grade level over a two-week period.
Section 3301.0711: Specifies that once the new high school assessment system is implemented, the old Ohio graduation tests will not be administered to a person who has fulfilled the curriculum requirements for a high school diploma but who has not passed one or more of the old Ohio graduation tests.
3301.0712: Directs the state board, state superintendent and chancellor of the board of regents to develop a system of college and work ready assessments [OF NOTE: (the "college and work ready assessment system")] to assess whether students upon high school graduation are ready to enter college or the workforce. Provides that these assessments will replace the existing Ohio graduation tests as a prerequisite for a high school diploma. Provides that the system consists of three components:
(1) A nationally-standardized assessment measuring English language arts, math and science competencies, jointly selected by the state superintendent and chancellor
(2) A series of end-of-course exams in English language arts, math, science and social studies, [OF NOTE: jointly selected by the state superintendent and chancellor in consultation with subject area faculty] at University System of Ohio institutions]
[OF NOTE: (3) A senior project completed by a student or group of students. Specifies the purpose of the senior project is to assess the student's
(a) Mastery of core knowledge in a subject area chosen by the student
(b) Written and verbal communication skills
(c) Critical thinking and problem-solving skills
(d) Real-world and interdisciplinary learning
(e) Creative and innovative thinking
(f) Acquired technology, information and media skills
(g) Personal management skills such as self-direction, time management, work ethic, enthusiasm, and the desire to produce a high-quality product.]
[OF NOTE: Directs the state superintendent and chancellor to jointly develop standards for the senior project for students participating in dual enrollment programs. Also directs the state superintendent and chancellor to jointly designate the scoring rubrics and required overall composite score for the assessment system to assess whether each student is college or work ready. Requires that each senior project be judged by the student's high school in accordance with the rubrics designated by the state superintendent and chancellor.]
[OF NOTE: Requires the state board, within 30 days of adoption of the model curricula in English language arts, math, science and social studies (curricula must be adopted by March 31, 2011), to convene a group of national and state experts and local practitioners to provide advice, guidance and recommendations for the alignment of standards and model curricula to the assessments and in the design of the end-of-course exams and scoring rubrics.]
Directs the state board, upon completion of the assessment system, to adopt rules prescribing:
(1) A timeline and plan for implementing the assessment system, including a phased implementation if such is deemed warranted by the state board
(2) The date after which a person entering grade 9 must earn at least the composite score for the assessment system as a prerequisite for the high school diploma
(3) The date after which a person must attain the composite score for the entire assessment system as a prerequisite for an adult education diploma
(4) Whether and the extent to which a person may be excused from a social studies end-of-course exam (certain students are exempt from earning a minimum score on the social studies assessment under the current system)
(5) The date after which a person who has fulfilled the curriculum requirement for a diploma but has not passed one or more of the required assessments must attain at least the composite score for the entire assessment system as a prerequisite for a high school diploma
(6) The extent to which the assessment system applies to students enrolled in a dropout recovery and prevention program.
Requires the state superintendent, at least 45 days before the state board adopts a resolution to adopt the aforementioned rules, to present the assessment system to the house and senate education committees.
Pages 987-1003 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.079, 3301.0710, 3301.0711, 3301.0712
Source: www.legislature.state.oh.us
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| DE | Signed into law 06/2009 | P-12 | Eliminates the DSTP; requires its replacement beginning in the 2010-2011 school year with a test administered in English language arts and math in grades 2-10 at the beginning of the school year and at least one more time later in the year; assesses student progress over the course of the year; provides a benchmark for student, school, and district achievement; allows a student's performance on state assessments to be based upon the student's best results from the multiple assessments performed.
http://legis.delaware.gov/LIS/lis145.nsf/vwLegislation/SB+68/$file/legis.html?open
Title: S.B. 68
Source: http://legis.delaware.gov
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| GA | Vetoed 05/2009 | P-12 | Directs the state board of education to develop an evidence-based model program for chronically low-performing high schools receiving a reform grant for addressing at-risk students. Provides the model program must include various programs and curricula proven to be effective for at-risk students focusing on:
(A) Identification of students at risk for being poorly prepared for the next grade level or for dropping out of school
(B) Strengthening retention of ninth grade students in school and reducing high failure rates
(C) Improving more student performance to grade level standards in reading and mathematics by the end of ninth grade
(D) Assisting students and their parents in setting an outcome career and educational goal and identifying a focused program of study to achieve such goal
(E) Assisting students in learning and applying study skills, coping skills and other habits that produce successful students and adults.
Requires the program to include diagnostic assessments to identify student areas of academic strength and weakness, identify students in need and provide them with timely, appropriate assistance, and an evaluation component in each high school to ensure the programs are providing students an opportunity to graduate with a high school diploma. Provides the program may include various components to help students pass ninth grade such as flexible scheduling to increase course time in reading and math for deficient students; maintaining 9th grade student/teacher ratios that are as low as those in other high school grades; using experienced and effective teachers as leaders for teacher teams in 9th grade to improve instructional planning, delivery, and re-teaching strategies; assigning 9th grade students teacher mentors who will meet with them frequently; and including 9th grade career courses which incorporate a series of miniprojects throughout the school year that require the application of 9th grade level reading, math and science skills to complete while students learn to use a range of technology and help students explore a range of educational and career options that will assist them in formulating post high school goals and give them a reason to stay in
school and work toward achieving their stated goals.
Directs the state board to adopt rules for chronically low-performing high schools receiving a reform grant. Provides such rules must encourage high schools to implement a comprehensive school reform research-based model that focuses on:
(1) Setting high expectations for all students
(2) Personalizing graduation plans for students
(3) Developing small learning communities or career academies with a rigorous academic foundation and emphasis in broad career fields of study
(4) Using project based instruction embedded with strong academics to improve relevancy in learning
(5) Fostering collaboration among academic and career/technical teachers;
(6) Implementing nontraditional scheduling in ninth grade for students behind in their grade level
(7) Promoting parental involvement
(8) Training teachers to work with low-performing students and their parents or guardians.
Directs the state board to establish a competitive grant program for local school systems to implement school reform measures in selected high schools, including program requirements and grant criteria, which must include that priority for awarding of grants be given to chronically low-performing high schools. Requires recipient high schools to:
--Provide focused programs of study (see pp 7-12 of this bill) aligned with graduation requirements
--Implement a teacher advisor system pairing an educator with a small group of students throughout their high school careers to help them and their parents set postsecondary goals and help them prepare programs of study, using assessments and other data to track academic progress on a regular basis; communicate frequently with parents; and provides advisement, support and encouragement as needed
--Provide students with information on education programs offered in high school, 2- and 4-year institutions, and through apprenticeship programs and how these programs can lead to a variety of career fields. Requires local school systems to provide opportunities for field trips, speakers, educational and career information centers, job shadowing, and classroom centers to assist students and their parents in revising, if appropriate, the student's individual graduation plan
--Enroll students in one of three enumerated diploma options
--Implement the at-risk model program
--Schedule annual conferences to assist parents and their children in setting educational and career goals and creating individual graduation plans beginning
with students in the 8th grade and continuing through high school.
By July 2010, directs the Office of Student Achievement to include in the accountability system emphasis on improving student achievement and increasing high school graduation rates, with the goal of having all public high schools in Georgia reach at least a 90 percent high school completion rate by July 2020, with annual incremental targets.
Requires individual graduation plans to be annually reviewed and revised if appropriate. Allows individual graduation plans to be revised at any time throughout a student's high school career.
Bill (pages 12-16 of 16): http://www.legis.state.ga.us/legis/2009_10/pdf/sb178.pdf
Veto Message 11 (scroll toward bottom of page): http://gov.georgia.gov/00/press/detail/0,2668,78006749_139486062_140372354,00.html
Title: S.B. 178 Section 10, Part 2
Source: www.legis.state.ga.us
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| ND | Signed into law 05/2009 | P-12 | Requires districts to administer annually to students in grades 2-10 the measures of academic progress test or any other interim assessment approved by the superintendent of education. Requires all 11th grade public and nonpublic school students to take the ACT or set of three WorkKeys assessments (students choose which). The district pays for the cost of one summative assessment and its administration per student. Requires the career advisor or counselor to meet with students to review results. Students can be exempt if taking the test is not required by an IEP or if there are other special circumstances. If the state superintendent determines that costs can be reduced through the use of a state procurement process, the superintendent is to work with districts to procure and arrange for administration of assessments and withhold each district's share of the total cost from state aid. Students under age 21 pursuing a GED may take the ACT or three WorkKeys assessments, and the student's career advisor or guidance counselor must meet with the student to review the student's assessment results.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Secs. 22, 24, 25 Assessment
Source: http://www.legis.nd.gov
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| WA | Signed into law 04/2009 | P-12 | Relates to achieving savings in education programs by revising provisions relating to diagnostic assessments, classified staff training, conditional scholarships, certain professional development programs, coordination for career and technical student organizations, and national board certification bonuses. Chapter 539
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2343-S.PL.pdf
Title: H.B. 2343
Source: http://apps.leg.wa.gov
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| KY | Signed into law 03/2009 | P-12 | Repeals language referring to the Commonwealth Accountability Testing System (CATS). Directs the state board, using the revised content standards to be approved by December 15, 2010, to implement an annual statewide assessment system for implementation in the 2011-12 school year. Requires the board, in developing the assessment system, to also seek the advice of the Education Assessment and Accountability Review Subcommittee within the Legislative Research Commission. Calls for the implementation of:
(1) Grades 3-8 criterion-referenced assessments in reading and math, augmented with a customized or commercially available norm-referenced test to provide national profiles
(2) Criterion-referenced assessments in science and social studies, to be administered once each in the elementary and middle grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(3) An on-demand writing assessment to be administered once in the elementary grades, twice in the middle grades, and twice in the high school grades
(4) An editing and mechanics test for writing, using multiple choice and constructed response items, to be administered once each in the elementary and middle grades, and twice in the high school grades
(5) A grade 8 high school readiness exam in English, reading, math and science; except the readiness assessment may be administered in grade 9 if the state board determines moving the test would be in students' best interest
(6) A criterion-referenced test in math, reading and science administered once during high school grades, that measures the depth and breadth of the academic content standards that are not covered in the ACT administered to all juniors
(7) A criterion-referenced social studies test administered once during high school grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(8) A grade 10 college-readiness test in English, reading, math and science
(9) The ACT, testing English, reading, math and science, administered in grade 11.
Adds that student scores on the grade 8 high school readiness or grade 10 college-readiness test indicate advanced work is required in English, reading or math must have intervention strategies for accelerated learning incorporated into his or her learning plan.
Provides the criterion-referenced assessments must have constructed response and multiple choice items, and that the nationally normed assessments must be multiple-choice. Permits the state board to adopt end-of-course exams in lieu of criterion-referenced tests. Provides that assessment results must be used to determine appropriate instructional modifications to allow all students to make continuous progress, including students who are advanced learners. Requires the state board to conduct periodic alignment studies that compare the norm-referenced tests with the breadth and depth of the standards. Authorizes the state board, based on the findings of these studies, to decrease the number of criterion-referenced items.
Beginning in the 2011-12 school year, requires all districts to administer the statewide assessments during the last 14 days of school. Provides testing may take no more than five days. Directs the state board to adopt regulations on the procedures to be used during the testing process to ensure test security, including procedures for testing makeup days. Requires the state board, in revising the assessment system for implementation in 2011-12, to ensure that a technically sound longitudinal comparison of the assessment results for the same students be made available.
New KRS 158.6453(1)(e) defines formative assessment as a process used by teachers and students during instruction to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. Specifies formative assessments may be commercial assessments, classroom observations, teacher-designed classroom tests and assessments, and other processes and assignments to gain information about individual student learning.
Provides the assessment program may include formative and summative (i.e., semester- or year-end) assessments that:
(1) Measure student achievement in language, reading, English, mathematics, science and social studies
(2) Provide diagnostic information identifying individual students' strengths and academic deficiencies in the content areas
(3) Provide comparisons with national norms for math, reading, social studies, and science, and where available, comparisons to other states
(4) Provide teachers with information that can enable them to improve instruction for current and future students
(5) Provide longitudinal profiles for students
(6) Ensure school and district accountability for meeting state education goals.
Beginning with the 2011-12 school year, requires every school serving primary-level students to use developmentally appropriate diagnostic assessments and prompts to measure readiness in reading and mathematics. Provides the results must be used to inform teachers and parents of each student's skill level.
Adds that one use of Commonwealth school improvement grant funds may be to help teachers and administrators make better use of formative and summative, performance-based assessments.
Requires the assessment program to include state and local program reviews and audits in selected content areas. Provides that state and local program reviews and audits must provide schools with annual feedback on selected programs and serve as indicators of the quality of students' educational experiences. Requires program reviews and audits to provide recommendations for improving teaching and assessment, and to ensure school and district accountability for student achievement. Beginning in the 2011-12 school year, the state assessment program must include program reviews and program audits for arts and humanities, practical living skills and career studies, and the writing programs, the results of which to be included in the state accountability system.
Directs the department of eductation to provide guidelines for (1) arts and humanities programs, (2) practical living skills and career studies, and (3) effective writing programs, and for the integration of the arts and humanities and practical living skills and career studies guidelines into every school's curriculum. Also requires (1) practical living skills and career studies and (2) effective writing program guidelines to be integrated into the curriculum of all teacher preparation programs. Directs the department of education to establish (1) arts and humanities program, (2) practical living skills and career studies and (3) effective writing program criteria for use in program review and audit processes, along with the procedures recommended for local district and department program reviews and program audits. Requires the department to distribute the criteria and procedures for program reviews and audits to all schools and teacher preparation programs. Directs every district to conduct an annual program review, and the department of education to review every school's programs in these three areas within a two-year period. Requires every school-based decision making council to analyze its school's program review findings and determine how it will address program recommendations to improve the program for students. Requires the department to ensure that all schools and districts understand how the program review and audit results will be included in the accountability system, and to provide assistance to improve the quality of such programs.
Specifies that the writing program must incorporate a variety of language resources, technological tools and multiple opportunities for students to develop complex communication skills for a variety of purposes. Provides that writing portfolios must be part of any K-12 writing program, must be part of the required criteria for the writing program review and audit process, and must be maintained for each student, following the student from grade to grade and to any school the student may enroll in.
Requires the state board to adopt rules that prohibit inappropriate test preparation activities by district employees charged with test administration and oversight, including the issue of teachers being required to do test practice in lieu of regular classroom instruction and test practice outside the normal work day. Provides the revisions must include disciplinary sanctions that may be taken toward a school or individuals.
Amends KRS 158.816 to replace CATS with reference to revised assessment system (in provision requiring annual analysis of and report on achievement of technical education students who have completed or are enrolled in an at least 3-credit sequence of a technical program.
Pages 6-23 [Section 2(3)], 31-32 [Section 6], 40-42 [Section 9], and 44-45 [Section 11] of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 2(3), 6, 9 and 11
Source: www.lrc.ky.gov
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| KY | Signed into law 03/2009 | P-12
Postsec. | Provides that the general assembly finds the continuing high rates of postsecondary remediation totally unacceptable and an unwarranted additional expense to the state, students and parents who expect that completion of high school coursework should lead to successful entry and success in postsecondary education. Directs the council on postsecondary education, the state board and the department of education to develop a unified strategy to reduce college remediation rates by at least 50% by 2014 from what they are in 2010 and increase the college completion rates of students enrolled in 1 or more remedial classes by 3% annually from 2009 to 2014. Requires written plan to reduce college remediation rates and increase graduation rates to be prepared by May 15, 2010, and for the initial plan to be presented to the interim joint committee on education and the interim joint committee on appropriations and revenue during the 2010 interim. Requires the written plan to include:
(a) Yearly goals
(b) Action strategies that will be used
(c) Timelines
(d) Assigned responsibilities for carrying out the strategies;
(e) Reporting mechanisms.
Directs the agencies, during the preparation of the plan, to investigate whether the current requirements for assessing college readiness are providing needed information, whether additional diagnostic assessments are needed, particularly in high school-level math, and whether accelerated learning programs have actually been implemented as required by Section 6 of this act to address students' needs for instructional interventions in English, reading and math.
Requires the agencies to annually report the results of their efforts to the interim committees, and where appropriate, for the annual reports to include recommendations for legislative actions. http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 21
Source: www.lrc.ky.gov
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| KY | Adopted 02/2009 | P-12 | Establishes requirements for extended school services. Defines "A5 program" as an alternative program with no attendance boundaries, serving dropouts returning to an alternate educational environment, potential dropouts, discipline problem students, nontraditional students (e.g., students who have to work during the school day), students needing emotional or psychological treatment and other at-risk students. Clarifies that "extended school services" are for students unlikely to achieve proficiency, transition to the next level of learning successfully, or be able to meet the academic expectations in 703 KAR 4:060 without additional time or differentiated opportunity to learn. Adds that "extended school services" also includes instructional and support services provided as interventions included in the student's intervention plan, in primary through grade 5, or in the student's Individual Learning Plan, in grades 6-12, to ensure that the student remains in school and is on track to meet goals for postsecondary education and career after high school. Provides definitions for "formative assessment," "individual learning plan" and "interim or benchmark assessments." Adds community based mentoring and academic advising to noninstructional activities that may be characterized as "support services."
Clarifies that extended school services (ESS) are to to provide additional time and differentiated opportunity to learn in which rigorous academic and enrichment content are aligned with individual student needs to improve struggling students' performance. Provides that priorities for ESS must be placed on designing and delivering services to students at academic risk with specific objective that students are able to:
(1) Progress from grade to grade with their cohort
(2) Exit elementary school ready to meet middle school-level academic expectations
(3) Exit middle school ready to meet high school-level academic expectations
(4) Exit high school ready to meet academic expectations of postsecondary education and the workplace, with particular emphasis on literacy and mathematics.
Specifies that the extended school services provided to a student shall be planned, documented and evaluated through the intervention plan, at primary through grade 5, or in the student's Individual Learning Plan, in grades 6 through 12. Removes existing language on components that the instructional program for extended services must include. Requires the instructional program for ESS to include
(1) diagnostic assessments to identify areas of greatest academic need,
(2) Development of goals, in consultation with classroom teachers, for eliminating the identified academic need, including timelines and specific measurable outcomes
(3) Formative and summative assessments to facilitate student progress and to determine if the student has achieved the learning goals of the intervention plan
(4) Instructional strategies that are varied and that do not replicate practices that have proven to be ineffective for the student in the traditional classroom
(5) A plan for collaboration and consistent use of interventions among the teachers supporting the student in core academic classes and those providing supports through extended school services
(6) Counseling and academic advising to remove barriers to achievement
(7) Regular communication with the parent or guardian
Provides that the ESS instructional program may be operated during the regular school day or in night programs.
Specifies ESS must provide differentiated opportunity to learn. Directs certified staff to plan, deliver and evaluate extended school services instruction and supports in collaboration as part of a student's Individual Learning Plan (ILP)
Requires teachers providing instruction in extended school programs to be provided with professional development on effective instructional strategies for meeting the needs of at-risk students and use of formative assessment strategies to monitor progress. Requires certified staff to supervise noncertified tutors.
Provides that students may be identified as in need of extended school services based on student performance on high school, college or workforce readiness assessments required by KRS 158.6459
Requires districts solicit input from parents and the community to identify potential barriers to participation. Requires that identified barriers be addressed through engagement with community partners or off-campus locations of after school, weekend or evening services.
Provides "A6 program" means that unique line for a school that starts in the biennium ending with the school year 2009-10 at one standard error of measurement below the school's baseline accountability index to a point that is one standard error of measurement below 80 on the accountability index scale in the biennium ending with the school year 2013-14, with the calculated points defining this line rounded to the nearest tenth. If a school's baseline is above 80, the assistance line means a horizontal line at 80 minus one standard error of measurement.
Title: 704 KAR 3:390
Source: www.lexis.com
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| NM | Adopted 01/2009 | P-12 | The objective of this rule is to establish procedures for implementing the high school readiness assessment system, including: (a) the process for identifying acceptable short-cycle diagnostic type assessment instruments for grades nine and ten; (b) identification of acceptable college placement and workforce readiness assessments; and (c) specific requirements for alternate demonstration of competency in the New Mexico's academic content standards required for high school graduation.
http://www.nmcpr.state.nm.us/nmac/parts/title06/06.019.0007.htm
Title: NMAC 6.19.7.1, .2, .3, .4, .5, .6, .7, .8, .9, .10, .11
Source: http://www.nmcpr.state.nm.us
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| Assessment--NAEP (NAEP Results and NAEP Organization) |
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| OH | Signed into law 07/2009 | P-12 | Existing Section 3301.27 provides the state department of education "may require school districts to administer tests in addition to those otherwise required by law, such as the national assessment of education progress" (NAEP). New provision establishes the general assembly's intent for the state superintendent to provide for district participation in the NAEP in accordance with section 3301.27. Requires each school and district selected for participation by the state superintendent to participate. Page 2831 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 265.50.40
Source: www.legislature.state.oh.us
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| Assessment--Performance Based/Portfolio |
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| OH | Signed into law 07/2009 | P-12 | Replaces all references to "tests" to "assessments".
Section 3301.079: Existing law requires the state board to inform all districts when any achievement test has been completed; new provision extends this notification requirement to community schools, STEM schools, and nonpublic schools required to administer the assessment. Combines grades K-2 diagnostic assessments in reading and writing and grade 3 diagnostic assessment in writing into English language arts diagnostic assessment in those grades.
Section 3301.0710: Replaces grades 4, 5, 6 and 8 reading assessments with assessments in English language arts; replaces separate reading and writing assessments in grades 4 and 7 with single English language arts assessment (reducing from three to two the number of assessments administered in grades 4 and 7). Reduces the number of score designations on the state assessments from 5 to 3 (eliminating second-lowest "basic" and second-highest "accelerated" levels). Eliminates provisions establishing testing dates for grades 3-7 achievement tests and graduation tests; replaces with provision directing the state superintendent to designate dates and times for the administration of grades 3-8 assessments and Ohio graduation tests. In setting administration dates, directs the state superintendent to allow a reasonable length of time between the state assessments and the NAEP given in the same grade level. Eliminates provisions (1) directing the state board to require an alternate assessment to be submitted for scoring by a certain date, (2) allowing the state board to administer a state assessment to English language learners a week earlier than the date the instrument is administered to other students, and (3) requiring the state board to administer tests for each grade level over a two-week period.
Section 3301.0711: Specifies that once the new high school assessment system is implemented, the old Ohio graduation tests will not be administered to a person who has fulfilled the curriculum requirements for a high school diploma but who has not passed one or more of the old Ohio graduation tests.
3301.0712: Directs the state board, state superintendent and chancellor of the board of regents to develop a system of college and work ready assessments [OF NOTE: (the "college and work ready assessment system")] to assess whether students upon high school graduation are ready to enter college or the workforce. Provides that these assessments will replace the existing Ohio graduation tests as a prerequisite for a high school diploma. Provides that the system consists of three components:
(1) A nationally-standardized assessment measuring English language arts, math and science competencies, jointly selected by the state superintendent and chancellor
(2) A series of end-of-course exams in English language arts, math, science and social studies, [OF NOTE: jointly selected by the state superintendent and chancellor in consultation with subject area faculty] at University System of Ohio institutions]
[OF NOTE: (3) A senior project completed by a student or group of students. Specifies the purpose of the senior project is to assess the student's
(a) Mastery of core knowledge in a subject area chosen by the student
(b) Written and verbal communication skills
(c) Critical thinking and problem-solving skills
(d) Real-world and interdisciplinary learning
(e) Creative and innovative thinking
(f) Acquired technology, information and media skills
(g) Personal management skills such as self-direction, time management, work ethic, enthusiasm, and the desire to produce a high-quality product.]
[OF NOTE: Directs the state superintendent and chancellor to jointly develop standards for the senior project for students participating in dual enrollment programs. Also directs the state superintendent and chancellor to jointly designate the scoring rubrics and required overall composite score for the assessment system to assess whether each student is college or work ready. Requires that each senior project be judged by the student's high school in accordance with the rubrics designated by the state superintendent and chancellor.]
[OF NOTE: Requires the state board, within 30 days of adoption of the model curricula in English language arts, math, science and social studies (curricula must be adopted by March 31, 2011), to convene a group of national and state experts and local practitioners to provide advice, guidance and recommendations for the alignment of standards and model curricula to the assessments and in the design of the end-of-course exams and scoring rubrics.]
Directs the state board, upon completion of the assessment system, to adopt rules prescribing:
(1) A timeline and plan for implementing the assessment system, including a phased implementation if such is deemed warranted by the state board
(2) The date after which a person entering grade 9 must earn at least the composite score for the assessment system as a prerequisite for the high school diploma
(3) The date after which a person must attain the composite score for the entire assessment system as a prerequisite for an adult education diploma
(4) Whether and the extent to which a person may be excused from a social studies end-of-course exam (certain students are exempt from earning a minimum score on the social studies assessment under the current system)
(5) The date after which a person who has fulfilled the curriculum requirement for a diploma but has not passed one or more of the required assessments must attain at least the composite score for the entire assessment system as a prerequisite for a high school diploma
(6) The extent to which the assessment system applies to students enrolled in a dropout recovery and prevention program.
Requires the state superintendent, at least 45 days before the state board adopts a resolution to adopt the aforementioned rules, to present the assessment system to the house and senate education committees.
Pages 987-1003 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.079, 3301.0710, 3301.0711, 3301.0712
Source: www.legislature.state.oh.us
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| KY | Signed into law 03/2009 | P-12 | Repeals language referring to the Commonwealth Accountability Testing System (CATS). Directs the state board, using the revised content standards to be approved by December 15, 2010, to implement an annual statewide assessment system for implementation in the 2011-12 school year. Requires the board, in developing the assessment system, to also seek the advice of the Education Assessment and Accountability Review Subcommittee within the Legislative Research Commission. Calls for the implementation of:
(1) Grades 3-8 criterion-referenced assessments in reading and math, augmented with a customized or commercially available norm-referenced test to provide national profiles
(2) Criterion-referenced assessments in science and social studies, to be administered once each in the elementary and middle grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(3) An on-demand writing assessment to be administered once in the elementary grades, twice in the middle grades, and twice in the high school grades
(4) An editing and mechanics test for writing, using multiple choice and constructed response items, to be administered once each in the elementary and middle grades, and twice in the high school grades
(5) A grade 8 high school readiness exam in English, reading, math and science; except the readiness assessment may be administered in grade 9 if the state board determines moving the test would be in students' best interest
(6) A criterion-referenced test in math, reading and science administered once during high school grades, that measures the depth and breadth of the academic content standards that are not covered in the ACT administered to all juniors
(7) A criterion-referenced social studies test administered once during high school grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(8) A grade 10 college-readiness test in English, reading, math and science
(9) The ACT, testing English, reading, math and science, administered in grade 11.
Adds that student scores on the grade 8 high school readiness or grade 10 college-readiness test indicate advanced work is required in English, reading or math must have intervention strategies for accelerated learning incorporated into his or her learning plan.
Provides the criterion-referenced assessments must have constructed response and multiple choice items, and that the nationally normed assessments must be multiple-choice. Permits the state board to adopt end-of-course exams in lieu of criterion-referenced tests. Provides that assessment results must be used to determine appropriate instructional modifications to allow all students to make continuous progress, including students who are advanced learners. Requires the state board to conduct periodic alignment studies that compare the norm-referenced tests with the breadth and depth of the standards. Authorizes the state board, based on the findings of these studies, to decrease the number of criterion-referenced items.
Beginning in the 2011-12 school year, requires all districts to administer the statewide assessments during the last 14 days of school. Provides testing may take no more than five days. Directs the state board to adopt regulations on the procedures to be used during the testing process to ensure test security, including procedures for testing makeup days. Requires the state board, in revising the assessment system for implementation in 2011-12, to ensure that a technically sound longitudinal comparison of the assessment results for the same students be made available.
New KRS 158.6453(1)(e) defines formative assessment as a process used by teachers and students during instruction to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. Specifies formative assessments may be commercial assessments, classroom observations, teacher-designed classroom tests and assessments, and other processes and assignments to gain information about individual student learning.
Provides the assessment program may include formative and summative (i.e., semester- or year-end) assessments that:
(1) Measure student achievement in language, reading, English, mathematics, science and social studies
(2) Provide diagnostic information identifying individual students' strengths and academic deficiencies in the content areas
(3) Provide comparisons with national norms for math, reading, social studies, and science, and where available, comparisons to other states
(4) Provide teachers with information that can enable them to improve instruction for current and future students
(5) Provide longitudinal profiles for students
(6) Ensure school and district accountability for meeting state education goals.
Beginning with the 2011-12 school year, requires every school serving primary-level students to use developmentally appropriate diagnostic assessments and prompts to measure readiness in reading and mathematics. Provides the results must be used to inform teachers and parents of each student's skill level.
Adds that one use of Commonwealth school improvement grant funds may be to help teachers and administrators make better use of formative and summative, performance-based assessments.
Requires the assessment program to include state and local program reviews and audits in selected content areas. Provides that state and local program reviews and audits must provide schools with annual feedback on selected programs and serve as indicators of the quality of students' educational experiences. Requires program reviews and audits to provide recommendations for improving teaching and assessment, and to ensure school and district accountability for student achievement. Beginning in the 2011-12 school year, the state assessment program must include program reviews and program audits for arts and humanities, practical living skills and career studies, and the writing programs, the results of which to be included in the state accountability system.
Directs the department of eductation to provide guidelines for (1) arts and humanities programs, (2) practical living skills and career studies, and (3) effective writing programs, and for the integration of the arts and humanities and practical living skills and career studies guidelines into every school's curriculum. Also requires (1) practical living skills and career studies and (2) effective writing program guidelines to be integrated into the curriculum of all teacher preparation programs. Directs the department of education to establish (1) arts and humanities program, (2) practical living skills and career studies and (3) effective writing program criteria for use in program review and audit processes, along with the procedures recommended for local district and department program reviews and program audits. Requires the department to distribute the criteria and procedures for program reviews and audits to all schools and teacher preparation programs. Directs every district to conduct an annual program review, and the department of education to review every school's programs in these three areas within a two-year period. Requires every school-based decision making council to analyze its school's program review findings and determine how it will address program recommendations to improve the program for students. Requires the department to ensure that all schools and districts understand how the program review and audit results will be included in the accountability system, and to provide assistance to improve the quality of such programs.
Specifies that the writing program must incorporate a variety of language resources, technological tools and multiple opportunities for students to develop complex communication skills for a variety of purposes. Provides that writing portfolios must be part of any K-12 writing program, must be part of the required criteria for the writing program review and audit process, and must be maintained for each student, following the student from grade to grade and to any school the student may enroll in.
Requires the state board to adopt rules that prohibit inappropriate test preparation activities by district employees charged with test administration and oversight, including the issue of teachers being required to do test practice in lieu of regular classroom instruction and test practice outside the normal work day. Provides the revisions must include disciplinary sanctions that may be taken toward a school or individuals.
Amends KRS 158.816 to replace CATS with reference to revised assessment system (in provision requiring annual analysis of and report on achievement of technical education students who have completed or are enrolled in an at least 3-credit sequence of a technical program.
Pages 6-23 [Section 2(3)], 31-32 [Section 6], 40-42 [Section 9], and 44-45 [Section 11] of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 2(3), 6, 9 and 11
Source: www.lrc.ky.gov
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| Assessment--Value Added |
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| TX | Signed into law 06/2009 | P-12 | Directs the state education agency, in developing state assessments for math, reading, writing, social studies and science for grades 3-8, to allow student scores to provide reliable information relating to a student's satisfactory performance for each performance standard under Section 39.0241, and an appropriate range of performances to serve as a valid indication of growth in student achievement. Amends language in 39.023(b) regarding the assessment of students with disabilities. Eliminates provision allowing a student with disabilities to be exempted from an end-of-course assessment. Excludes assessments that students may retake (i.e., an end-of-course assessment) from those whose questions and answer keys are released to the public every third year. Makes grade 5 final grade in which limited-English proficient students may take statewide assessments in reading, writing, math and science in Spanish (previous provision extended such assessments to students in grade 6.)
Directs the commissioner of education and commissioner of higher education to study the feasibility of allowing students to satisfy end-of-course requirements by successfully completing a dual credit course through an institution of higher education. Requires the commissioner of education and commissioner of higher education to make recommendations based on the study to the legislature by December 2010.
By September 1 of each year, requires the state education agency Web site to report the following information for state assessments in grades 3-8 and end-of-course assessments:
(1) The number of questions on the assessment
(2) The number of questions that must be answered correctly to achieve satisfactory performance
(3) The number of questions that must be answered correctly to achieve satisfactory performance under the college readiness performance standard
(4) The corresponding scale scores.
Previous law required questions indicating college readiness in end-of-course assessments to be administered in a separate section of the assessment. New enactment bars these items from being included in a separate section of the assessment.
Provides the commissioner may not require a school district or charter school to administer an assessment instrument by computer.
Pages 45-50 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 50 through 52
Source: www.legis.state.tx.us
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| At-Risk (incl. Dropout Prevention) |
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| CA | Vetoed 10/2009 | P-12 | Requires the superintendent of public instruction to produce a consequences of dropping out notice to inform pupils of the consequences of dropping out of school prior to reaching 18 years of age or completing the requirements for high school graduation. Requires the superintendent to make the notice available to school districts by posting it on the department Web site. bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0351-0400/ab_374_bill_20090909_enrolled.pdf
Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0351-0400/ab_374_vt_20091011.html
Title: A.B. 374
Source: www.leginfo.ca.gov
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| CA | Vetoed 10/2009 | P-12 | States findings and declarations regarding children of youth who are in custody, or on probation or in the foster care system. Requires priority for participation in state preschool programs to be given to children who have a biological custodial parent who is, or who has recently been a dependent or ward of the juvenile court pursuant to specified provisions of law. Prohibits priority enrollment from being used to displace children who are currently receiving care. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0751-0800/ab_769_bill_20090908_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0751-0800/ab_769_vt_20091012.html
Title: A.B. 769
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2009 | P-12 | Requires the superintendent of public instruction by August 2011 to submit a report called the Annual Report on Dropouts in the state. Requires, among other things, the report contain specified information on: one-year dropout rates for grades 7-12, four-year cohort dropout rates for grades 9-12, two- or three-year cohort dropout rates, as appropriate, for middle schools, graduation rates, grade 9 to 10 pupil promotion rates, the percentage of students in each grade 9-12 who are on track to earn sufficient credits to graduate, the average number of nonpromotional school moves that pupils make between grades 6-12, "full-year" dropout rates for alternative schools, including dropout recovery high schools, and California High School Exit Examination (CAHSEE) passage rates, and completion of A-G and CTE courses by high school graduates and dropouts. Requires that the report include data from the most recent year and, at a minimum, the two prior years. Requires the contents of the report to be available on the department of education Web site. Removes a requirement that local educational agencies receive a specified allocation in order for the Academic Performance Index (API) for a school or school district to include, beginning July 2011, test scores and other accountability data from pupils who were referred to alternative education programs, and include school and district dropout rates for pupils who drop out of school in grade 8 or 9.
http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0651-0700/sb_651_bill_20091011_chaptered.pdf
Title: S.B. 651
Source: www.leginfo.ca.gov
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| CA | Signed into law 08/2009 | P-12 | Requires that a foster child who changes residences pursuant to a court order or decision of a child welfare worker be immediately deemed to meet all residency requirements for participation in interscholastic sports or other extracurricular activities. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0051-0100/ab_81_bill_20090806_chaptered.pdf
Title: A.B. 81
Source: Lexis-Nexis/StateNet
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| IL | Signed into law 08/2009 | P-12 | Requires the Ensuring Success in School Task Force, created to address the educational and related needs of elementary and secondary education students who are parents, expectant parents, or victims of domestic or sexual violence to ensure their ability to stay in school, stay safe while in school, and successfully complete their education, to submit a report to the General Assembly by December 2009 (initial deadline for report was January 2009). http://www.ilga.gov/legislation/96/HB/PDF/09600HB0605lv.pdf
Title: H.B. 605
Source: www.ilga.gov/legislation
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| NC | Signed into law 08/2009 | P-12 | Provides that a personal education plan must be made no later than the end of the first quarter, or after a teacher has had up to nine weeks of instructional time with a student; provides that local school administrative units shall give notice of the personal education plan and a copy of the personal education plan to the student's parent or guardian. http://www.ncleg.net/Sessions/2009/Bills/House/PDF/H804v4.pdf
Title: H.B. 804
Source: http://www.ncleg.net
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| IL | Signed into law 07/2009 | P-12 | Increases statewide charter school cap and charter school cap for Chicago. Above and beyond caps, permits five Chicago charters (and specified numbers of campuses and enrollment seats within those five charters) to be devoted to serving returning high school dropouts. Requires charter schools to submit to the state board of education a copy of their audit and Form 990. Increases time frame for state board to approve a charter school proposal. Adds procedures for a charter school to respond to a proposed revocation of its charter. Beginning with the 2012-13 school year, requires at least 75% of instructional staff in established charter schools to hold teacher certification; for charter schools established after these provisions are enacted, requires 75% of instructional staff to be certified by the beginning of the 4th school year in which students are enrolled in the school. Provides charter schools statewide are exempt from caps on the number of employees who may be enrolled in alternative certification programs. Requires state board to report findings of charter school evaluation every two years rather than annually. Establishes an Independent Charter School Authorizer Task Force to study the need for an independent charter school authorizer in the state. Directs the task force to report its findings and recommendations to the governor and legislature by January 2010.
Defines "contract school" as a Chicago attendance center run by a for- or not-for-profit private entity on contract to provide instructional and other services to a majority of the students enrolled in the attendance center. Defines "contract turnaround school" as an experimental Chicago contract school created to implement alternative governance in an attendance center subject to restructuring or similar intervention under NCLB that has not made adequate yearly progress (AYP) for 5 consecutive years. Provides that a Chicago school placed on probation that fails to make adequate progress in correcting deficiencies after one year may be converted to a contract turnaround school. Specifies the Chicago school board may operate no more than 30 contract schools, plus up to 5 contract turnaround schools. http://www.ilga.gov/legislation/96/SB/PDF/09600SB0612lv.pdf
Title: S.B. 612
Source: www.ilga.gov
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| IL | Signed into law 07/2009 | P-12
Community College | Establishes the Illinois Hope and Opportunity Pathways through Education (IHOPE) Program, to be adminstered by the state board of education, to develop a comprehensive system to re-enroll significant numbers of high school dropouts in programs that will enable them to earn their high school diploma. Requires the program to award grants to educational service regions and the Chicago school district to help establish instructional programs and other services designed to re-enroll high school dropouts. Requires the program to provide incentive grants to regional offices of education and the Chicago school district to develop partnerships with school districts, public community colleges, and community groups to build comprehensive plans to re-enroll high school dropouts in their regions or districts. Provides that programs may include comprehensive year-round programming, evening school, summer school, community college courses, adult education, vocational training, work experience, programs to enhance self-concept and parenting courses. Requires interested offices of education or district to develop an IHOPE plan for state board approval. Requires each plan to involve school districts, public community colleges, and key community programs that work with high school dropouts located in an educational service region or the City of Chicago before the plan is submitted for approval. Authorizes a regional office of education or Chicago public schools to operate its own IHOPE-funded program or contract with other not-for-profit entities, including school districts, public community colleges, and not-for-profit community-based organizations, to operate a program. Authorizes an education service region or City of Chicago to provide a sub-grant to such not-for-profit entities to provide services. Requires IHOPE program funding to be distributed based on the proportion of dropouts in the educational service region or school district to the total number of dropouts in the state. Specifies that a regional office of education or the Chicago school district may claim state aid for students enrolled in an IHOPE-funded Program, provided specified criteria are met.
Specifies that funded programs may be full-time, part-time work/study programs with flexible scheduling, online programs, or dual enrollment programs in which students attend high school classes in combination with community college classes or students attend community college classes while simultaneously earning high school credit and eventually a high school diploma. Requires IHOPE programs to meet specified criteria, including:
(1) Small size (no more than 100 students)
(2) Specific performance-based goals and outcomes and measures of enrollment, attendance, skills, credits, graduation, and the transition to college, training and employment
(3) Experienced leadership and staff who are provided with ongoing professional development
(4) Voluntary enrollment
(5) High standards for student learning, integrating work experience, and education, including during the school year and after school, and summer school programs
that link internships, work, and learning
(6) Extensive support services
(7) Small teams of students supported by full-time mentors
(8) A comprehensive technology learning center with Internet access and broad-based curriculum focusing on academic and career subject areas
(9) Learning opportunities that incorporate action into study.
Requires IHOPE-funded programs to report specified data to the state board, including student enrollment figures, attendance information, course completion
data, graduation information and post-graduation information, as available. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1796lv.pdf
Title: S.B. 1796
Source: www.ilga.gov/legislation
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| MO | Signed into law 07/2009 | P-12 | Creates the Persistence to Graduation Fund. Department of Elementary and Secondary Education will establish a procedure for school districts to apply for grants to implement drop-out prevention strategies. Grants may be available to school districts that have at least sixty percent of students eligible for a free and reduced lunch. Grants will be awarded for one to five consecutive years. Upon expiration, school district may apply for an extension. The Department of Elementary and Secondary Education must give preferences to school districts that propose a holistic approach to drop-out prevention as described in the act. The Department may stop payments to a district it it determines that the district is misusing funds or if the district's program is deemed ineffectual. The Department must provide written notice 30 days prior to cessation of funds. Department must report annually to the legislature the recipients and amount of grants and data for the preceding five years for each recipient district.
http://www.senate.mo.gov/09info/pdf-bill/tat/SB291.pdf
Title: S.B. 291--Persistence to Graduation Fund
Source: http://www.senate.mo.gov
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| OH | Signed into law 07/2009 | P-12 | Specifies that the following provisions apply to any district with a three-year average graduation rate at or below 80%. Requires each such district's local board to implement actions prescribed by the governor's closing the achievement gap initiative in each high school, and in each elementary or middle school in which less than 50% of students have earned a proficient score on the 4th or 7th grade English language arts or math achievement assessments. Requires each such local board to work with the department and the governor's closing the achievement gap initiative in developing its annual spending plan before submitting the plan.
Requires each such local board to staff a linkage coordinator for closing the achievement gap and increasing the graduation rate. Defines "linkage coordinator" as an individual who is the primary mentor, coach and motivator for students identified as at risk of not graduating (as defined by the governor's closing the achievement gap initiative), and who coordinates those students' participation in academic programs, social service programs, out-of-school cultural and work-related experiences, and mentoring programs, based on students' needs. Provides the linkage coordinator must coordinate remedial disciplinary plans and work with school staff to gather student academic information and engage parents of targeted students. Requires that the linkage coordinator serve as the liaison between the school and the governor's closing the achievement gap initiative and participate in all professional development activities as directed by the initiative. Requires the linkage coordinator to establish and coordinate the work of academic promotion teams to address identified students' academic and social needs. Provides that such teams' membership may vary by school, and may include the linkage coordinator, parents, teachers, principals, school nurses, school counselors, probation officers, or other school personnel or community members.
Directs the governor's closing the achievement gap initiative to work with each organizational unit of every district with a three-year average graduation rate at or below 80% to assess progress in implementing activities, and assist linkage coordinators, administrators and other school staff in ensuring compliance with the district's spending plan required under Section 3306.30. Specifies that items related to implementing actions in schools are subject to the state superintendent and the governor's closing the achievement gap initiative, and defines state superintendent actions if the superintendent or initiative disapprove items in the plan. Directs the department to work with the governor's closing the achievement gap initiative in reconciling the spending plan of a district with a three-year average graduation rate at or below 80% with the district's actual spending.
Pages 1107-1109 and 2841 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3306.31 and 265.70.80
Source: www.legislature.state.oh.us
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| CO | Signed into law 06/2009 | P-12 | Creates the Colorado Youth Challenge Corps Program Act; authorizes the department of military and veterans affairs department to operate a residential youth challenge corps program through the use of contract personnel and National Guard facilities and equipment; provides a program for at-risk youth; defines an at-risk youth as a person at least 15 years of age but less than 20 years of age who has been suspended or expelled from school, habitually truant, or is habitually disruptive.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/0EDCB45A1E01DEC18725754E007B2C52?open&file=1280_enr.pdf
Title: H.B. 1280
Source: http://www.leg.state.co.us
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| LA | Signed into law 06/2009 | P-12 | Reauthorizes the early intervention program for at- risk children and their families in certain parishes. The purpose of the program shall be to address the underlying causes of behavioral problems and school performance problems related to behavior by pooling existing resources targeted at the child and family through appropriate action by service and treatment providers.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=667120
Title: H.B. 282
Source: http://www.legis.state.la.us/
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| LA | Signed into law 06/2009 | P-12 | Provides for comprehensive approach to improve graduation rates and ensure college and career readiness for high school students. Provides for the development of focused programs of study and related courses and curricula; development of individual graduation plans; student guidance and counseling; and identification of and assistance to students at risk for being underprepared for the next level of study. Provides for establishment of a high school graduation rate goal. Provides for consultation and collaboration with business and industry and the Louisiana Workforce Commission.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=666409
Title: S.B. 316
Source: http://www.legis.state.la.us/
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| ME | Signed into law 06/2009 | P-12 | Establishes the Center of Excellence for At-risk Students to provide a comprehensive, on-site course of instruction for youth at risk of failing or dropping out of school; includes a high-quality education, training for parents and public school teachers and research involving education for at- risk youth and the center may be administered by a private, nonprofit charitable corporation organized for educational purposes with oversight by the Commissioner of Education.
http://www.mainelegislature.org/legis/bills/bills_124th/billpdfs/SP052801.pdf
Title: S.B. 528
Source: http://www.mainelegislature.org/
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| TX | Signed into law 06/2009 | P-12 | Relates to optional flexible school day program courses offered by school districts to enable students to earn course credit under certain circumstances. Eliminates requirement that flexible school day program courses be limited to students in grades 9-12. Allows flexible school day program courses to serve students who will be denied credit for courses because their attendance rate was below 90%, and authorizes the commissioner of education to set limitations on funding such flexible school day courses. Provides that courses for students whose attendance rate was below 90% may be offered during the summer. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB01297F.pdf
Title: H.B. 1297
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Provides that a student is not considered at risk of dropping out of school if the student was retained in prekindergarten or kindergarten solely at the parent's request. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02703F.pdf
Title: H.B. 2703
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12
Community College
Postsec. | Allows public junior colleges (two-year institutions) to be granted charters to operate open-enrollment charter schools, including on the junior college campus. Specifies criteria junior college must meet to be granted a charter, including that the charter's educational program must be designed to meet specific goals described in the charter, such as dropout recovery, and the attainment of the program's goals must be measured using specific, objective standards set forth in the charter, including assessment methods and a time frame. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB01423F.pdf
Title: H.B. 1423
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Adds new Subchapter I in Chapter 42 of Education Code. Establishes the Select Committee on Public School Finance Weights, Allotments, and Adjustments to conduct a comprehensive review of weights, allotments and adjustments under the public school finance system. Establishes membership. Requires committee to hold first meeting by October 2009. Directs the committee to hold public hearings throughout the state and solicit testimony about the weights, allotments and adjustments under the finance system from parents of public school students and other interested persons. Requires at least one hearing to be held at a public school during a time that students are able to attend the hearing. Additionally directs the committee to identify specific short term goals that will assist
the state in meeting the objectives and goals of public education, and specifies the review must include recommendations on:
(1) Methods to close the achievement gap and define and measure readiness for college and the workforce
(2) Revisions to the public accountability system
(3) Methods for promoting efficient and effective support structures for public schools.
By December 2010, requires the committee to provide a report, approved by a majority of committee members, with the findings of its review and the committee's recommendations for statutory changes. Provides subchapter expires January 11, 2011.
Pages 63-67 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 65
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12
Postsec. | Amends various provisions in Section 29.098 related to intensive summer programs for public school students and to college readiness programs at public institutions of higher education. Adds provisions in 61.0762 that allow the higher education coordinating board to develop summer bridge programs in social sciences; clarifies that the goal of all such such summer bridge programs (including those in English language arts, science and math) is to reduce the need for developmental education. Eliminates provision requiring the board by rule to develop financial assistance programs for educationally disadvantaged students who take college entrance and college readiness exams. Requires the board to develop a pilot program to award grants to postsecondary institutions for intensive programs to address the needs of students at risk of dropping out of college; specifies that an institution may be awarded a grant only if at least 50% of the students in the program demonstrate certain indicators. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB02258F.pdf
Title: S.B. 2258
Source: www.legis.state.tx.us
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| AL | Signed into law 05/2009 | P-12 | Increases the upper mandatory school age to 17 while retaining existing exceptions for certain students. Allows a student over the age of 17 to leave school before graduation if the child's parent provides written consent and an exit interview is conducted where the student and the student's parent are advised that dropping out will likely reduce the student's future earning potential and increase the student's likelihood of being unemployed.
Requires the department to incorporate specific dropout prevention strategies, target resources, and gather data that will improve graduation rates and educational outcomes in all grades in all public schools. Directs the department to develop specific methods of intervention or identify appropriate existing methods for districts with 4-year graduation rates below a state board-determined percentage. Specifies 8 interventions that may be included. Directs the department to compile specified data on truancy, 9th grade success, alternative education placements and other indicators to ensure that dropout prevention programs are based upon evidence-based research, are data-driven and show continuous improvement. Directs the department to annually report to the legislature on outcomes of the dropout prevention program and any planned modifications based on compiled data.
Directs the state superintendent, chancellor of the department of higher education and the Alabama Commission on Higher Education to develop a plan for a high school fast track to college program offering individuals the opportunity to simultaneously earn a high school diploma as well as credits for a certificate program or associate's degree. Targets program to individuals either age 18 not enrolled in school, or age 16-18, with consent from an administrator in which the student is enrolled. Directs the department to report to the legislature on the feasibility of establishing the fast track to college program.
Title: S.B. 334
Source: www.lexis.com
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| CO | Signed into law 05/2009 | P-12 | Creates the healthy choices dropout prevention pilot program in the department of education to reduce the dropout rate of adolescent students in certain public schools. Requires the department to administer the program. Requires the department to develop a standard application form for a school district to use in applying on behalf of a school for a grant from the program. Requires the commissioner of education or his or her designee to review each application.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/E362C7681949F00387257545007F5CB5?open&file=123_enr.pdf
Title: S.B. 123
Source: http://www.leg.state.co.us/
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| CO | Signed into law 05/2009 | P-12 | Creates the office of dropout prevention and student re-engagement in the department of education to collaborate with local education providers (LEPs) to reduce the student dropout rate and increase the student graduation and completion rates. Specifies the office's duties. Directs the office to identify high priority and priority LEPs to receive technical assistance and support from the office. Requires the office to compile a report of effective dropout prevention.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/FBD23A5659D388698725754C0053707B?open&file=1243_enr.pdf
Title: H.B. 1243
Source: http://www.leg.state.co.us
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| GA | Vetoed 05/2009 | P-12 | Directs the state board of education to develop an evidence-based model program for chronically low-performing high schools receiving a reform grant for addressing at-risk students. Provides the model program must include various programs and curricula proven to be effective for at-risk students focusing on:
(A) Identification of students at risk for being poorly prepared for the next grade level or for dropping out of school
(B) Strengthening retention of ninth grade students in school and reducing high failure rates
(C) Improving more student performance to grade level standards in reading and mathematics by the end of ninth grade
(D) Assisting students and their parents in setting an outcome career and educational goal and identifying a focused program of study to achieve such goal
(E) Assisting students in learning and applying study skills, coping skills and other habits that produce successful students and adults.
Requires the program to include diagnostic assessments to identify student areas of academic strength and weakness, identify students in need and provide them with timely, appropriate assistance, and an evaluation component in each high school to ensure the programs are providing students an opportunity to graduate with a high school diploma. Provides the program may include various components to help students pass ninth grade such as flexible scheduling to increase course time in reading and math for deficient students; maintaining 9th grade student/teacher ratios that are as low as those in other high school grades; using experienced and effective teachers as leaders for teacher teams in 9th grade to improve instructional planning, delivery, and re-teaching strategies; assigning 9th grade students teacher mentors who will meet with them frequently; and including 9th grade career courses which incorporate a series of miniprojects throughout the school year that require the application of 9th grade level reading, math and science skills to complete while students learn to use a range of technology and help students explore a range of educational and career options that will assist them in formulating post high school goals and give them a reason to stay in
school and work toward achieving their stated goals.
Directs the state board to adopt rules for chronically low-performing high schools receiving a reform grant. Provides such rules must encourage high schools to implement a comprehensive school reform research-based model that focuses on:
(1) Setting high expectations for all students
(2) Personalizing graduation plans for students
(3) Developing small learning communities or career academies with a rigorous academic foundation and emphasis in broad career fields of study
(4) Using project based instruction embedded with strong academics to improve relevancy in learning
(5) Fostering collaboration among academic and career/technical teachers;
(6) Implementing nontraditional scheduling in ninth grade for students behind in their grade level
(7) Promoting parental involvement
(8) Training teachers to work with low-performing students and their parents or guardians.
Directs the state board to establish a competitive grant program for local school systems to implement school reform measures in selected high schools, including program requirements and grant criteria, which must include that priority for awarding of grants be given to chronically low-performing high schools. Requires recipient high schools to:
--Provide focused programs of study (see pp 7-12 of this bill) aligned with graduation requirements
--Implement a teacher advisor system pairing an educator with a small group of students throughout their high school careers to help them and their parents set postsecondary goals and help them prepare programs of study, using assessments and other data to track academic progress on a regular basis; communicate frequently with parents; and provides advisement, support and encouragement as needed
--Provide students with information on education programs offered in high school, 2- and 4-year institutions, and through apprenticeship programs and how these programs can lead to a variety of career fields. Requires local school systems to provide opportunities for field trips, speakers, educational and career information centers, job shadowing, and classroom centers to assist students and their parents in revising, if appropriate, the student's individual graduation plan
--Enroll students in one of three enumerated diploma options
--Implement the at-risk model program
--Schedule annual conferences to assist parents and their children in setting educational and career goals and creating individual graduation plans beginning
with students in the 8th grade and continuing through high school.
By July 2010, directs the Office of Student Achievement to include in the accountability system emphasis on improving student achievement and increasing high school graduation rates, with the goal of having all public high schools in Georgia reach at least a 90 percent high school completion rate by July 2020, with annual incremental targets.
Requires individual graduation plans to be annually reviewed and revised if appropriate. Allows individual graduation plans to be revised at any time throughout a student's high school career.
Bill (pages 12-16 of 16): http://www.legis.state.ga.us/legis/2009_10/pdf/sb178.pdf
Veto Message 11 (scroll toward bottom of page): http://gov.georgia.gov/00/press/detail/0,2668,78006749_139486062_140372354,00.html
Title: S.B. 178 Section 10, Part 2
Source: www.legis.state.ga.us
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| ND | Signed into law 05/2009 | P-12 | Beginning with the 2010-11 school year, each district must have available one full-time equivalent student performance strategist for every four hundred students in average daily membership in kindergarten through grade three. Each school district shall submit documentation to the superintendent of public instruction, at the time and in the manner directed by the superintendent, verifying the amount of time that each student performance strategist expended in tutoring students on a one-to-one basis or in groups ranging from two to five, or in providing instructional coaching to teachers. For purposes of this section, a "student performance strategist" must meet the qualifications of an elementary school teacher as set forth in
section 15.1-18-07 and serve as a tutor or an instructional coach.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Sec. 8, Strategist
Source: http://www.legis.nd.gov
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| NV | Signed into law 05/2009 | P-12 | Requires the development of an academic plan for pupils enrolling in their initial year at a middle school or junior high school; requires small learning communities in certain larger middle schools and junior high schools; requires a program of peer and adult mentoring for pupils initially enrolling in middle school or junior high school; requires a pupil enrolled in middle school or junior high school to conduct at least one conference on his or her educational progress. Chapter 311 http://www.leg.state.nv.us/75th2009/bills/AB/AB487_en.pdf
Title: A.B. 487
Source: http://www.leg.state.nv.us
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| OH | Adopted 05/2009 | P-12 | Establishes criteria for career-based intervention (CBI) programs, which provides grade 7-12 students who are disadvantaged (either academically, economically or both) with classroom instruction, academic intervention and instruction, and work-based learning experiences. Requires all programs to be approved by the department of education. Requires all districts receiving weighted funding for CBI programs to report data on student transitions to next grade level, attendance, behavior, graduation/dropout, transition rates to a high school career-technical education workforce development program, and pass rates on required state assessments.
3301-61-05: http://www.registerofohio.state.oh.us/pdfs/3301/0/61/3301-61-05_PH_FF_N_RU_20090513_1242.pdf
3301-61-18: http://www.registerofohio.state.oh.us/pdfs/3301/0/61/3301-61-18_PH_WDP_N_RU_20090304_0820.pdf
Title: OAC 3301-61-05 and -18
Source: www.registerofohio.state.oh.us
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| OK | Adopted 05/2009 | P-12 | Requires that a school representative annually report the dropouts for each school site that serves students in Grades 7-12 to the local school board following the certification of the same data to the State Department of Education for its annual statewide dropout report.
Title: OAC 210:35-25-3
Source: Lexis-Nexis/StateNet
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| OK | Signed into law 05/2009 | P-12 | Authorizes the Office of Accountability to conduct a performance review program to determine the effectiveness and efficiency of the budget and operations of a school districts that has a district student eligibility rate for free or reduced-price meals under the National School Lunch Act that is above the state average.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB473_ENR.RTF
Title: S.B. 473
Source: http://webserver1.lsb.state.ok.us
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| AL | Signed into law 04/2009 | P-12 | Establishes the Alabama Select Commission on High School Graduation and Student Dropouts. Directs the commission to study the problems and patterns of high school dropouts in the state and their educational and economic impact on the state and local communities. Permits the commission to examine a range of issues and factors in connection with this study, including:
(1) The graduation and dropout rates in Alabama
(2) The educational and economic impact of students failing to graduate from high school on time and dropping out of school
(3) The importance to the entire state of every student leaving high school prepared to enter the workforce or to succeed in higher education
(4) Research on best practices and factors related to students' success in school
(5) How well high school students understand the social and economic consequences of dropping out of school
(6) Strategies, programs, and support services that help to enable students to graduate from high school
(7) Related laws and policies that must be addressed to ensure the availability of effective strategies, programs, and support services for students
(8) The educational and fiscal impact of raising the compulsory attendance age
(9) Possible exemptions from the law for certain students, including those students who fulfill their graduation requirements early and receive a diploma
(10) The fiscal impact of reduced dropouts on the state government and the Alabama economy
(11) The laws and programs of other states in increasing graduation rates and raising the compulsory school attendance age
(12) Input on the issue from a wide range of sources across Alabama, including school personnel, student dropouts, students at risk of dropping out, community, civic, philanthropic, legal, and education leaders who have studied or addressed this problem.
Directs the commission to provide a final report to the governor, lieutenant governor, speaker of the house and chief justice of the Alabama Supreme Court on or before December 31, 2009, at which point the commission is dissolved.
Title: S.J.R. 24
Source: www.lexis.com
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| AR | Signed into law 04/2009 | P-12 | Creates the Arkansas project graduation commission to investigate high school dropout prevention strategies, analyze the relationship between high school graduation rates and the state's economy, and to recommend strategies that will increase the overall high school graduation rate of state students by helping parents, schools, and students identify academic warning signs of dropout.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1306.pdf
Title: H.B. 1956
Source: http://www.arkleg.state.ar.us
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| IN | Signed into law 04/2009 | P-12 | Creates the dropout prevention fund, to be administered by the Department of Education, to provide money for school corporation programs that identify students who are at risk of dropping out of school; provides for development of appropriate interventions for those students; makes a continuous appropriation. Requires grant applications to include accountability metrics. Public Law 65
http://www.in.gov/legislative/bills/2009/pdf/he/he1343.1.pdf
Title: H.B. 1343
Source: http://www.in.gov
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| OK | Signed into law 04/2009 | P-12 | New law. Directs the state department to encourage school districts to develop mentorship programs aimed at reducing drop-out rates; specifies components of program; provides that the goal of these programs shall be to identify middle school and high school students who are at a high risk for leaving school before they obtain their high school diploma and providing these students with comprehensive prevention and intervention programs.
http://webserver1.lsb.state.ok.us/2009-10HB/HB1050_int.rtf
Title: H.B. 1050
Source: http://webserver1.lsb.state.ok.us
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| WA | Signed into law 04/2009 | P-12 | Authorizes subcontractors participating in the Independent Youth Housing Program to use program monies to pay for professional mental health services, as well as tuition costs for court-ordered classes and programs, provided the subcontractor determines that these expenditures are necessary to assist participating youth in accessing and maintaining independent housing; broadens the definition of eligible youth under the requirements of the program. Chapter 148
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202009/1394.SL.pdf
Title: H.B. 1492
Source: http://apps.leg.wa.gov
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| WA | Signed into law 04/2009 | P-12 | Authorizes diversion for sexually exploited juveniles that provides services to include housing, mental health counseling, education, employment, chemical dependency treatment, and skill building. Chapter 252.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202009/1505-S.SL.pdf
Title: H.B. 1505
Source: http://apps.leg.wa.gov
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| GA | Adopted 03/2009 | P-12 | Establishes guidelines for the Juvenile Delinquency Prevention and Treatment grant program, the Abstinence Until Marriage grant program, the Juvenile Accountability Block Grant program, and the Caring Communities grant program.
Juvenile Delinquency Prevention and Treatment grant program (96-1-.01): http://rules.sos.state.ga.us/docs/96/1/01.pdf
Abstinence until Marriage grant program (96-1-.04): http://rules.sos.state.ga.us/docs/96/1/04.pdf
Juvenile Accountability block grant program (96-1-.05): http://rules.sos.state.ga.us/docs/96/1/05.pdf
Caring Communities grant program (96-1-.07): http://rules.sos.state.ga.us/docs/96/1/07.pdf
Title: GAC 96-1-.01, .04, .05, .07
Source: Lexis-Nexis/StateNet
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| KS | Signed into law 03/2009 | P-12 | Relates to the At-risk Education Council. Makes a repeal. Chapter 2009-18
http://www.kslegislature.org/bills/2010/40.pdf
Title: S.B. 40
Source: http://www.kslegislature.org
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| KY | Adopted 02/2009 | P-12 | Establishes requirements for extended school services. Defines "A5 program" as an alternative program with no attendance boundaries, serving dropouts returning to an alternate educational environment, potential dropouts, discipline problem students, nontraditional students (e.g., students who have to work during the school day), students needing emotional or psychological treatment and other at-risk students. Clarifies that "extended school services" are for students unlikely to achieve proficiency, transition to the next level of learning successfully, or be able to meet the academic expectations in 703 KAR 4:060 without additional time or differentiated opportunity to learn. Adds that "extended school services" also includes instructional and support services provided as interventions included in the student's intervention plan, in primary through grade 5, or in the student's Individual Learning Plan, in grades 6-12, to ensure that the student remains in school and is on track to meet goals for postsecondary education and career after high school. Provides definitions for "formative assessment," "individual learning plan" and "interim or benchmark assessments." Adds community based mentoring and academic advising to noninstructional activities that may be characterized as "support services."
Clarifies that extended school services (ESS) are to to provide additional time and differentiated opportunity to learn in which rigorous academic and enrichment content are aligned with individual student needs to improve struggling students' performance. Provides that priorities for ESS must be placed on designing and delivering services to students at academic risk with specific objective that students are able to:
(1) Progress from grade to grade with their cohort
(2) Exit elementary school ready to meet middle school-level academic expectations
(3) Exit middle school ready to meet high school-level academic expectations
(4) Exit high school ready to meet academic expectations of postsecondary education and the workplace, with particular emphasis on literacy and mathematics.
Specifies that the extended school services provided to a student shall be planned, documented and evaluated through the intervention plan, at primary through grade 5, or in the student's Individual Learning Plan, in grades 6 through 12. Removes existing language on components that the instructional program for extended services must include. Requires the instructional program for ESS to include
(1) diagnostic assessments to identify areas of greatest academic need,
(2) Development of goals, in consultation with classroom teachers, for eliminating the identified academic need, including timelines and specific measurable outcomes
(3) Formative and summative assessments to facilitate student progress and to determine if the student has achieved the learning goals of the intervention plan
(4) Instructional strategies that are varied and that do not replicate practices that have proven to be ineffective for the student in the traditional classroom
(5) A plan for collaboration and consistent use of interventions among the teachers supporting the student in core academic classes and those providing supports through extended school services
(6) Counseling and academic advising to remove barriers to achievement
(7) Regular communication with the parent or guardian
Provides that the ESS instructional program may be operated during the regular school day or in night programs.
Specifies ESS must provide differentiated opportunity to learn. Directs certified staff to plan, deliver and evaluate extended school services instruction and supports in collaboration as part of a student's Individual Learning Plan (ILP)
Requires teachers providing instruction in extended school programs to be provided with professional development on effective instructional strategies for meeting the needs of at-risk students and use of formative assessment strategies to monitor progress. Requires certified staff to supervise noncertified tutors.
Provides that students may be identified as in need of extended school services based on student performance on high school, college or workforce readiness assessments required by KRS 158.6459
Requires districts solicit input from parents and the community to identify potential barriers to participation. Requires that identified barriers be addressed through engagement with community partners or off-campus locations of after school, weekend or evening services.
Provides "A6 program" means that unique line for a school that starts in the biennium ending with the school year 2009-10 at one standard error of measurement below the school's baseline accountability index to a point that is one standard error of measurement below 80 on the accountability index scale in the biennium ending with the school year 2013-14, with the calculated points defining this line rounded to the nearest tenth. If a school's baseline is above 80, the assistance line means a horizontal line at 80 minus one standard error of measurement.
Title: 704 KAR 3:390
Source: www.lexis.com
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| TX | Adopted 02/2009 | P-12 | Establishes definitions and an equitable funding formula for local Communities In Schools (CIS) Programs for youth dropout prevention.
Title: 19 TAC 2.89.EE.89.1501 -1503, .1505, .1507, .1509, .1511
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 02/2009 | P-12 | Provides that a school division may assign a student deemed at-risk for a long-term suspension to a regional alternative education program; clarifies that the program is a regional alternative education program.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB1945ER
Title: H.B. 1945
Source: http://leg1.state.va.us
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| TX | Signed into law 06/2009 | P-12 | Existing policy requires a county with a population greater than 125,000 to develop a juvenile justice alternative education program. This provision adds that a county with a population greater than 125,000 is not required to develop a juvenile justice alternative education program if, with the state juvenile probation commission's approval, the county's juvenile board enters into a memorandum of understanding with each school district that outlines the responsibilities of the board and districts in minimizing the number of students expelled without receiving alternative educational services and includes specified coordination between districts and juvenile boards. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB01425F.pdf
Title: H.B. 1425
Source: www.legis.state.tx.us
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| MN | Signed into law 05/2009 | P-12 | Establishes parameters for alternative learning centers, alternative learning programs, and contract alternative programs.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
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| MS | Signed into law 04/2009 | P-12 | Authorizes students assigned to alternative schools to attend workforce training programs; requires each school district having an alternative school program to submit an annual report to the state department of education describing the results of its annual alternative school program review and evaluation.
http://billstatus.ls.state.ms.us/documents/2009/pdf/SB/2500-2599/SB2575SG.pdf
Title: S.B. 2575
Source: http://billstatus.ls.state.ms.us
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| VA | Signed into law 03/2009 | P-12 | Provides that pending the decision by the division superintendent as to whether to require that a student charged with an offense involving intentional injury to another student of the school division attend an alternative education program, a local school board may impose a short-term suspension upon such student; provides that a school board may require a student charged with certain juvenile offenses to attend an alternative education program.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB2341ER
Title: H.B. 2341
Source: http://leg1.state.va.us
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| KY | Adopted 02/2009 | P-12 | Establishes requirements for extended school services. Defines "A5 program" as an alternative program with no attendance boundaries, serving dropouts returning to an alternate educational environment, potential dropouts, discipline problem students, nontraditional students (e.g., students who have to work during the school day), students needing emotional or psychological treatment and other at-risk students. Clarifies that "extended school services" are for students unlikely to achieve proficiency, transition to the next level of learning successfully, or be able to meet the academic expectations in 703 KAR 4:060 without additional time or differentiated opportunity to learn. Adds that "extended school services" also includes instructional and support services provided as interventions included in the student's intervention plan, in primary through grade 5, or in the student's Individual Learning Plan, in grades 6-12, to ensure that the student remains in school and is on track to meet goals for postsecondary education and career after high school. Provides definitions for "formative assessment," "individual learning plan" and "interim or benchmark assessments." Adds community based mentoring and academic advising to noninstructional activities that may be characterized as "support services."
Clarifies that extended school services (ESS) are to to provide additional time and differentiated opportunity to learn in which rigorous academic and enrichment content are aligned with individual student needs to improve struggling students' performance. Provides that priorities for ESS must be placed on designing and delivering services to students at academic risk with specific objective that students are able to:
(1) Progress from grade to grade with their cohort
(2) Exit elementary school ready to meet middle school-level academic expectations
(3) Exit middle school ready to meet high school-level academic expectations
(4) Exit high school ready to meet academic expectations of postsecondary education and the workplace, with particular emphasis on literacy and mathematics.
Specifies that the extended school services provided to a student shall be planned, documented and evaluated through the intervention plan, at primary through grade 5, or in the student's Individual Learning Plan, in grades 6 through 12. Removes existing language on components that the instructional program for extended services must include. Requires the instructional program for ESS to include
(1) diagnostic assessments to identify areas of greatest academic need,
(2) Development of goals, in consultation with classroom teachers, for eliminating the identified academic need, including timelines and specific measurable outcomes
(3) Formative and summative assessments to facilitate student progress and to determine if the student has achieved the learning goals of the intervention plan
(4) Instructional strategies that are varied and that do not replicate practices that have proven to be ineffective for the student in the traditional classroom
(5) A plan for collaboration and consistent use of interventions among the teachers supporting the student in core academic classes and those providing supports through extended school services
(6) Counseling and academic advising to remove barriers to achievement
(7) Regular communication with the parent or guardian
Provides that the ESS instructional program may be operated during the regular school day or in night programs.
Specifies ESS must provide differentiated opportunity to learn. Directs certified staff to plan, deliver and evaluate extended school services instruction and supports in collaboration as part of a student's Individual Learning Plan (ILP)
Requires teachers providing instruction in extended school programs to be provided with professional development on effective instructional strategies for meeting the needs of at-risk students and use of formative assessment strategies to monitor progress. Requires certified staff to supervise noncertified tutors.
Provides that students may be identified as in need of extended school services based on student performance on high school, college or workforce readiness assessments required by KRS 158.6459
Requires districts solicit input from parents and the community to identify potential barriers to participation. Requires that identified barriers be addressed through engagement with community partners or off-campus locations of after school, weekend or evening services.
Provides "A6 program" means that unique line for a school that starts in the biennium ending with the school year 2009-10 at one standard error of measurement below the school's baseline accountability index to a point that is one standard error of measurement below 80 on the accountability index scale in the biennium ending with the school year 2013-14, with the calculated points defining this line rounded to the nearest tenth. If a school's baseline is above 80, the assistance line means a horizontal line at 80 minus one standard error of measurement.
Title: 704 KAR 3:390
Source: www.lexis.com
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| VA | Signed into law 02/2009 | P-12 | Provides that a school division may assign a student deemed at-risk for a long-term suspension to a regional alternative education program; clarifies that the program is a regional alternative education program.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB1945ER
Title: H.B. 1945
Source: http://leg1.state.va.us
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| IL | Signed into law 08/2009 | P-12 | Repeals provision effective July 2011. Requires the Illinois High School Association to prohibit a student from participating in an association-sponsored or -sanctioned athletic competition unless:
(1) The student agrees not to use any performance-enhancing substances on the association's list and, if the student is in high school, submit to random drug testing
(2) The association receives a statement signed by the student's parent acknowledging specified language, including that a violation of state law concerning performance-enhancing substances is a criminal offense
punishable by confinement in jail or imprisonment.
Requires all coaches for high school extracurricular athletic activities sponsored or sanctioned by the association to complete an educational program on preventing the abuse of performance-enhancing substances, and to complete an exam on the topic. Directs the department of public health to provide oversight of the association's annual administration of a performance-enhancing substance testing program. Requires at least 1,000 high school athletes to be randomly tested each year, and for a trained observer of the appropriate sex to witness the student provide the test sample. Requires a period of ineligibility for any student whose test result is positive or who refuses to submit to random testing. Provides for the confidentiality of test results. Creates the Performance-enhancing Substance Testing Fund. http://www.ilga.gov/legislation/96/HB/PDF/09600HB0272lv.pdf
Title: H.B. 272
Source:
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| OH | Signed into law 07/2009 | P-12 | Effective July 1, 2011, permits only district employees who are licensed health professionals, or who have completed a drug administration training program conducted by a licensed health professional and considered appropriate by the board, to administer prescription drugs to students.
Pages 1198-1200 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3313.713
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Partially from DOE summary of H.B. 1:
Extends to public middle and high schools a requirement that under existing law applies to public elementary schools, which requires a school nurse, teacher, counselor, school psychologist or administrator to complete four hours of in-service training in the prevention of child abuse, violence and substance abuse, and in the promotion of positive youth development. Establishes a deadline of two years after the effective date of this amendment for the specified middle and high school employees to take the required four hours of in-service training. Allows districts and schools to adapt or adopt the curriculum developed by state department of education for the in-service training, as an alternative to the existing law requirement that each district or school develop its own curriculum. Directs districts and schools to incorporate training in school safety and violence prevention into their in-service training in the prevention of child abuse, violence and substance abuse, and the promotion of positive youth development.
Pages 1354-1355 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
DOE summary of H.B. 1: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 3319.073
Source: www.ode.state.oh.us
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| OR | Signed into law 06/2009 | P-12 | Appropriates moneys from General Fund to Oregon Youth Authority for certain biennial expenses; limits biennial expenditures from fees, moneys or other revenues, including Miscellaneous Receipts and federal funds received from Department of Education and Department of Human Services for nutrition programs and alcohol and drug abuse prevention programs, but excluding lottery funds and other federal funds, collected or received by Oregon Youth Authority for certain purposes. Chapter 725
http://www.leg.state.or.us/09reg/measpdf/hb5000.dir/hb5051.en.pdf
Title: H.B. 5051
Source: http://www.leg.state.or.us/
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| TX | Signed into law 06/2009 | P-12 | Directs the state board, in adopting the essential knowledge and skills (state standards) for the health curriculum, to adopt essential knowledge and skills that address the dangers, causes, consequences, signs, symptoms and treatment of binge drinking and alcohol poisoning. Directs the state education agency to compile a list of evidence-based alcohol awareness programs for districts to choose from for use in the middle and high schools' health curriculum. Defines "evidence-based alcohol awareness program." http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB01344F.pdf
Title: S.B. 1344
Source: www.legis.state.tx.us
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| ID | Signed into law 04/2009 | P-12 | Appropriates moneys to the Department of Health and Welfare for substance abuse services in the Substance Abuse Treatment and Prevention Program for fiscal year 2010; provides that the State Controller shall make transfers from the General Fund; directs expenditures for Regional Alcohol Drug Awareness Resource funding; directs expenditures for gain provider training; provides an education stipend; directs expenditures for a statewide media campaign against underage drinking. Chapter 257
http://www.legislature.idaho.gov/legislation/2009/H0315.htm
Title: H.B. 315
Source: http://www.legislature.idaho.gov
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| Attendance |
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| CA | Vetoed 10/2009 | P-12 | Amends existing law that authorizes a pupil to be excused from school for specified reasons. Includes civic engagement activities offered by a nonprofit organization or a governmental entity among the types of absences that are excused. Provides a pupil may not be excused from school when the absence is due to participation in a demonstration or political campaign. Provides participation in civic engagement activities may not exceed 10 days per academic year. Defines "civic engagement activities" as volunteering to work in a community to help address a problem or interact with the institutions of representative democracy, and provides that such activities may include volunteering at a community-based nonprofit organization, serving on a neighborhood association, tutoring or mentoring young children, testifying before the local city council or appearing before a state or federal board or committee. Specifies that civic engagement activities do not include participation in a demonstration or political campaign, and prohibits a school from excusing a pupil from school when the absence is due to participation in a demonstration or political campaign. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0751-0800/ab_796_bill_20090910_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0751-0800/ab_796_vt_20091012.html
Title: A.B. 796
Source: www.leginfo.ca.gov
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| NV | Rule Adoption 10/2009 | P-12 | Revises provisions governing credit granted for a specific course of study without having attended regularly scheduled classes.
www.leg.state.nv.us/NAC/CHAPTERS.HTMl
Title: NAC 389.670
Source: www.leg.state.nv.us
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| NV | Rule Adoption 10/2009 | P-12 | Revises provisions governing the reasons listed in the master register of enrollment and attendance for withdrawal of a pupil.
www.leg.state.nv.us/NAC/CHAPTERS.HTMl
Title: NAC 387.048, .215
Source: www.leg.state.nv.us
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| WI | Signed into law 10/2009 | P-12 | Beginning on September 1, 2011, a school board may not enroll a child in the first grade in a school in the school district, including in a charter school located in the school district, unless the child has completed 5-year-old kindergarten. Requires each school board that operates a 5-year-old kindergarten program to adopt a written policy specifying the criteria for promoting a pupil from 5-year-old kindergarten to the first grade. Requires each board to establish procedures, conditions, and standards for exempting a child from the requirement that the child complete kindergarten as a prerequisite to enrollment in the first grade and for reviewing the denial of an exemption upon the request of the pupil's parent or guardian. A child must be admitted to first grade if before either commencing or completing first grade, the child moved into Wisconsin from a state, country, or territory in which completion of 5-year-old kindergarten is a prerequisite to entering first grade and the child was exempted from the requirement to complete 5-year-old kindergarten in the state, country, or territory from which the child moved. Act No. 41. http://www.legis.state.wi.us/2009/data/acts/09Act41.pdf
Title: A.B. 119
Source: http://www.legis.state.wi.us
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| ND | Signed into law 08/2009 | P-12 | Requires teachers to notify administrators when a student is absent without an excuse. Requires administrators to investigate the absence. Provides for penalities. Unless the responsible party (parent, guardian) has made substantial and reasonable attempts to get student to attend, "Any person who fails to ensure that a child is in attendance as required by this chapter is
guilty of an infraction for a first offense and is guilty of a class B misdemeanor for a second or subsequent offense."
http://www.legis.nd.gov/assembly/61-2009/bill-text/JBDE0300.pdf
Title: S.B. 2217
Source: http://www.legis.nd.gov
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| ND | Signed into law 08/2009 | P-12 | Modifies 15.1-06-01. Changes the cut-off date for enrollment in grade one from September first to August first. For kindergarten, the cut-off date changes from five by September first of the year of enrollment to August first. Provides exception for children who are six by December first (changed from January 1) and who meet other readiness indicators. Schools are free, open and accessible to students who have not reached the age of 21 prior to August first (changed from September first). Effective July 2010. http://www.legis.nd.gov/assembly/61-2009/bill-text/JBCQ0300.pdf
Title: H.B. 1378
Source: http://www.legis.nd.gov
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| OH | Signed into law 07/2009 | P-12 | Defines "extracurricular activity". Requires districts to provide students with up to four days of excused absence per school year for a student absence for the sole purpose of traveling out of state to participate in an enrichment activity approved by the local board of education or an extracurricular activity. Provides districts must require any such student to complete any classroom assignments that the student misses because of the absence. Specifies that if a student will be absent for four or more days due to an enrichment or extracurricular activity, a classroom teacher employed by the school district must accompany the
student to provide instructional assistance. Page 1406 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3321.041
Source: www.legislature.state.oh.us
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| LA | Signed into law 06/2009 | P-12 | Spells out policies for habitual absence and tardiness of students, including penalties for violations by parents and legal guardians or custodians of such students. Addresses the crime of improper supervision of a minor as it relates to habitually absent or tardy students; penalties and minimum conditions of probation for certain violations by parents or legal custodians of such students, including fines, school or community service, attendance in parenting classes and family counseling programs, and the suspension of certain licenses.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=663977
Title: H.B. 731
Source: http://www.legis.state.la.us/
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| LA | Adopted 06/2009 | P-12 | Allows excused absences for students for visitation with a parent who is a member of the Armed Forces or the National Guard of a state and such parent has been called to active duty for or is on leave from overseas deployment to a combat zone or combat support posting.
http://doa.louisiana.gov/osr/lac/28v115/28v115.doc
Title: LAC 28:CXV.1103
Source: http://doa.louisiana.gov/
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| TX | Signed into law 06/2009 | P-12 | Allows districts to grant excused absences for juniors and seniors visiting institutions of higher education. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02542F.pdf
Title: H.B. 2542
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Allows certain high school students to serve as election clerks. Provides an excused absence for such service. Adds new section 33.092 allowing a student election clerk to apply such time served toward a school service requirement or school project requirement, subject to local discretion. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB01134F.pdf
Title: S.B. 1134
Source: www.legis.state.tx.us
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| AL | Signed into law 05/2009 | P-12 | Adds Alabama to the Interstate Commission on Educational Opportunity for Military Children, an interstate compact to address the education transition issues of children of active duty military families. Allows for the uniform treatment at the state and local district level of military children for transferring between school districts and states.
Title: H.B. 438
Source: Lexis-Nexis/StateNet
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| GA | Signed into law 05/2009 | P-12 | Provides for the transfer of students who are military dependents into a local school system. Provides that students must be placed in grade level commensurate with their grade level in the sending state at the time of transition, including in kindergarten, regardless of age. Requires local school systems to initially honor student placement in courses based on the student's enrollment in the sending state school or assessments administered at the school in the sending state, if the courses are offered, including Advanced Placement, International Baccalaureate, vocational, technical and career pathway courses. Also requires local school systems to initially honor education program placements in the sending state, including placement in English as a second language and gifted and talented programs. Directs local school systems to be flexible in waiving course or program prerequisites or other preconditions for placement in courses and programs.
Allows additional excused absences for students whose parent has been called to active duty for, is on leave from or immediately returned from deployment to a combat zone or combat support posting. Directs local school systems to facilitate the opportunity for transitioning qualified military children's inclusion in extracurricular activities, regardless of application deadlines. Adds provisions related to high school course substitution, and recognition of other states' exit exams, national norm-referenced achievement tests or alternative testing to facilitate on-time graduation. Provides that if a military student transferring at the beginning or during his or her senior year is ineligible to graduate from the receiving local education agency after all alternatives have been considered, the local school system must coordinate with the sending local education agency to ensure the receipt of a diploma. http://www.legis.state.ga.us/legis/2009_10/pdf/sb114.pdf
Title: S.B. 114
Source: www.legis.state.ga.us
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| AR | Signed into law 04/2009 | P-12 | Allows a student whose parent or guardian is employed by a school district or educational service cooperative to continue attendance at a nonresident school district in some circumstances.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1368.pdf
Title: S.B. 847
Source: http://www.arkleg.state.ar.us
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| MD | Signed into law 04/2009 | P-12 | Prohibits a principal from suspending or expelling a student from school solely for attendance-related offenses.
http://mlis.state.md.us/2009rs/bills/hb/hb0660t.pdf
Title: H.B. 660; S.B. 241
Source: http://mlis.state.md.us/
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| MS | Signed into law 04/2009 | P-12 | Deletes the requirement that the school superintendent must approve student absences for medical and dental appointments. Authorizes a designee of the superintendent to report unlawful absences to the school attendance officer.
http://billstatus.ls.state.ms.us/documents/2009/pdf/HB/0500-0599/HB0525SG.pdf
Title: H.B. 525
Source: http://billstatus.ls.state.ms.us
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| NM | Signed into law 04/2009 | P-12 | Changes terms and notice provisions of compulsory attendance policies; clarifies how unexcused absences are determined; requires reports.
http://nmlegis.gov/Sessions/09%20Regular/final/SB0189.pdf
Title: S.B. 189
Source: http://nmlegis.gov/
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| KY | Signed into law 03/2009 | P-12 | Allows a local board of education in a county identified as a federal disaster area because of Tropical Storm Ike and the severe weather storm of January and February of 2009 to request from the commissioner of education up to ten disaster days missed and require the commissioner to approve the request. http://www.lrc.ky.gov/record/09RS/HB322/bill.doc
Title: H.B. 322
Source: Lexis-Nexis/StateNet
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| KY | Signed into law 03/2009 | P-12 | Relates to students of civilian military employees; provides students of civilian military employees the same rights as students of military families under the Interstate Compact on Educational Opportunity for Military Children if the parents are required to move to perform their job responsibilities, resulting in the students changing schools. http://www.lrc.ky.gov/record/09RS/SB39/bill.doc
Title: S.B. 39
Source: Lexis-Nexis/StateNet
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| KY | Signed into law 03/2009 | P-12 | Requires a school principal to give up to 10 days excused school absence for children of Armed Forces servicemembers if the parent is stationed out of the country and is granted leave. http://www.lrc.ky.gov/record/09RS/HB124/bill.doc
Title: H.B. 124
Source: www.lrc.ky.gov
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| UT | Signed into law 03/2009 | P-12 | Adds 53A-11-1401 through -1404, collectively known as Education Policies for Military Children. Provides definitions. Allows for certain exceptions when military children transfer schools, including the use of official and unofficial education records, time periods for producing official records, age of school enrollment, immunizations and graduation provisions. Provides that tuition may not be charged a military child in the care of a non-custodial parent or other person living in a jurisdiction other than that of the custodial parent. http://le.utah.gov/~2009/bills/hbillenr/hb0194.pdf
Title: H.B. 194
Source: le.utah.gov
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| AR | Signed into law 02/2009 | P-12 | Ensures consistent public school attendance laws.
http://www.arkleg.state.ar.us/assembly/2009/R/Bills/SB295.pdf
Title: S.B. 295
Source: http://www.arkleg.state.ar.us
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| VA | Signed into law 02/2009 | P-12 | Provides that the sufficient cause necessary to suspend a student cannot rest solely on instances of tardiness or truancy.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB1794ER
Title: H.B. 1794
Source: http://leg1.state.va.us/
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| VA | Signed into law 02/2009 | P-12 | Provides for the suspension of the driver's license or learner's permit of any minor who has 10 or more unexcused absences from public school on consecutive school days.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB1826ER
Title: H.B. 1826
Source: http://leg1.state.va.us
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| CO | Adopted 01/2009 | P-12 | Provides specificity for consistency in reporting attendance and truancy data across school districts and BOCES. Allows the usage these indicators to leverage resources to support the complete success of children and youth in school.
http://www.sos.state.co.us/CCR/NumericalSubDocList.do?deptID=4&deptName=300 Education&agencyID=109&agencyName=301 State Board of Education , Colorado&ccrDocID=3012&ccrDocName=1 CCR 301-78 RULES CONCERNING THE STANDARDIZED CALCULATION FOR COUNTING STUDENT ATTENDANCE AND TRUANCY
Title: 1 CCR 301-78
Source: http://www.sos.state.co.us
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| Attendance--Compulsory |
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| IL | Signed into law 08/2009 | P-12 | Allows a school board to require a certificate from a licensed chiropractic physician as a basis for pay after an absence of 3 days for personal illness. Allows an exemption from compulsory schooling laws for a child whose incapacitating disability is certified by licensed chiropractic physician. http://www.ilga.gov/legislation/96/HB/PDF/09600HB0645lv.pdf
Title: H.B. 645
Source: www.ilga.gov/legislation
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| MO | Signed into law 07/2009 | P-12 | Act established school flex program allowing eligible students in 11th and 12th grades to attend school a minimum of two instructional hours per school day within their school district; pursue a timely graduation; provide evidence of college or technical career education enrollment and attendance; or proof of employment and labor that is aligned with the student's career academic plan; refrain from being expelled or suspended; pursue course and credit requirements for a diploma and maintain a 95% attendance rate. Parental and principal approval required. Participating school districts must report annually to the Department of Elementary and Secondary Education and the department must report annually to the Joint Committee on Education on the program's effectiveness. Act also changes the requirement for compulsory attendance age for school districts (except St. Louis City school district). Act changes compulsory attendance age to seventeen or successful completion of sixteen credits toward high school graduation. For the purposes of homeschooling, act defines a completed credit towards high school graduation as 100 hours or more of instruction in a course. Home school education enforcement and records will be subject to review only by the local prosecuting attorney.
http://www.senate.mo.gov/09info/pdf-bill/tat/SB291.pdf
Title: S.B. 291--School Flex Program
Source: http://www.senate.mo.gov
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| AL | Signed into law 05/2009 | P-12 | Increases the upper mandatory school age to 17 while retaining existing exceptions for certain students. Allows a student over the age of 17 to leave school before graduation if the child's parent provides written consent and an exit interview is conducted where the student and the student's parent are advised that dropping out will likely reduce the student's future earning potential and increase the student's likelihood of being unemployed.
Requires the department to incorporate specific dropout prevention strategies, target resources, and gather data that will improve graduation rates and educational outcomes in all grades in all public schools. Directs the department to develop specific methods of intervention or identify appropriate existing methods for districts with 4-year graduation rates below a state board-determined percentage. Specifies 8 interventions that may be included. Directs the department to compile specified data on truancy, 9th grade success, alternative education placements and other indicators to ensure that dropout prevention programs are based upon evidence-based research, are data-driven and show continuous improvement. Directs the department to annually report to the legislature on outcomes of the dropout prevention program and any planned modifications based on compiled data.
Directs the state superintendent, chancellor of the department of higher education and the Alabama Commission on Higher Education to develop a plan for a high school fast track to college program offering individuals the opportunity to simultaneously earn a high school diploma as well as credits for a certificate program or associate's degree. Targets program to individuals either age 18 not enrolled in school, or age 16-18, with consent from an administrator in which the student is enrolled. Directs the department to report to the legislature on the feasibility of establishing the fast track to college program.
Title: S.B. 334
Source: www.lexis.com
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| ID | Signed into law 04/2009 | P-12 | Amends existing law relating to attendance at schools; revises a provision relating to school attendance requirements; revises a provision relating to proceedings against parents or guardians. Chapter 103
http://www.legislature.idaho.gov/legislation/2009/S1017E2.pdf
Title: S.B. 1017
Source: http://www.legislature.idaho.gov
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| MS | Signed into law 04/2009 | P-12 | Deletes the requirement that the school superintendent must approve student absences for medical and dental appointments. Authorizes a designee of the superintendent to report unlawful absences to the school attendance officer.
http://billstatus.ls.state.ms.us/documents/2009/pdf/HB/0500-0599/HB0525SG.pdf
Title: H.B. 525
Source: http://billstatus.ls.state.ms.us
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| NM | Signed into law 04/2009 | P-12 | Changes terms and notice provisions of compulsory attendance policies; clarifies how unexcused absences are determined; requires reports.
http://nmlegis.gov/Sessions/09%20Regular/final/SB0189.pdf
Title: S.B. 189
Source: http://nmlegis.gov/
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| Attendance--Statutory Ages (Upper and Lower) |
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| WI | Signed into law 10/2009 | P-12 | Beginning on September 1, 2011, a school board may not enroll a child in the first grade in a school in the school district, including in a charter school located in the school district, unless the child has completed 5-year-old kindergarten. Requires each school board that operates a 5-year-old kindergarten program to adopt a written policy specifying the criteria for promoting a pupil from 5-year-old kindergarten to the first grade. Requires each board to establish procedures, conditions, and standards for exempting a child from the requirement that the child complete kindergarten as a prerequisite to enrollment in the first grade and for reviewing the denial of an exemption upon the request of the pupil's parent or guardian. A child must be admitted to first grade if before either commencing or completing first grade, the child moved into Wisconsin from a state, country, or territory in which completion of 5-year-old kindergarten is a prerequisite to entering first grade and the child was exempted from the requirement to complete 5-year-old kindergarten in the state, country, or territory from which the child moved. Act No. 41. http://www.legis.state.wi.us/2009/data/acts/09Act41.pdf
Title: A.B. 119
Source: http://www.legis.state.wi.us
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| ND | Signed into law 08/2009 | P-12 | Modifies 15.1-06-01. Changes the cut-off date for enrollment in grade one from September first to August first. For kindergarten, the cut-off date changes from five by September first of the year of enrollment to August first. Provides exception for children who are six by December first (changed from January 1) and who meet other readiness indicators. Schools are free, open and accessible to students who have not reached the age of 21 prior to August first (changed from September first). Effective July 2010. http://www.legis.nd.gov/assembly/61-2009/bill-text/JBCQ0300.pdf
Title: H.B. 1378
Source: http://www.legis.nd.gov
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| Attendance--Truancy |
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| IL | Signed into law 08/2009 | P-12 | Existing language requires reporting of truancy data only in Chicago. Amendment requires all regional superintendents, district superintendents and special education joint agreement directors to collect data on truants, chronic truants and truant minor students. Requires this information to be annually submitted to the state board. Page 35 of 63: http://www.ilga.gov/legislation/96/SB/PDF/09600SB1977lv.pdf
Title: S.B. 1977 - Truancy Reporting
Source: www.ilga.gov
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| ND | Signed into law 08/2009 | P-12 | Requires teachers to notify administrators when a student is absent without an excuse. Requires administrators to investigate the absence. Provides for penalities. Unless the responsible party (parent, guardian) has made substantial and reasonable attempts to get student to attend, "Any person who fails to ensure that a child is in attendance as required by this chapter is
guilty of an infraction for a first offense and is guilty of a class B misdemeanor for a second or subsequent offense."
http://www.legis.nd.gov/assembly/61-2009/bill-text/JBDE0300.pdf
Title: S.B. 2217
Source: http://www.legis.nd.gov
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| LA | Signed into law 06/2009 | P-12 | Spells out policies for habitual absence and tardiness of students, including penalties for violations by parents and legal guardians or custodians of such students. Addresses the crime of improper supervision of a minor as it relates to habitually absent or tardy students; penalties and minimum conditions of probation for certain violations by parents or legal custodians of such students, including fines, school or community service, attendance in parenting classes and family counseling programs, and the suspension of certain licenses.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=663977
Title: H.B. 731
Source: http://www.legis.state.la.us/
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| MD | Signed into law 04/2009 | P-12 | Prohibits a principal from suspending or expelling a student from school solely for attendance-related offenses.
http://mlis.state.md.us/2009rs/bills/hb/hb0660t.pdf
Title: H.B. 660; S.B. 241
Source: http://mlis.state.md.us/
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| NM | Signed into law 04/2009 | P-12 | Changes terms and notice provisions of compulsory attendance policies; clarifies how unexcused absences are determined; requires reports.
http://nmlegis.gov/Sessions/09%20Regular/final/SB0189.pdf
Title: S.B. 189
Source: http://nmlegis.gov/
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| WA | Signed into law 04/2009 | P-12 | Changes provisions involving truancy; related to a requirement that a school inform a child's parent if the child fails to attend school; provides for notification in the language in which the child's parent is fluent; declares the intent of the legislation to encourage the development and expansion of community truancy boards; requires the consideration of special education programs in truancy-related court intervention proceedings; prohibits the arrest of a child on school grounds under certain circumstances. Chapter 266
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Senate%20Passed%20Legislature/5881-S.PL.pdf
Title: S.B. 5881
Source: http://apps.leg.wa.gov
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| CO | Adopted 01/2009 | P-12 | Provides specificity for consistency in reporting attendance and truancy data across school districts and BOCES. Allows the usage these indicators to leverage resources to support the complete success of children and youth in school.
http://www.sos.state.co.us/CCR/NumericalSubDocList.do?deptID=4&deptName=300 Education&agencyID=109&agencyName=301 State Board of Education , Colorado&ccrDocID=3012&ccrDocName=1 CCR 301-78 RULES CONCERNING THE STANDARDIZED CALCULATION FOR COUNTING STUDENT ATTENDANCE AND TRUANCY
Title: 1 CCR 301-78
Source: http://www.sos.state.co.us
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| Background Checks |
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| OH | Signed into law 12/2009 | P-12 | Directs the department to amend rule 3301-83-23 of the Ohio Administrative Code (OAC) that took effect August 27, 2009, and that specifies the offenses that disqualify a person for employment as a school bus or school van driver and establishes rehabilitation standards for school bus and school van drivers. Provides that beginning on the effective date of the legislatively required amendments to OAC Rule 3301-83-23, any
person who is the subject of a criminal records check and who has been convicted of or pleaded guilty to any offense that disqualifies him/her for employment to operate a pupil transportation vehicle may not be hired or must be released from employment unless the person meets the rehabilitation standards prescribed by the rule. Pages 8-16 of 18: http://www.legislature.state.oh.us/BillText128/128_HB_19_EN_N.pdf
Title: H.B. 19 - School Bus/Van Drivers
Source: www.legislature.state.oh.us
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| UT | Adopted 11/2009 | P-12 | Provides a new section that requires all licensed Utah educators when renewing their Utah educator licenses to submit fingerprints for a background check to the department of public safety (DPS). Requires the Utah State Office of Education (USOE) to provide DPS with a list of all licensed Utah educators and identifying information to be maintained in a database developed by DPS in consultation with the USOE. http://www.rules.utah.gov/publicat/code/r277/r277-501.htm
Title: R277-501
Source: www.rules.utah.gov
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| CA | Signed into law 10/2009 | P-12 | Requires a noncertified candidate, prior to assuming a paid or volunteer position to supervise, direct, or coach a pupil activity program sponsored by, or affiliated with, a school district, to obtain a specified clearance certificate from the Commission on Teacher Credentialing upon verification that the candidate meets specified requirements. Provides that the certificate is issued initially for five years, and may be renewed. Requires the commission to submit certain information to the obtain state and federal criminal background information prior to the issuance of a certificate. Authorizes a fee for the certificate. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1001-1050/ab_1025_bill_20091011_chaptered.pdf
Title: A.B. 1025
Source: www.leginfo.ca.gov
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| UT | Adopted 09/2009 | P-12 | Provides procedures for requiring licensed public education employees to report certain types of arrests, including sex-, drug- or alcohol-related arrests, to employers within 48 hours or as soon as possible. Require school districts and charter schools to conduct periodic background checks for non-licensed employees. Requires school districts/charter schools to adopt policies requiring reporting of designated offenses by non-licensed public employees and all employees who drive motor vehicles as an employment responsibility. Establishes state office of education responsibilities for the review of arrest/conviction information from licensed educators. According to rule analysis, this rule is prompted by a legislative audit. http://www.rules.utah.gov/publicat/bulletin/2009/20090701/32735.htm
Title: R277-516
Source: www.rules.utah.gov
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| IL | Signed into law 08/2009 | P-12 | Provides that it is a state attorney's duty to notify the state superintendent of education, the applicable regional superintendent of schools, and the superintendent of the employing school district or the chief school administrator of the employing nonpublic school, upon the conviction of any individual known to possess a certificate issued under the school code of any of certain sex offenses or felony convictions, including the offense of grooming and traveling to meet a minor. Requires teachers institutes to include training on educator ethics and teacher/student conduct. Clarifies 105 ILCS 5/10-21.9(c) to provide that no school board may knowingly employ a person who has been convicted of any offense that would subject him or her to certification suspension or revocation pursuant to Section 21-23a of the School Code. Transfers responsibility for beginning certificate suspension and revocation proceedings from the appropriate regional superintendent of schools to the state superintendent. Requires the superintendent of the employing school board to provide written notification to the regional and state superintendents of any certificate holder whom he or she has reasonable cause to believe has committed an intentional act of abuse or neglect with the result of making a child an abused child or a neglected child, and that act resulted in the certificate holder's dismissal or resignation from the school district.
Requires local boards, at least once every two years, to conduct in-service training on educator ethics, teacher-student conduct, and school employee-student conduct for all personnel. Provides that no one who has been convicted of an offense set forth in Section 21-23a of the School Code may be certified to teach or supervise in the public schools. Adds circumstances under which an applicant with a felony conviction may submit character references or other written
material before such a conviction or other information regarding the applicant's character may be used by the state superintendent of education as a basis for denying the application. Clarifies that the state superintendent of education has the exclusive authority to initiate certificate suspension or revocation, including for child abuse or neglect. Provides that the state superintendent is not under obligation to initiate an investigation of a certificate holder if the Department of Children and Family Services is investigating the same or substantially similar allegations. Provides that if the state superintendent of education does not receive a request for a hearing within 10 days after the individual receives notice, the suspension or revocation must immediately take effect in accordance with the notice. Clarifies that a hearing will act as a stay of proceedings until the state teacher certification board issues a decision. Repeals and replaces certain other existing language regarding hearings and repeals/suspensions of certificates.
Adds "conspiracy to commit first degree murder " and "attempted conspiracy to commit first degree murder" to crimes enumerated in 105 ILCS 5/21-23a for which a conviction is grounds for revocation of certification. http://www.ilga.gov/legislation/96/SB/PDF/09600SB2071lv.pdf
Title: S.B. 2071
Source: www.ilga.gov/legislation
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| IL | Signed into law 08/2009 | P-12 | Requires charter schools to run criminal history records checks and checks of the Statewide Child Murderer and Violent Offender Against Youth Database of applicants for employment. Increases from 14 to 30 days the time period for the state board to approve charter proposals.
Pages 46-53 of 63: http://www.ilga.gov/legislation/96/SB/PDF/09600SB1977lv.pdf
Title: S.B. 1977 - Charter Schools
Source: www.ilga.gov
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| OH | Rule Adoption 08/2009 | P-12 | Rescinds and establishes new rules regarding employment of individuals in positions that require a license and licensure of individuals with certain criminal convictions or other alternative dispositions.
--Employment of individuals in positions that require a license and licensure of individuals with certain criminal convictions or other alternative dispositions: 3301-20-01: http://www.registerofohio.state.oh.us/pdfs/3301/0/20/3301-20-01_PH_FF_N_RU_20090817_0827.pdf
--Employment of non-licensed individuals with certain criminal convictions: 3301-20-03: http://www.registerofohio.state.oh.us/pdfs/3301/0/20/3301-20-03_PH_FF_N_RU_20090817_0827.pdf
--Employment of school bus and school van with certain criminal convictions: http://www.registerofohio.state.oh.us/pdfs/3301/0/83/3301-83-23_PH_FF_N_RU_20090817_0827.pdf
Title: OAC 3301-20-01, -03, -83-23
Source: www.registerofohio.state.oh.us
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| AL | Adopted 07/2009 | P-12 | Adds section creating the Alabama Educator Code of Ethics. Identifies nine areas of standards of conduct, including teacher/student relationships, background checks and confidentiality of the content of student records and standardized tests. Requires educators to report a breach of one or more of the Standards in the Alabama Educator Code of Ethics as soon as possible, but no later than 60 days from the date the educator became aware of the alleged breach. Provides circumstances under which the state superintendent of education may revoke, suspend or refuse to issue a certificate, and establishes grounds that must serve as cause for disciplinary action.
Title: 290-4-1
Source: www.lexis.com
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| NY | Signed into law 07/2009 | P-12 | Clarifies that a district, charter school, or BOCES employee's conditional status ends 45 days after notification of clearance for employment (pursuant to the employee's background check), or when the prospective employer is notified of a determination by the commissioner to grant or deny clearance, whichever occurs earlier. Adds that an employee's conditional status may not be extended or renewed unless the commissioner issues a new conditional clearance after finding there was good cause for failure to obtain clearance within such time period. http://assembly.state.ny.us/leg/?bn=A08564&sh=t
Title: A.B. 8564
Source: assembly.state.ny.us
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| OH | Signed into law 07/2009 | P-12 | Provides that an individual applying for any certificate, license or permit or for the renewal of any certificate, license or permit is not required to undergo a criminal records check if the individual underwent a criminal records check for such purposes less than five years earlier. Provides that a state bureau of investigation criminal background check is not required (only a federal check required) for (1) an individual seeking licensure or renewal, (2) a nonlicensed individual hired by a school district, educational service center, or chartered nonpublic school or (3) an individual hired by a district, educational service center, community school, chartered nonpublic school or STEM school to operate a vehicle for pupil transportation if (a) the state board or state superintendent had previously requested the superintendent of the bureau of criminal identification and investigation to determine whether the bureau has any information, gathered pursuant to division (A) of section 109.57 of the Revised Code, on the person, and (b) the person presents proof that he/she has been an Ohio resident for the five-year period immediately prior to the date upon which the person becomes subject to a criminal records check. In such an instance, the state superintendent or state board must ask the superintendent of the bureau of criminal identification and investigation to obtain any criminal records that the FBI has on the person.
Pages 1383-1386, 1387-1389, and 1430-1434 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3319.291, 3319.391 and 3327.10
Source: www.legislature.state.oh.us
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| ID | Adopted 06/2009 | P-12 | Amends rules relating to uniformity. Includes definitions and addresses the process of obtaining a criminal history check for applicants for certification, school district employees, substitute teachers, student teachers and individuals who have unsupervised contact with students in a K-12 setting.
adm.idaho.gov/adminrules/rules/03codearchives/IDAPA08/0202.pdf
Title: IDAPA 08.02.02
Source: adm.idaho.gov/adminrules/rules
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| LA | Signed into law 06/2009 | P-12 | Addresses the hiring of employees by local public school boards and the disclosure of information of certain instances of sexual misconduct, abuse, and neglect committed by applicants.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=667511
Title: H.B. 741
Source: http://www.legis.state.la.us/
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| OR | Signed into law 06/2009 | P-12 | Allows Department of Education to conduct criminal records checks of person who is employed or applying for employment by department or who is providing services or seeking to provide services to department. Chapter 438
http://www.leg.state.or.us/09reg/measpdf/sb0001.dir/sb0066.en.pdf
Title: S.B. 66
Source: http://www.leg.state.or.us
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| OR | Signed into law 06/2009 | P-12 | Allows Department of Education to require fingerprints of all new hires of school districts or private schools; requires department to determine whether person knowingly made false statement on the criminal history form; allows school districts and private schools to have discretion to hire person who knowingly made false statement. Chapter 437
http://www.leg.state.or.us/09reg/measpdf/sb0001.dir/sb0046.en.pdf
Title: S.B. 46
Source: http://www.leg.state.or.us
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| OR | Signed into law 06/2009 | P-12 | Allows Teacher Standards and Practices Commission to issue public reprimand or to suspend or revoke right to apply for license or registration of student teacher based on certain criteria; removes time limitation on requirement that commission take action regarding person who no longer holds valid license or registration if person is convicted of certain crimes; allows commission to deny license or registration to person whose license or registration was revoked in another jurisdiction.
Chapter 386
http://www.leg.state.or.us/09reg/measpdf/sb0001.dir/sb0047.en.pdf
Title: S.B. 47
Source: http://www.leg.state.or.us
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| TX | Signed into law 06/2009 | P-12 | Adds new Subchapter D, "Preliminary Evaluation of License Eligibility" to Chapter 53, Occupations Code. Authorizes an individual to request a licensing authority to issue a letter evaluating the individual's eligibility for a license, if the individual plans to seek licensure and has reason to believe he/she is ineligible for the license due to a felony or misdemeanor conviction or deferred adjudication. Provides that if a licensing authority determines the individual is ineligible for a license, the authority must issue a letter setting out each basis for potential ineligibility and the authority's determination as to eligibility. Authorizes a licensing authority to suspend or revoke a license, or bar an individual from taking a licensing exam if the individual has been convicted of an offense that does not directly relate to the duties and responsibilities of the licensed occupation and that was committed less than five years before the date the person applies for the license, or a sexually violent offense. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00963F.pdf
Title: H.B. 963
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Requires an entity subcontracting with a district, charter school or shared services agreement to obtain a criminal record information for employees who will have direct contact with students. Bars contracting or subcontracting entities from allowing an employee to have direct contact with students if the employee has been convicted of a felony or misdemeanor offense that would prevent a person from obtaining certification as an educator. Adds provision regarding the use and sharing of criminal history information on school employees obtained by the state education agency. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02730F.pdf
Title: H.B. 2730 - Sections 6.11, 9A.03
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Relates to the authority of an administrative law judge to order the release of information concerning a child abuse and neglect investigation. Provides that on a motion of one of the parties in a case before an administrative law judge relating to the license or certification of an educator, the administrative law judge may order the disclosure of information that is confidential, after a hearing for which notice is provided. Provides for the confidentiality of the reporter of abuse or neglect. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02876F.pdf
Title: H.B. 2876
Source: Lexis-Nexis/StateNet
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| AL | Signed into law 05/2009 | Postsec. | Requires each applicant for admission to a teacher preparation program at a two-year or four-year institution to complete a criminal history background check. Requires institution publications that describe teacher preparation program requirements or application processes to inform prospective students of this requirement.
Title: S.B. 270
Source: www.lexis.com
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| MN | Signed into law 05/2009 | P-12 | Modifies school background check requirements relating to disciplinary actions. Deletes a portion of the provision relating to sexual misconduct or attempted sexual misconduct between a teacher and a student. Provides that disciplinary action does not include an action based on court-ordered child support of maintenance payment arrearages or delinquent state taxes.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0523.2.html&session=ls86
Title: H.B. 523
Source: https://www.revisor.leg.state.mn.us/
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| OR | Signed into law 05/2009 | P-12 | Requires applicant for position with school district to submit list of current and past employers and to provide written authorization and release of information and documentation from those employers; requires school district to conduct background check on applicants; prohibits school district board, school district or school from entering into agreement or contract that suppresses information about employee's sexual misconduct or abuse or that affects duty to investigate suspected child abuse. Chapter 93
http://www.leg.state.or.us/09reg/measpdf/hb2000.dir/hb2062.en.pdf
Title: H.B. 2062
Source: http://www.leg.state.or.us
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| AR | Signed into law 04/2009 | P-12 | Enhances the safety of children by requiring central registry checks for all public school employees and bus drivers.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1173.pdf
Title: H.B. 1450
Source: http://www.arkleg.state.ar.us
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| IN | Signed into law 04/2009 | Postsec. | Exempts a postsecondary educational institution from paying a fee for a limited pre-employment criminal history record; requires school corporations, charter schools and accredited nonpublic schools to conduct an expanded criminal history background check for a new or renewed teaching license or certificate within five years; adds possession of child pornography to the list of felonies for which a teacher may lose the teacher's license; establishes an administrative procedure for a student who has been removed from a classroom. Requires the attorney general and the Indiana Department of Education to annually notify teachers that the attorney general may defend suits against teachers and that teachers have qualified imunity for reasonable acts of discipline. Public Law 121
http://www.in.gov/legislative/bills/2009/pdf/he/he1462.1.pdf
Title: H.B. 1462
Source: http://www.in.gov
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| WA | Signed into law 04/2009 | P-12 | Eliminates the requirement that the Washington State Patrol charge school districts and educational service districts for only the incremental costs associated with checking fingerprints. Chapter 170
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/1852-S.PL.pdf
Title: H.B. 1852
Source: http://apps.leg.wa.gov
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| KY | Signed into law 03/2009 | P-12 | Requires a criminal records check for parent members of school-based decision making councils. Allows members to serve prior to the report being received, but but requires the member to be removed from the council if the report documents a record of a sex crime or criminal offense against a victim who is a minor, or as a violent offender. http://www.lrc.ky.gov/record/09RS/SB148/bill.doc
Title: S.B. 148
Source: www.lrc.ky.gov
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| VA | Signed into law 02/2009 | P-12 | Clarifies that a local school board must take reasonable steps to determine whether an applicant, who has resided in another state within the last five years, was the subject of a founded case of child abuse and neglect in the relevant state by contacting such state's central child abuse and neglect registry, so long as such state provides access to out-of-state entities.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB1679ER
Title: H.B. 1679
Source: http://leg1.state.va.us
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| Bilingual/ESL |
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| IL | Adopted 11/2009 | P-12 | Partially from "Notice of Adopted Amendments" in Illinois Register (changes from this rulemaking but not listed below are technical in nature or echo recent changes in legislation):
Section 1.20: Revised to distinguish among the appropriate levels of sign-off on the corrective plan a district must submit depending on whether a school or the district has been placed on probation. Adds a provision allowing a district's or school's status to be changed to "nonrecognized" if, at any time that a corrective action plan is in effect, the state superintendent determines that the agreed-upon actions are not being implemented in accordance with the plan or the underlying areas of noncompliance are not being remedied.
Section 1.30: Updated to refer to state assessment accommodations now allowed for limited English proficient students, and now specifies when time extensions will be made available to those students (in response to P.A. 94-642, which authorized the state board to allow additional time "by rule"). Revises labels used to describe scores on the Illinois Alternate Assessment, and updates rule on review and verification of assessment information.
Section 1.100: Adds details so that staff of districts and other eligible applicants will have more specific guidance as to what is expected as part of the process for receiving waivers and modifications of requirements in the school code or administrative rules.
Section 1.240: Expanded to include a reference to gender identity among the prohibited bases for discrimination because it may otherwise not be clear that gender identity is encompassed in the definition of "sexual orientation".
Section 1.420: Adds provision specifying that each district's plan for recording student progress and/or awarding credit must include credit for courses completed by correspondence, online or from other external sources. Specifies that a district may count four clock-hours as a day of instruction only due to a condition beyond the district's control; specifies other requirements that must be met for the state superintendent to approve a district's request to use "multiple sessions" to fulfill school day requirements. Specifies that students in attendance for at least 150 but fewer than 240 minutes of school work may be counted for a half-day of attendance; students in attendance for fewer than 150 minutes of school work are not to be counted for purposes of calculating average daily attendance. Emphasizes the meaning of the portion of the rule on library media programs that distinguishes between the services that may be performed only by certified library information specialists and the other tasks that may be inherent in districts' operation of their programs.
Section 1.465 (on awarding of credit for foreign language study in an ethnic school program) and 1.480 (on correctional institution educational programs): Generally updated, including the insertion of current statutory citations.
Section 1.510: Main revision conveys state board's interpretation that districts may not pick and choose among students in the same situation once they elect to transport some students.
Section 1.737: Updated to complement new requirements for endorsements in safety and driver education that will take effect in 2012.
Pages 324-388 of 432: http://www.cyberdriveillinois.com/departments/index/register/register_volume33_issue45.pdf
Title: 23 IAC 1.20, .30, .100, .240, .420, .465, .480, .510, .737
Source: www.cyberdriveillinois.com
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| CA | Signed into law 10/2009 | P-12 | Authorizes the Commission on Teacher Credentialing to issue the authorization to provide services to limited-English-proficient pupils to an applicant who possesses a valid teaching credential and who holds certain certificates issued by the National Board for Professional Teaching Standards. Authorizes school district interim credential holders to teach K-8 classes in self-contained programs or in self-contained bilingual classes if they have passed the subject matter examination approved by the commission. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0201-0250/ab_239_bill_20091011_chaptered.pdf
Title: A.B. 239
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 10/2009 | P-12 | Authorizes parents or guardians of English learners to bring an oral language interpreter to all conferences, meetings or proceedings held at a district building or schoolsite or sponsored by the district or school, except when prohibited by state or federal law. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1501-1550/ab_1510_bill_20090825_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1501-1550/ab_1510_vt_20091011.html
Title: A.B. 1510
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 10/2009 | P-12 | Relates to the advisory committee on the creation of the Academic Performance Index and the implementation of the Immediate Intervention/Underperforming Schools Program and High Achieving/Improving Schools Program. By July 2010, directs the advisory committee to make recommendations to the Superintendent of Public Instruction regarding the inclusion of the results of the English language development test or series of tests developed or acquired pursuant to Section 60810 and the feasibility of including English learner proficiency as part of the Academic Performance Index. Requires the inclusion of those test results and English language proficiency levels and growth of those levels in the Index. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1401-1450/ab_1435_bill_20090910_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1401-1450/ab_1435_vt_20091011.html
Title: A.B. 1435
Source: www.leginfo.ca.gov
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| ND | Signed into law 08/2009 | P-12 | From the fiscal note: Section 1 requires the establishment of caseload criteria for English Language Learner teachers. Section 2 provides for one grant [$40,000] to a Regional Education Association (REA) for professional development opportunities and the purchase of materials for small districts that are starting ELL programs.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JAIK0600.pdf
Title: S.B. 2212
Source: http://www.legis.nd.gov
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| NY | Vetoed 08/2009 | P-12
Postsec. | Enacts the Minority Mental Health Act. Establishes the Division of Minority Mental Health within the Office of Mental Health. Provides the division is responsible for assuring that mental health programs and services are culturally and linguistically appropriate to meet the needs of racial and ethnic minorities. Directs the division to assist professional schools and state agencies to develop comprehensive programs to improve the supply of minority mental health personnel by promoting minority mental health clinical training and curriculum improvement, and disseminating minority mental health career information to high school and college students. Establishes the Minority Mental Health Council. Establishes duties of the council. http://assembly.state.ny.us/leg/?bn=A05055&sh=t
Title: A.B. 5055
Source: assembly.state.ny.us
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| NY | Signed into law 08/2009 | P-12 | Creates a [New York City] City-Wide Council on English Language Learners. Provides the council has the power to:
(1) Advise and comment on any educational or instructional policy involving bilinguor or English as a second language (ESL) programs.
(2) Issue an annual report on the effectiveness of the city district in providing services to English language learners and making recommendations on improving the efficiency and delivery of such services
(3) Hold at least one meeting per month to provide a forum for members of the public to discuss issues facing English language learners.
Establishes makeup of council and method for filling vacancies. http://assembly.state.ny.us/leg/?bn=A08903&sh=t
Title: A.B. 8903 - City-Wide Council on English Language Learners
Source: assembly.state.ny.us
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| NY | Adopted 06/2009 | P-12 | Creates a three-year, non-renewable supplementary bilingual education extension to authorize a pupil personnel service professional currently certified in a pupil personnel service title (i.e., school counselor, social worker, and school psychologist) to work as a bilingual pupil personnel service worker (where there is a demonstrated shortage) while the professional is enrolled in a postsecondary program leading to an extension in bilingual education. Adopted as published on pp 18-21 of 43: http://www.dos.state.ny.us/info/register/2009/apr8/pdfs/rules.pdf
Title: Title 8 NYCRR 80-2.9, 80-4.3, 80-5.18
Source: www.dos.state.ny.us
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| TN | Signed into law 06/2009 | P-12 | Requires the Department of Labor and Workforce Development (LWFD), in conjunction with the Department of Education (DOE), to establish and administer a grant program known as the "We Want to Learn English Initiative" for the purpose of providing resources for immigrants and refugees to learn English.
http://www.capitol.tn.gov/Bills/106/Bill/SB1745.pdf Initiative
Title: S.B. 1745
Source: http://www.capitol.tn.gov/Bills
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| TX | Signed into law 06/2009 | P-12
Postsec.
Community College | Establishes the Jobs and Education for Texans (JET) grant program and fund to award grants to public junior colleges and public technical institutes, and to eligible nonprofit organizations to:
(1) Develop or support nonprofit organizations' programs that prepare low-income students for careers in high-demand occupations. Eligible programs must help students prepare for, apply to and enroll in a public junior college/technical institute, provide matching funds, and demonstrate that they have achieved or will achieve above average developmental course completion rates, persistence rates, and 3-year degree or certificate completion rates among participating students.
(2) Defray the start-up costs of new career and technical education programs in high-demand occupations
(3) Provide scholarships for students who demonstrate financial need and who are enrolled in training programs for high-demand occupations.
In awarding grants to public junior colleges and public technical institutes for the development of new career and technical education courses or programs, provides the comptroller may consider whether the course or program offers new or expanded dual credit career and technical educational opportunities in public high schools.
Directs the comptroller to conduct a study of the feasibility of basing part of all public postsecondary technical training program funding on the program's economic benefit to the state, and of estimating the additional tax revenue from employers generated by the ability of public junior colleges/technical institutes/state colleges to prepare students for employment fields for which there is employer demand. Requires the comptroller to report to the lieutenant governor and speaker of the house by January 2011 for legislative action based on the results of the study.
Defines "green jobs" as jobs in the field of renewable energy or energy efficiency. Establishes the Green Job Skills Development Fund and Training Program to support the implementation and expansion of green job skills training programs. Specifies that an eligible training program must be hosted by a regional partnership designed to implement training programs that lead trainees to economic self-sufficiency and career pathways. Requires regional partnerships to include at a minimum a postsecondary institution; chamber of commerce, local workforce agency, local employer, or other public or private participating entity; economic development authority; and community or faith-based nonprofit organization that works with one or more targeted populations.
Specifies criteria that eligible green job skills training programs must meet. Requires programs receiving grants to target specified groups of individuals for training, including low-income workers, unemployed youth and adults, individuals who did not complete high school, or other underserved sectors of the workforce in high poverty areas. Provides that a training program may use grant funds for support services, including basic skills, literacy, GED, English as a second language, and job readiness training, career guidance, and referral services. Establishes grant application procedures. Specifies training programs the comptroller must give preference to, and requires 20% of funds to be reserved for job skill training programs that serve the unemployed and those with incomes at or below 200% of the poverty level. Establishes grantee reporting requirements, and requires the comptroller to report biennially on submitted information to the governor, lieutenant governor and speaker of the house. Directs the comptroller to adopt standards for a green job skills training program awarded a grant.
H.B. 1935: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB01935F.pdf
H.B. 3 (pages 169-174): http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 1935 and H.B. 3, Section 64
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Section 92: Directs the state education agency to evaluate whether providers of different types of electronic courses offered through the state virtual school network should receive varying amounts of state funding based on the type of course provided. Requires the agency to submit a report of its findings and recommendations to the legislature by January 2011.
Section 93: Directs the state education agency to investigate the feasibility of making language acquisition courses available through the state virtual school network by obtaining state subscriptions or pursuing other possible means of access. Requires the agency to submit a report of its findings and recommendations to the legislature by January 2011. If the agency determines that it is feasible to make language acquisition courses available through the network, requires the report to include recommended mechanisms for ensuring progress towards language proficiency of students enrolled in those courses.
http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Sections 92 and 98
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Creates new Subchapter J, "Parent and Educator Reports." Provides that in addition to the indicators adopted under Section 39.053, the commissioner must adopt indicators of the quality of learning for the purpose of preparing parent and educator reports, and review these indicators for possible revisions every other year. Provides performance on such adopted indicators must be evaluated in the same manner provided for evaluation of the student achievement indicators under Section 39.053(c). Requires indicators to include:
(1) Percentage of high school graduates who complete the minimum, recommended or advanced high school programs
(2) Results of the SAT, ACT, articulated postsecondary degree programs described by Section 61.852, and certified workforce training programs described by Chapter 311, Labor Code
(3) Subsequent state assessment scores of students who do not meet performance standards as established by Section 39.0241 or who do not pass state-level assessments
(4) Number of students at each campus who choose to complete the minimum high school program, disaggregated by major student subpopulations
(5) Specified remediation and student promotion indicators
(6) Percentage of limited English-proficient students exempted from the administration of an assessment instrument under Sections 39.027(a)(1) and (2)
(7) Percentage of students with disabilities assessed through assessment instruments developed or adopted under Section 39.023(b)
(8) Percentage of students who satisfy the college readiness measure
(9) Progress toward dual language proficiency under Section 39.034(b) for limited English-proficient students
(10) Percentage of students who are not educationally disadvantaged
(11) Percentage of students who enter an institute of higher education the year after high school graduation
(12) Percentage of students who complete the first year of postsecondary education without needing a developmental education course.
Specifies that performance on the indicators described by Section 39.053(c) and items (3), (4) and (9) above must be based on longitudinal student data that is disaggregated by the bilingual education or special language program that current or former limited English-proficient students are/were enrolled in.
Adds Section 39.302, which directs the state education agency to report to each district the comparisons of student performance made under Section 39.034 (annual improvement needed for a student to perform satisfactorily on grade 5 and 8 assessments and end-of-course assessments, page 67 of 180 of 2009 H.B. 3). Adds Section 39.303, which requires districts to provide each student's parent with a record of the comparisons made under Sections 39.302 and 39.034. Provides that for a student who did not perform satisfactorily on a state assessment, the district must include specific information in the notice about access to online educational resources at the appropriate assessment instrument content level, including educational resources described by Section 32.252(b)(2) and assessment instrument questions and answers released under Section 39.023(e).
Adds Section 39.304, which requires districts to provide teachers at the beginning of the school year with a record of the comparisons made under Sections 39.302 and 39.034. Requires report to go to each teacher for all students, including incoming students, who were assessed on a grades 3-8 assessment or high school end-of-course exam, and all students who took a grades 3-8 assessment or high school end-of-course exam the previous year. Provides the report must indicate whether the student performed satisfactorily or, if the student did not perform satisfactorily, whether the student met the standard for annual improvement.
Amends campus report card content. Repeals provision requiring campus performance to be compared to comparable campus group performance. Requires campus report cards to include the student achievement
indicators described by Section 39.053(c) and the reporting indicators described by Sections 39.301(c)(1) through (5). Requires district report cards to include information indicating the district's accreditation status and identifying each district campus awarded a distinction designation under Subchapter G or considered an unacceptable campus under Subchapter E
Pages 137-142 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part VIII (Parent and Educator Reports, Campus and District Report Cards)
Source: www.legis.state.tx.us
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| OK | Passed 05/2009 | P-12 | Directs the Secretary of State to refer to the people for their approval or rejection a proposed amendment to the Constitution of the State of Oklahoma by creating a new Article XXX; declares the English language to be the official language of this state; requires the business of this state be conducted in English; provides exceptions; defines terms; provides ballot title; directs filing. http://webserver1.lsb.state.ok.us/2009-10bills/HB/HJR1042_ENR.RTF
Title: H.J.R. 1042
Source: http://webserver1.lsb.state.ok.us
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| KY | Adopted 02/2009 | P-12 | Establishes procedures for the inclusion of special student populations in the State-required assessment and accountability programs. http://www.lrc.ky.gov/kar/703/005/070reg.htm
Title: 703 KAR 5:070
Source: www.lrc.ky.gov
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| VA | Signed into law 02/2009 | P-12 | Provides that local school divisions shall not be required to administer the ACCESS test as the state- approved limited English proficiency assessment mandated for students pursuant to the federal No Child Left Behind Act for the 2009-2010 school year; provides for flexibility.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB2589ER
Title: H.B. 2589
Source: http://leg1.state.va.us
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| Business Involvement |
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| OH | Signed into law 07/2009 | P-12 | Partially from the DOE summary of H.B. 1:Modifies the current requirement for the state board to develop a standard for reporting financial information to the public. Requires districts and educational service center boards to report revenues and expenditures by school building, including expenditures for salaries, and with expenditures for classroom teachers, other certified staff, and all other employees reported separately, as well as per-pupil expenditures per building.
Provides that the state board's existing minimum standards for all public schools must require instructional materials and equipment, including library materials, to be aligned with the academic content standards. Directs the state board to adopt minimum operating standards for school districts, which districts must comply with unless they receive a waiver from the state superintendent. According to DOE summary, the operating standards override any conflicting provisions of a collective bargaining agreement. Provides the operating standards must include:
(1) Standards for the effective and efficient organization, administration and supervision of districts (full text of this provision in "full text" field below)
(2) Standards for the establishment of business advisory councils and family and civic engagement teams by school districts
(3) Standards incorporating the classifications for the components of the adequacy amount under Chapter 3306 of the Revised Code into core academic strategy components and academic improvement components, as specified in rules adopted under section 3306.25 of the Revised Code
(4) Standards for school district organizational units, as defined in sections 3306.02 and 3306.04 of the Revised Code, that require:
(i) The effective and efficient organization, administration and supervision of each school district organizational unit so that it becomes a thinking and learning organization according to principles of systems design and collaborative professional learning communities research as defined by the state superintendent, including a focus on the personalized and individualized needs of each student; a shared responsibility among organizational unit administrators, faculty and staff to develop a common vision, mission and set of guiding principles; a shared responsibility among organizational unit administrators, faculty and staff to engage in a process of collective inquiry, action orientation and experimentation to ensure the academic success of all students; commitment to job-embedded professional development and professional mentoring and coaching; established periods of time for teachers to pursue planning time for the development of lesson plans, professional development, and shared learning; commitment to effective management strategies that allow administrators reasonable access to classrooms for observation and professional development experiences; commitment to teaching and learning strategies that utilize technological tools and emphasize inter-disciplinary, real-world, project-based, and technology-oriented learning experiences to meet the individual needs of every student; commitment to high expectations for every student and commitment to closing the achievement gap so that all students achieve core knowledge and skills in accordance with the statewide academic standards adopted under section 3301.079 of the Revised Code; commitment to the
use of assessments to diagnose the needs of each student; effective connections and relationships with families and others that support student success; commitment to the use of positive behavior intervention supports throughout the organizational unit to ensure a safe and secure learning environment for all students
(ii) A school organizational unit leadership team to coordinate positive behavior intervention supports, family and civic engagement services, learning environments, thinking and learning systems, collaborative planning, planning time, student academic interventions, student extended learning opportunities, and other activities identified by the team and approved by the district board of education. Provides that the team must include the building principal, representatives from each collective bargaining unit, the building lead teacher, parents, business representatives and others that support student success.
Eliminates requirement that state board develop a state plan for technology to encourage the use of technology in educational settings.
DOE summary document: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Bill text (pages 979-984 of 3120): http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.07
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Renumbers to 3313.82 existing provision requiring local boards and educational service center boards to appoint a business advisory council. Creates new section 3313.821 requiring local boards, and permitting boards of community schools and STEM schools, to appoint a family and civic engagement team comprised of parents, community representatives, health and human service representatives, business representatives and any other representatives identified by the board. Directs teams to:
(1) Work with local county family and children first councils to recommend to the board qualifications and responsibilities to be included in school family and civic engagement coordinator job descriptions
(2) Develop five-year family and civic engagement plans
(3) Provide annual progress reports on the development and implementation of the plan. Directs boards to submit the plan and annual progress reports to the county family and children first council.
(4) Advise and provide recommendations to the board on matters specified by the board.
Creates new section 3313.822. Provides that local boards, instead of appointing a family and civic engagement team and a business advisory council, may appoint one committee to function as both. Permits local boards to determine the membership of such committees, provided the membership requirements set in 3313.821 are met.
Pages 1200-1202 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3313.82, 3313.821, 3313.822
Source: www.legislature.state.oh.us
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| Career/Technical Education |
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| TX | Adopted 11/2009 | Community College
Postsec. | Permits automatic higher education coordinating board approval of new academic and career technical/workforce associate degree programs, provided certain criteria are met, including that the institution can certify that, among other indicators:
(1) The program has institutional and governing board approval
(2) The institution has researched and documented current job market need for the program and/or that the program would lead to opportunities for further education
(3) There is recent evidence of both short-term and long-term student demand for the program
(4) Enrollment projections reflect student demand estimates to ensure the financial self-sufficiency of the program
(5) New costs during the first five years of the program would not exceed $2 million.
Also permits automatic approval of revisions of existing associate degree or certificate programs provided that certain conditions are met. Adopted as proposed in the August 7, 2009 issue of the Texas Register (pages 47-49 of 100): http://www.sos.state.tx.us/texreg/pdf/backview/0807/0807prop.pdf
Title: 19 TAC 1.9.E.9.92, .93, .95
Source: www.sos.state.tx.us
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| TX | Adopted 11/2009 | Community College
Postsec. | Adds definitions for the following terms pertaining to higher education coordinating board approval of new academic and career technical/workforce associate degree and certificate programs: "academic degree"; "applied associate degree"; "career technical/workforce program" and "statewide articulated transfer curriculum". Defines the "statewide articulated transfer curriculum" as a set of courses that will satisfy the lower-division requirements of a four-year degree in a specific discipline. Requires a statewide articulated transfer curriculum to:
(A) Have the same rigor and content as the equivalent course work in the baccalaureate program offered at a general academic teaching institution
(B) Minimize the time and course work required to complete a baccalaureate degree
(C) Be consistent with the common course numbering system approved by the board and the recommendations and rules of the board
(D) Include only course work directly applicable to the requirements of the baccalaureate degree program(s) with which it is associated.
According to the higher education coordinating board's assistant commissioner for academic affairs and research, as cited in the August 7, 2009 Texas Register, the "establishment of conditions under which the approval of new academic and career technical/workforce associate degree programs, as well as approval of revision of existing academic and career technical/workforce associate degree programs is automatic, would permit public two-year colleges and the five public universities that are authorized to grant the associate degree to implement new degree programs much more quickly than is possible under the provisions of the current version of Chapter 9.
Adopted as published in the August 7, 2009 issue of the Texas Register (pp 43-45 of 100): http://www.sos.state.tx.us/texreg/pdf/backview/0807/0807prop.pdf
Title: 19 TAC 1.9.A.9.1
Source: www.sos.state.tx.us
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| CA | Vetoed 10/2009 | P-12 | Partially from Legislative Counsel's Digest:
States legislative intent relating to the role of school counselors and counseling programs. Authorizes the academic counseling component of educational counseling to include an individualized review of pupil's academic and deportment records and career goals, and the opportunity for a counselor to meet with each pupil and his or her parents or legal guardian to explain the academic progress needed to complete middle or high school, and pass the high school exit examination, and be eligible for admission to a 4-year institution of postsecondary education and the availability of career technical education, among other things. Authorizes the career and vocational counseling component of educational counseling to include identifying personal interests, skills, and abilities, career planning, course selection, and career transition, and assisting pupils to understand the changing work environment, the effect of work on lifestyle, the relationship between academic achievement and career success, the importance of maximizing career options, the value of participating in career technical education and work-based learning activities and programs, and the need to develop essential employable skills and work habits, among other things. Requires ongoing professional development related to career and vocational counseling to include strategies for pupils pursuing postsecondary education, career technical education, multiple pathways, college, and global career opportunities. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0251-0300/sb_272_bill_20090825_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0251-0300/sb_272_vt_20091011.html
Title: S.B. 272
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2009 | P-12
Postsec. | Requires the trustees of the California State University to develop and implement a procedure for allowing a student to satisfy the completion of a general elective course requirement for the purposes of admission to the university by completing a high school career technical education course that meets specified academic standards. Requires all high school career technical education courses that meet model curriculum standards established by the superintendent to be recognized by the university as satisfying the completion of a general elective course requirement for purposes of admission, if, by January 2014,
the university has not developed that procedure. Requires the Trustees to adopt related requirements based on the recommendations and judgment of the University's academic senate. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0101-0150/sb_147_bill_20091011_chaptered.pdf
Title: S.B. 147
Source: www.leginfo.ca.gov
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| AL | Adopted Rule Filing 09/2009 | P-12 | Repeals and rewrites rules regarding career and technical education, including teacher certification, current practices and curriculum, student organizations and requirements for instructional-related expenses.
Title: 290-6-1
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 08/2009 | P-12 | Authorizes school districts that maintain high schools to establish work-based learning programs, and to purchase liability insurance for pupils enrolled in programs of study involving work-based learning off school grounds. Authorizes partnership academies, regional occupational programs and other educational programs to deliver work-based learning opportunities for pupils that may include work experience education, community classrooms, cooperative career technical education programs and job-shadowing experience.
Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0301-0350/ab_332_bill_20090626_enrolled.pdf
Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0301-0350/ab_332_vt_20090805.html
Title: A.B. 332
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 08/2009 | P-12 | Requires an employer advisory board to recommend measures, criteria and methods to evaluate the skills and knowledge of students in a regional occupation center or program established and maintained by a county board of education. Requires an employer advisory board to assist a regional occupational center or program in identifying scholarships. Prohibits funding redirection to other centers or programs while a center or program is in corrective action. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0601-0650/sb_640_bill_20090806_chaptered.pdf
Title: S.B. 640
Source: www.leginfo.ca.gov
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| IL | Signed into law 08/2009 | P-12 | Defines "green industries." Requires the state board of education, subject to appropriation, to establish a competitive grant program for the development of pilot programs to assist in the creation and promotion of green career and technical education (CTE) programs in public secondary schools. Requires that preference be given to proposals that include the integration of academic and CTE content, arranged in sequences of courses to lead to postsecondary completion. http://www.ilga.gov/legislation/96/HB/PDF/09600HB0740lv.pdf
Title: H.B. 740
Source: www.ilga.gov
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| IL | Signed into law 08/2009 | P-12 | Defines school district to include a jointly owned Type 40 area vocational center, if a joint agreement includes language that specifies how a debt obligation is to be paid, including in the event that an entity withdraws from an agreement. Specifies school construction grant eligibility requirements for a vocational center. Provides that a vocational center must be placed last on the priority listing of eligible entities. Provides for calculation of the amount of the grant. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1926lv.pdf
Title: S.B. 1926
Source: Lexis-Nexis/StateNet
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| NC | Signed into law 07/2009 | P-12
Postsec. | Establishes the joint legislative Joining Our Businesses and Schools (JOBS) Study Commission to study issues related to economic development through instructional program frameworks that aid in the transition to postsecondary education and future careers, including technical and vocational needs of each economic development region, employment and workforce preparation needs of the State as a whole, and the shortage of highly skilled employees such as technicians, teachers, and allied health practitioners.
The Commission shall also study issues related to economic growth by the creation of measures and metrics which define the readiness of a community to deliver to all stakeholders the services that equip the workforce to be competitive in a STEM-intensive economy, including ensuring that students throughout the education pipeline gain the skills learned from science, technology, engineering, math, and other rigorous subjects. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1069v4.pdf
Title: S.B. 1069
Source: http://www.ncga.state.nc.us
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| OH | Signed into law 07/2009 | P-12 | Defines "business education" for purposes of this section as including accounting, career development, economics and personal finance, entrepreneurship, information technology, management and marketing. Directs the state board, by July 2010, to adopt business education standards for grades 7-12. Directs the department to provide the standards to all school districts, community schools and STEM schools, and permits any school district, community school or STEM school to use the standards. Provides that the business education standards supplement, and do not supersede, academic content standards adopted under section 3301.079 of the Revised Code. Page 1016 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.0719
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Partially from the DOE summary of H.B. 1:
--Sets the payment for career-technical education services at 3/4 of 1% more than the previous year's amount.
--[Section 3306.02(C)] Defines "career-technical education teacher" for purposes of funding the evidence-based model, as an educational professional holding a license to provide specialized instruction in career and technical courses.
--Specifies that districts may use career-technical funding under the evidence-based model only for career-technical programming approved by the state department of education. Directs the department to require districts to annually report data to allow the department to monitor spending of career-technical funding.
Pages 1064, 1087-1088 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
DOE summary of H.B. 1: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 3306.052, 3306.02(C)
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Section 3306.29: Establishes the Ohio school funding advisory council. Directs the council, by December 1, 2010 and every other year thereafter, to provide recommendations to the state board, the general assembly and the public for revisions to the adequacy components of the evidence-based school funding model . Requires that the recommendations be based on current, high quality research, information provided by school districts, and best practices in operational efficiencies. Requires that the December 2010 recommendations include analysis of the funding model's adequacy in financing for special education, gifted education services, career-technical education, arts education, services for limited English proficient students, and early college high schools.
Also requires the 2010 report to include:
(1) Recommendations for a student-centered evidence-based model that uses a per-pupil level of funding to follow a student to the school that best meets the student's individual learning needs
(2) A study of the extent to which current funding for joint vocational school districts and compact and comprehensive career-technical schools is responsive to state, regional and local business and industry needs, and recommendations for revisions to career-technical education programming and funding
(3) A study of the extent to which the current educational service center system supports school districts in academic achievement, teacher quality, shared educational services, and the purchasing of educational services and commodities, and recommendations for a new regional service delivery system, the educational service system governance structure, and accountability metrics for educational service centers
(4) A study of existing teacher compensation and retirement benefits structures, and recommendations for changes to the systems of teacher compensation and retirement benefits to improve the connections between teacher compensation, teaching excellence and higher levels of student learning
(5) A consideration of whether community schools (charter schools) and STEM schools should be subject to the expenditure and reporting standards and accountability requirements that apply to school districts
(6) An analysis of the effects of open enrollment on students and districts, and recommendations for ensuring that open enrollment policies and financing are equitable for students and districts.
Authorizes the council's analyses and recommendations for 2010 or subsequent biennia to address (but not be limited to):
(1) Strategies and incentives to promote cost-saving measures and efficiencies
(2) Options for adding learning time to the learning year, such as moving educator professional development to summer, adding learning time for children with greater educational needs, accounting for learning time by hours instead of days, and appropriate compensation to districts and staff for providing additional learning time
(3) The adequacy of the model's accounting for and financing of operational costs, including district-level administration and administrative and transportation challenges experienced by low-density and low-wealth school districts, and the effect of those costs on student achievement
(4) The accuacy of the calculation of each component of the funding model, and the model as a whole, in light of current educational needs and practices, and best practices
(5) Options to encourage districts and schools already attaining "excellent" ratings under the state accountability system to go beyond state standards and aspire to higher international norms.
Section 3306.291: Establishes a subcommittee of the Ohio school funding advisory council to study and make recommendations to foster collaboration between school districts and community schools. Directs the subcommittee to recommend fiscal strategies, including changes to the evidence-based funding model, that will provide incentives and compensation for districts and community schools to enter into collaborative agreements resulting in creative and innovative academic programming, and academic and fiscal efficiency. Directs the subcommittee to report its findings and recommendations to the general assembly by September 2010, and periodically thereafter at the direction of the state superintendent.
Section 3306.292: Permits the Ohio school funding advisory council to establish additional subcommittees. Leaves the membership and duties of the additional subcommittees to the discretion of the advisory council. Provides that up to one-half of the members of each additional subcommittee may be individuals who are not members of the council.
Pages 1103-1106 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3306.29, 3306.291 and 3306.292
Source: www.legislature.state.oh.us
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| OR | Adopted 07/2009 | P-12 | Amends rules to prepare Oregonians for the workplace and for college as a part of implementing an integrated workforce delivery system that focuses on developing the skills and talents of Oregonians.
http://arcweb.sos.state.or.us/rules/OARS_500/OAR_581/581_tofc.html
Title: OAR 589-007-0700
Source: http://arcweb.sos.state.or.us
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| WA | Adopted 07/2009 | P-12 | Clarifies the definition of "nondegreed" to provide a clearer standard/criteria of what constitutes a nondegreed vocational/career and technical education instructional employee.
Title: WAC 392-121-250
Source: http://apps.leg.wa.gov/wac/
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| LA | Signed into law 06/2009 | P-12 | Provides for the high school career option program consisting of an academic major and a career major; requires students in grades 9 through 12 to pursue such core curriculum and either general or college preparatory courses or the specific career courses required for his career major; provides that students enrolled in such major may participate in dual enrollment with an institution under the management and supervision of the board of supervisors of Community and Technical Colleges. Graduation requirements are revised for particular courses for students participating in the program.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=665716
Title: S.B. 259; H.B. 612
Source: http://www.legis.state.la.us/
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| MO | Signed into law 06/2009 | P-12 | Allows a school term for students participating in a school flex program as established in section 160.539 to consist of a combination of actual pupil attendance and attendance
at college or technical career education or approved employment aligned with the student's career academic plan for a total of 1,044.
http://www.senate.mo.gov/09info/pdf-bill/tat/SB291.pdf
Title: S.B. 291- School Flex Program Attendance
Source: http://www.senate.mo.gov
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| NH | Signed into law 06/2009 | Postsec.
Community College | Changes the effective date for the transition of certain functions within the community college system of New Hampshire from July 1, 2009 to July 1, 2011. Provides that the commissioner of the department of education and the chancellor of the community college system of New Hampshire will annually issue a joint report on the proposed use and distribution of federal vocational funds. Extends the report date of the community college system legislative oversight committee to November 1, 2011. V. Requires the chancellor and the board of trustees of the community college system of New Hampshire to submit a report by September 1, 2009 on the centralization and implementation of its business functions. http://www.gencourt.state.nh.us/legislation/2010/sb0149.html
Title: S.B. 149
Source: http://www.gencourt.state.nh.us
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| OR | Signed into law 06/2009 | Community College | Provides that a community college seeking approval from the State Board of Education to offer a new career pathways certificate of completion program must give notice to the Department of Community Colleges and Workforce Development of the intent to offer the program; requires a private institution that objects to implementation of the program to give notice of objection to the community college; creates procedures by which community colleges and private institutions may meet to discuss the program. Chapter 328
http://www.leg.state.or.us/09reg/measpdf/hb3100.dir/hb3117.en.pdf
Title: H.B. 3117
Source: http://www.leg.state.or.us
| |
| OR | Signed into law 06/2009 | P-12 | Creates the Career and Technical Education Collaboration Task Force for the purpose of increasing collaboration and partnerships among kindergarten through grade 12 schools, community colleges, labor, business and industry in relation to career and technical education. Chapter 844
http://www.leg.state.or.us/09reg/measpdf/hb2700.dir/hb2732.en.pdf
Title: H.B. 2732
Source: http://www.leg.state.or.us/
| |
| TX | Signed into law 06/2009 | P-12
Postsec.
Community College | Establishes the Jobs and Education for Texans (JET) grant program and fund to award grants to public junior colleges and public technical institutes, and to eligible nonprofit organizations to:
(1) Develop or support nonprofit organizations' programs that prepare low-income students for careers in high-demand occupations. Eligible programs must help students prepare for, apply to and enroll in a public junior college/technical institute, provide matching funds, and demonstrate that they have achieved or will achieve above average developmental course completion rates, persistence rates, and 3-year degree or certificate completion rates among participating students.
(2) Defray the start-up costs of new career and technical education programs in high-demand occupations
(3) Provide scholarships for students who demonstrate financial need and who are enrolled in training programs for high-demand occupations.
In awarding grants to public junior colleges and public technical institutes for the development of new career and technical education courses or programs, provides the comptroller may consider whether the course or program offers new or expanded dual credit career and technical educational opportunities in public high schools.
Directs the comptroller to conduct a study of the feasibility of basing part of all public postsecondary technical training program funding on the program's economic benefit to the state, and of estimating the additional tax revenue from employers generated by the ability of public junior colleges/technical institutes/state colleges to prepare students for employment fields for which there is employer demand. Requires the comptroller to report to the lieutenant governor and speaker of the house by January 2011 for legislative action based on the results of the study.
Defines "green jobs" as jobs in the field of renewable energy or energy efficiency. Establishes the Green Job Skills Development Fund and Training Program to support the implementation and expansion of green job skills training programs. Specifies that an eligible training program must be hosted by a regional partnership designed to implement training programs that lead trainees to economic self-sufficiency and career pathways. Requires regional partnerships to include at a minimum a postsecondary institution; chamber of commerce, local workforce agency, local employer, or other public or private participating entity; economic development authority; and community or faith-based nonprofit organization that works with one or more targeted populations.
Specifies criteria that eligible green job skills training programs must meet. Requires programs receiving grants to target specified groups of individuals for training, including low-income workers, unemployed youth and adults, individuals who did not complete high school, or other underserved sectors of the workforce in high poverty areas. Provides that a training program may use grant funds for support services, including basic skills, literacy, GED, English as a second language, and job readiness training, career guidance, and referral services. Establishes grant application procedures. Specifies training programs the comptroller must give preference to, and requires 20% of funds to be reserved for job skill training programs that serve the unemployed and those with incomes at or below 200% of the poverty level. Establishes grantee reporting requirements, and requires the comptroller to report biennially on submitted information to the governor, lieutenant governor and speaker of the house. Directs the comptroller to adopt standards for a green job skills training program awarded a grant.
H.B. 1935: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB01935F.pdf
H.B. 3 (pages 169-174): http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 1935 and H.B. 3, Section 64
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Amends provisions related to state subsidies for employer certification exams taken by career/technical students. Eliminates requirement that student demonstrate financial need. Specifies that eligible students must be in a program preparing for employment in a current or emerging high-demand, high-wage, high-skill occupation, or be enrolled in a special education program. Amends application and reimbursement process so that district rather student may pay (and be reimbursed for) employer certification exam fee. Directs the commissioner, in collaboration with the commissioner of higher education and the Texas Workforce
Commission, to determine the occupations that qualify for the subsidy.
Pages 16-18 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 22
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Section 49: Creates new section 42.008. Caps any funding increase that might occur to $350 per student.
Section 50: Amends basic allotment formula.
Section 51: Amends Section 42.106, "Tuition Allotment for Districts Not Offering All Grade Levels."
Section 53: Adds a district allotment for each student who has a parent in active duty in a combat zone or who has an active duty parent who transferred into the district during the school year due to action taken under the Defense Base Closure and Realignment Act of 1990. Specifies such funds may be used only to provide supplemental programs and services. Establishes conditions under which the commissioner may provide such allotments. Provides such allotments may not exceed $9.9 million in a school year. Specifies these provisions expire September 2013.
Section 54: In addition to existing annual allotment for grade 9-12 students in career and technology courses, provides additional $50 for each student who is enrolled in two or more such courses for a total of 3 or more credits, or if student is enrolled in an advanced course as part of a tech-prep program.
Section 55: Adds section 42.1541. Directs the state board to increase indirect cost allotments for special education, bilingual education, and career and technical education programs by the start of the 2009-10 school year. Provides section expires September 2010.
Pages 34-38 and 40-42 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Sections 49-51 and 53-55
Source: www.legis.state.tx.us
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| TX | Adopted 06/2009 | P-12 | Amends §230.483(a)(4) to allow educator preparation programs to prepare teachers for health science technology education certification and trade and industrial education certification in one year. Amends §230.483(c) to clarify teaching experience may be used in lieu of on-the-job experience under the career and technical education certificate.
Title: 19 TAC 7.230.P.230.481 -.483
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 06/2009 | P-12 | Requires the state board to adopt rules requiring students in grades 6-8 to complete at least one fine arts course.
Each time the Texas Higher Education Coordinating Board revises the Internet database of the coordinating board's official statewide inventory of workforce education courses, requires the state board of education to revise the essential knowledge and skills (standards) of any corresponding career and technology education curriculum.
Clarifies that a school district may not vary the curriculum for a course in the required curriculum based on whether a student is enrolled in the minimum, recognized, or advanced high school program.
Pages 24-25 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 25
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Requires the state plan for career and technology education developed by the state education agency to ensure that career and technology education provides a rigorous course of
study (consistent with the required curriculum that all districts must offer) and under which a student may receive specific education in a career and technology program that:
(A) Incorporates competencies leading to academic and technical skill attainment
(B) Leads to an industry-recognized license, credential, or certificate or an associate or baccalaureate degree
(C) Includes opportunities for students to earn college credit for coursework
(D) Includes, as an integral part of the program, participation by students and teachers in activities of career and technical student organizations supported by the agency and the state board of education.
Pages 37-38 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 41
Source: www.legis.state.tx.us
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| CO | Signed into law 05/2009 | P-12
Postsec.
Community College | Includes career and technical education program providers among the institutions of higher education that are permitted to offer concurrent enrollment opportunities to high school students; adds representatives of career and technical education program providers to the concurrent enrollment advisory board; prohibits the concurrent enrollment of a student in a course that is offered by the program provider under certain conditions; relates to teaching credentials; relates to school district funding.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/8CFEC02A1C75DCC38725757D0073F9CD?open&file=285_enr.pdf
Title: S.B. 285
Source: http://www.leg.state.co.us
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| GA | Vetoed 05/2009 | P-12 | Directs the state board to consider a passing score on an employer or industry certification exam or state board-approved state licensure exam when considering whether to grant a student a waiver from one or more sections of the graduation exam requirement. Provides that the state board may not grant a waiver unless the student has attempted and failed to pass the relevant portion of the high school graduation test at least three times.
Bill: http://www.legis.state.ga.us/legis/2009_10/pdf/sb178.pdf
Veto Message 11 (scroll toward bottom of page): http://gov.georgia.gov/00/press/detail/0,2668,78006749_139486062_140372354,00.html
Title: S.B. 178, Section 11
Source: www.legis.state.ga.us
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| GA | Vetoed 05/2009 | P-12 | Enacts the "Building Resourceful Individuals to Develop Georgia's Economy Act". Directs the department of education to develop focused programs of study in high demand, high skill and high wage academic and career fields, which may include aerospace, health care and elderly care, agribusiness, life science, energy and environmental, logistics and transportation, information and technology, teacher education training, technology and engineering, science and math, and humanities and fine arts. Requires the department to include in the program of study the flexibility for students to study at either their school of attendance, a technical college, a public postsecondary institution, a work site under an apprenticeship cooperative education program, and at other state board-approved settings.
For each focused program of study, requires the department of education to convene a committee that includes high school teachers, counselors, representatives from the University System of Georgia Board of Regents, the Technical College System of Georgia, the governor's Office of Workforce Development, employers, and others as deemed appropriate by the department. Directs each committee to develop a focused program of study blending academic and technical content developed around college and career readiness standards with real-world problems and projects for students. Requires recommendations to include statewide articulation and dual enrollment courses to allow prepared high school students to move directly into postsecondary education. Directs the committees to develop measures to certify equivalency in content and rigor for all statewide articulation and dual enrollment courses.
Establishes means for identifying high school students qualified to enroll in credit-bearing postsecondary coursework. Requires secondary and postsecondary credit to be awarded to any student who articulated or dual enrollment course. Requires students in grades 6-8 to be provided counseling, advisement, career awareness, career interest inventories and information to help them evaluate academic skills and career interests. Requires all students by end of grade 8 to select a preferred focused program of study and develop an individual graduation plan. Requires high school students to be provided counseling annually to enable them to complete their individual graduation plans, and prepare them for a seamless transition to postsecondary study, training or employment. Sets forth required components of every individual graduation plan, including integration of experience-based, career-oriented learning experiences that may include internships, apprenticeships, mentoring, co-op education and service learning, as well as opportunities for postsecondary learning through articulation, dual enrollment and joint enrollment.
Requires the department to provide training for counselors and graduation coaches about (1) high demand, high skill and high wage opportunities for bachelor's degrees, associate's degrees and certificates; (2) how a combination of rigorous academic and technical courses can prepare students for these fields, (3) how to organize a teacher adviser system that engages teachers in working with a group of students and their parents in setting goals, identifying individual programs of study, and establishing individual graduation plans to achieve those goals. Requires the plan to include strategies for school staff to effectively involve parents in the educational and career guidance process and in the development of individual graduation plans. Provides that on request by any local school system, training may be given to counselors and graduation coaches in any middle or high school.
Directs the state board, in collaboration with the Technical College System of Georgia and the University System of Georgia Board of Regents, to establish a process for certifying all focused programs of study by using national certifying agencies where they exist and developing state industry-certifying panels in career pathways where no national certifying agency exists. The certification process must, at a minimum, validate that a program of study curriculum meets industry standards where applicable, that its teachers hold current industry certification where applicable, and that its facilities, equipment and software are adequate to teach the curriculum.
Bill: http://www.legis.state.ga.us/legis/2009_10/pdf/sb178.pdf
Veto Message 11 (scroll toward bottom of page): http://gov.georgia.gov/00/press/detail/0,2668,78006749_139486062_140372354,00.html
Title: S.B. 178 Section 10, Part 1
Source: www.legis.state.ga.us
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| KY | Adopted 05/2009 | P-12
Postsec. | Repeals and re-establishes a refund policy for tuition charges for career and technology programs/classes in Kentucky TECH schools, and for continuing education classes for adults. http://www.lrc.ky.gov/kar/780/002/140.htm
Title: 780 KAR 2:140
Source: www.lrc.ky.gov
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| KY | Adopted 05/2009 | P-12 | Specifies dollar amounts to be paid certified or equivalent career/technical education staff for
(1) Administering the National Occupational Competency Testing Institute Performance Test
(2) Each lesson plan used as a model for other classes in area technology centers
(3) Participating in specific projects relating to professional or curriculum development, staff exchange, and the integration of academics in career and technical education outside of normal working hours, subject to the state plan for career and technical education
Adds salary provisions for full-time employees working as a dual appointment (employees serving in two positions). http://www.lrc.ky.gov/kar/780/003/020.htm
Title: 780 KAR 3:020
Source: www.lrc.ky.gov
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| MO | Signed into law 05/2009 | P-12 | Allows all public career-technical schools to participate in the A+ Schools Program.
http://www.house.mo.gov/content.aspx?info=/bills091/bills/hb490.htm -
Title: H.B. 490
Source: http://www.house.mo.gov
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| ND | Signed into law 05/2009 | P-12 | Requires the department to develop a program leading to a certificate in career development facilitation. The department shall award the certificate to any individual who:
a. Holds a baccalaureate degree from an accredited institution of higher education;
b. Has at least a five-year employment history; and
c. Successfully completes the department's programmatic requirements.
2. An individual holding a certificate awarded under this section is a career advisor.
Allows the department to provisionally approve an individual to serve as a career advisor if the individual:
a. Holds a baccalaureate degree from an accredited institution of higher education;
b. Has at least a five-year employment history; and
c. Provides the department with a plan for completing the department's programmatic
requirements within a two-year period.
2. Provisional approval under subsection 1 is valid for a period of two years and may not be
extended by the department.
Provision added (section 23) requires districts to administer to students (once during grades 7 or 8 and once in grade 9 or 10) a recommended career interest inventory.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Career Development Section
Source: http://www.legis.nd.gov
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| ND | Signed into law 05/2009 | P-12
Postsec. | Any resident student who graduates from a high school during or after the 2010-11 school year is eligible to receive a North Dakota career and technical education scholarship provided the student completes all requirements for a high school diploma and:
1. a. Completes one unit of algebra II; b. Completes two units of a coordinated plan of study recommended by the department of career and technical education and approved by the superintendent of public instruction; and c. Completes three additional units, two of which must be in the area of career and technical education; 2. Obtains a grade of at least "C" in each unit or one-half unit required for the diploma; 3. Obtains a cumulative grade point of at least "B", as determined by the superintendent of public instruction; and 4. Receives: a. A composite score of at least twenty-four on an ACT; or b. A score of at least five on each of three WorkKeys assessments. Requirements for an academic scholarship are similar, except for the WorkKeys score option, and requiring one unit of advanced placement and AP exam or a dual-credit course.
Scholarships are available to eligible students in the amount of $700 for each semester during which enrolled full time at an accredited state institution and maintains a cumulative grade point average of 2.75. Scholarships are capped at $6,000 and go to the institutions in which the students are enrolled. Students are not required to be enrolled in consecutive semesters. However, a scholarship under this section is valid only for six academic years after the student's graduation from high school and may not be applied to graduate programs.These scholarships are available to any eligible student who graduates from a high school in this state or from a high school in a bordering state under chapter 15.1-29.http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Scholarships
Source: http://www.legis.nd.gov
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| NE | Signed into law 05/2009 | P-12 | Adopts the Center for Student Leadership and Extended Learnings Act.From statement of intent: creates the Center for Student Leadership and Extended Learning Act, and provides state support for establishing and maintaining within the State Department of Education the Center for Student Leadership and Extended Learning. Requires the center to provide ongoing financial and administrative support for state leadership and administration of Nebraska career education student organizations. Career education student organizations that would be supported by the center are FFA, FBLA, FCCLA, DECA, SkillsUSA, and HOSA. Center is intended to create and coordinate opportunities for students to participate in educational activities outside the normal classroom, and partner with state and local organizations to share research and identify best practices that can be disseminated to schools and community organizations. LB 476 would appropriate no less than $450,000 each fiscal year to carry out the Center for Student Leadership and Extended Learning Act.
http://www.nebraskalegislature.gov/FloorDocs/Current/PDF/Slip/LB476.pdf
Title: L.B. 476
Source: http://www.nebraskalegislature.gov
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| OH | Adopted 05/2009 | P-12 | Amends criteria for secondary workforce development (career/technical education) programs. Requires all workforce development programs to be approved by the state department of education. Specifies that technical and academic course offerings in state-approved programs/pathways must:
(1) Address state technical content standards, including all competencies identified by business and industry as essential; and/or accrediting association and/or licensing agency standards where applicable.
(2) Reinforce state-level academic content standards in English, math, science and social studies.
(3) Provide multiple measures to assess student attainment of academic and technical content standards, including state board-approved technical assessments and, where applicable, assessments for state-recognized national credentialing/certifications and accrediting association and/or licensing agency examinations.
(4) Meet state and federal requirements related to meeting performance expectations for special populations, including preparation for careers in industry sectors requiring technical expertise.
(5) Identify postsecondary and employment options.
Directs workforce development advisory committees reflecting career fields and authorized by local boards of education to engage business/industry and postsecondary representatives and use input from professional associations, labor, government and the community. Requires advisory committees to identify new and emerging careers; advise current programs on curriculum, assessment, work-based learning, facilities and equipment; and engage educators to improve and expand programs. Specifies that facilities and equipment must support instruction of the technical and academic content standards and reflect current and emerging technology in the career field. Requires all districts receiving weighted funding to annually report performance data that includes student academic attainment in math and English language arts, technical skill attainment, placement, graduation rates, postsecondary credit, and, if available, industry certificate or license. Requires data to be reviewed as part of the program renewal processes.
--Criteria for secondary workforce development programs (3301-61-03): http://www.registerofohio.state.oh.us/pdfs/3301/0/61/3301-61-03_PH_FF_A_RU_20090513_1242.pdf
Title: OAC 3301-61-03
Source: www.registerofohio.state.oh.us
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| OH | Adopted 05/2009 | P-12 | Establishes criteria for career-based intervention (CBI) programs, which provides grade 7-12 students who are disadvantaged (either academically, economically or both) with classroom instruction, academic intervention and instruction, and work-based learning experiences. Requires all programs to be approved by the department of education. Requires all districts receiving weighted funding for CBI programs to report data on student transitions to next grade level, attendance, behavior, graduation/dropout, transition rates to a high school career-technical education workforce development program, and pass rates on required state assessments.
3301-61-05: http://www.registerofohio.state.oh.us/pdfs/3301/0/61/3301-61-05_PH_FF_N_RU_20090513_1242.pdf
3301-61-18: http://www.registerofohio.state.oh.us/pdfs/3301/0/61/3301-61-18_PH_WDP_N_RU_20090304_0820.pdf
Title: OAC 3301-61-05 and -18
Source: www.registerofohio.state.oh.us
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| OK | Signed into law 05/2009 | P-12
Community College | Relates to the State Board of Career and Technology Education; requires budgeting in certain categories and amounts; requires certain performance measures; provides for duties and compensation of employees; limits salary of the Director; provides budgetary limitations; provides an effective date. SECTION 1. For the fiscal year ending June 30, 2010, requires the State Board of Career and Technology Education to budget all funds in the following categories and amounts:
Category Appropriation Total
Business/Industry/Adult Education $ 6,547,154.00 $ 12,500,000.00
Local Schools Support 126,640,524.00 181,678,000.00
Statewide Services 12,478,306.00 28,413,000.00
Administration/Data Processing 5,165,422.00 7,249,000.00
Dropout Recovery/Youthful Offender/Skills Centers 6,959,073.00 12,725,000.00
TOTAL $157,790,479.00 $242,565,000.00
Requires the state board to develop outcome-based performance measures for each budget category. http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB63_ENR.RTF
Title: S.B. 63
Source: http://webserver1.lsb.state.ok.us
| |
| OR | Signed into law 05/2009 | P-12
Community College | Relates to professional technical education; amends various provisions to conform to changes in terminology in federal law; changes the terms professional technical education and professional technical training to career and technical education and career and technical training. Chapter 94
http://www.leg.state.or.us/09reg/measpdf/hb2100.dir/hb2109.en.pdf
Title: H.B. 2109
Source: http://www.leg.state.or.us
| |
| OR | Signed into law 05/2009 | Postsec.
Community College | Requires school that confers or offers to confer academic degree to be licensed as career school for course or program that does not lead to academic degree until the school meets specified requirements; clarifies the types of schools subject to career school laws; relates to granting a license for a career school, a criminal records check for applicant if the school offers courses to minors, conditional licensure, the transfer of the license, and school probation, license denial, revocation or suspension. Chapter 340
http://www.leg.state.or.us/09reg/measpdf/hb2100.dir/hb2108.en.pdf
Title: H.B. 2108
Source: http://www.leg.state.or.us
| |
| TN | Signed into law 05/2009 | Postsec.
Community College | Relates to board of regents; requires the board of regents to study feasibility of cooperative career and technical programs between LEAs and Tennessee technology centers or other two-year institutions offering career and technical education.
http://www.capitol.tn.gov/Bills/106/Bill/SB1084.pdf
Title: S.B. 1084
Source: http://www.capitol.tn.gov
| |
| WA | Signed into law 05/2009 | P-12
Postsec. | Alters the job skills program which provides grants to public and private secondary or postsecondary institutions and career schools or colleges for the development or expansion of job skills training; provides that the program shall give priority to applications from firms in strategic industry clusters proposing training in transferable skills that are interchangeable among different jobs, employers, or workplaces, coordination with other programs or initiatives, and industry-based credentialing. Chapter 554
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202009/5554.SL.pdf
Title: S.B. 5554
Source: http://apps.leg.wa.gov
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| AR | Signed into law 04/2009 | P-12 | Concerns vocational and technical education in public high schools; provides that a student who successfully completes an approved vocational or technical career pathway or program of study at a public high school shall be awarded a certificate of attainment which shall be used for consideration of acceptance and advanced placement into an apprenticeship training program.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1376.pdf
Title: S.B. 955
Source: http://www.arkleg.state.ar.us
| |
| ID | Signed into law 04/2009 | P-12 | Appropriates funds to the State Board for Professional-Technical Education for the Division of Professional-Technical Education for fiscal year 2010; reappropriates certain unexpended and unencumbered balances; provides legislative intent on personnel costs; directs salary reductions; provides for the transfer of certain funds.
Chapter 248
http://www.legislature.idaho.gov/legislation/2009/S1208.htm
Title: S.B. 1208
Source: Lexis-Nexis/StateNet
| |
| MT | Signed into law 04/2009 | P-12 | Allows school district trustees to enter into an interlocal agreement with the Montana Youth Challenge Program to provide educational or vocational services to a student who is a resident of the district; allows a school district to include a resident student who is receiving educational or vocational services from the program under an interlocal agreement in the enrollment count of the district for the purpose of calculating average number belonging (ANB). From fiscal note: SB 216, as amended, increases state support for school district general fund budgets by $43,545 in the 2011 biennium for school districts having an interlocal agreement with the Montana Youth Challenge Program to provide educational or vocational services to a student who is a resident of the district. The ongoing cost is $43,500 annually.
http://data.opi.mt.gov/bills/2009/billpdf/SB0216.pdf
Title: S.B. 216
Source: http://data.opi.mt.gov
| |
| NE | Signed into law 04/2009 | Community College | Provides for vocational training for public assistance recipients; provides that for creating the self-sufficiency contract and meeting the applicant's work activity requirement, an applicant shall be allowed to engage in vocational training that leads to an associate degree, a diploma, or a certificate for a minimum of twenty hours per week for up to thirty-six months. From the fiscal note: This bill would allow the work activity requirements for receiving Aid to Dependent Children assistance to include engaging in vocational training that leads to an associate's degree, a diploma or a certificate for a minimum of 20 hours per week for up to 36 months. This provision terminates on September 30, 2012. Required work activities are outlined in the federal Temporary Assistance for Needy Families Act (TANF). In addition to outlining the scope of work activities, states must meet a work participation rate of 50%. Failure to the meet the work participation rate could result in federal penalties being imposed on the state.
Federal law caps vocational training at 12 months. States may exceed the 12-month federal cap, but the individuals who are in
vocational training longer than 12 months do not count towards meeting the federal work participation rate. Based on current work
participation rates and the sunset date, this provision would not put the state's work participation rates at less than 50%.
http://www.nebraskalegislature.gov/FloorDocs/Current/PDF/Slip/LB458.pdf
Title: L.B. 458
Source: Lexis-Nexis/StateNet
| |
| NM | Signed into law 04/2009 | P-12 | Allows school districts to provide for industry-taught or -guided pre- apprenticeship programs for qualified high school students; provides for approval of pre- apprenticeship programs, providers and industry instructors; exempts industry instructors from licensure provisions; provides powers and duties.
Title: S.B. 46
Source: http://nmlegis.gov/
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| WA | Signed into law 04/2009 | Community College | Allows public technical colleges to offer degrees that prepare students to transfer to certain bachelor degree programs. Chapter 64
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/1328-S.PL.pdf
Title: H.B. 1328
Source: http://apps.leg.wa.gov
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| WA | Signed into law 04/2009 | P-12 | Provides for career and technical education opportunities for middle school students; provides that a middle school that receives approval from the office of the superintendent of public instruction to provide a career and technical program in science, technology, engineering, or mathematics directly to students shall receive funding at the same rate as a high school operating a similar program. Chapter 212
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Senate%20Passed%20Legislature/5676-S2.PL.pdf
Title: S.B. 5676
Source: http://apps.leg.wa.gov
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| WA | Signed into law 04/2009 | P-12 | Expands options for students to earn high school diplomas; expands students' options and choices for completing high school by awarding diplomas to students who complete certain postsecondary programs. Chapter 524
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/1758-S.PL.pdf
Title: H.B. 1758
Source: http://apps.leg.wa.gov
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| WV | Adopted 04/2009 | Postsec.
Community College | Provides rules from The West Virginia Council for Community and Technical College regarding an accountability system for public higher education in the state. Relates to the development of statewide master plans, the process of entering into state and institutional compacts, system and institution implementation plans, and state-level reporting.
http://www.wvctcs.org/downloads/Series%2049%20CTCE%20Accountability%20DRAFT%20for%20public%20comment.pdf
Title: Title 135, Series 49
Source: http://www.wvctcs.org
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| KS | Signed into law 03/2009 | P-12
Community College | Concerns postsecondary career technical education; relates to a funding formula and updates terminology from vocational education to career technical education; provides that the postsecondary technical education authority shall develop a credit hour funding distribution formula for postsecondary technical training programs that is tiered to support cost differentials, takes into consideration target industries and is responsive to program growth. Chapter 2009-24
http://www.kslegislature.org/bills/2010/2003.pdf
Title: H.B. 2003
Source: http://www.kslegislature.org
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| SD | Signed into law 03/2009 | P-12 | Revises certain provisions regarding school attendance and enrollment in the Job Corps.
http://legis.state.sd.us/sessions/2009/Bills/SB126ENR.pdf
Title: S.B. 126
Source: http://legis.state.sd.usf
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| SD | Signed into law 02/2009 | P-12 | Defines "Multidistrict, career and technical academy," as an educational entity designed to provide career and technical education and academic courses that prepare youth for a wide range of careers that require varying levels of education. Strengthens integration of academic and career courses. http://legis.state.sd.us/sessions/2009/Bills/HB1044ENR.pdf
Title: H.B. 1044
Source: http://legis.state.sd.us
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| UT | Adopted 02/2009 | P-12 | Changes Applied Technology Education (ATE) to Career and Technical Education (CTE) throughout R277-518. http://www.rules.utah.gov/publicat/bulletin/2008/20081201/32143.htm
Title: R277-518
Source: Lexis-Nexis/StateNet
| |
| UT | Adopted 02/2009 | P-12 | Replaces reference to "tech prep" with reference to "CTE pathway," defined as a planned CTE/academic continuum of courses within a CTE field beginning in the 9th grade and continuing with postsecondary training culminating in an associate's degree, apprenticeship, certificate of completion, or baccalaureate degree. Provides emphasis on articulated Career and Technical Education (CTE) career pathways. Eliminates "trade and technical education" as an area of study; replaces with "skilled and technical sciences." Replaces "technology education" area of study with "technology and engineering". Specifies new language regarding disbursement of funds. http://www.rules.utah.gov/publicat/bulletin/2008/20081201/32146.htm
Title: R277-911
Source: www.rules.utah.gov
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| Career/Technical Education--Career Academies/Apprenticeship |
| |
| NM | Signed into law 04/2009 | P-12 | Allows school districts to provide for industry-taught or -guided pre- apprenticeship programs for qualified high school students; provides for approval of pre- apprenticeship programs, providers and industry instructors; exempts industry instructors from licensure provisions; provides powers and duties.
Title: S.B. 46
Source: http://nmlegis.gov/
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| WA | Signed into law 04/2009 | P-12 | Establishes the opportunity internship program for high school students to provide educational and employment pipelines to high-demand occupations in targeted industries; provides financial assistance for postsecondary education; provides that each graduate shall receive a job interview with an employer participating in a consortium; provides incentive payments to participating consortium members for each graduate who obtains employment and remains employed for a specified number of months. Chapter 238
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202009/1355-S2.SL.pdf
Title: H.B. 1355
Source: http://apps.leg.wa.gov
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| Cheating |
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| FL | Signed into law 05/2009 | P-12
Postsec. | Provides an exemption from public records requirements for personally identifiable information of any personnel of any school district or postsecondary educational institution, or any specific allegations of misconduct obtained or reported in connection with an investigation of a testing impropriety conducted by the Department of Education; provides that the exemption applies until the investigation is concluded or becomes inactive; provides for future legislative review and repeal of the exemption under the Open Government Sunset Review Act.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h0895er.xml&DocumentType=Bill&BillNumber=0895&Session=2009
Title: H.B. 895
Source: http://www.myfloridahouse.gov
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| KY | Signed into law 03/2009 | P-12 | Repeals language referring to the Commonwealth Accountability Testing System (CATS). Directs the state board, using the revised content standards to be approved by December 15, 2010, to implement an annual statewide assessment system for implementation in the 2011-12 school year. Requires the board, in developing the assessment system, to also seek the advice of the Education Assessment and Accountability Review Subcommittee within the Legislative Research Commission. Calls for the implementation of:
(1) Grades 3-8 criterion-referenced assessments in reading and math, augmented with a customized or commercially available norm-referenced test to provide national profiles
(2) Criterion-referenced assessments in science and social studies, to be administered once each in the elementary and middle grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(3) An on-demand writing assessment to be administered once in the elementary grades, twice in the middle grades, and twice in the high school grades
(4) An editing and mechanics test for writing, using multiple choice and constructed response items, to be administered once each in the elementary and middle grades, and twice in the high school grades
(5) A grade 8 high school readiness exam in English, reading, math and science; except the readiness assessment may be administered in grade 9 if the state board determines moving the test would be in students' best interest
(6) A criterion-referenced test in math, reading and science administered once during high school grades, that measures the depth and breadth of the academic content standards that are not covered in the ACT administered to all juniors
(7) A criterion-referenced social studies test administered once during high school grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(8) A grade 10 college-readiness test in English, reading, math and science
(9) The ACT, testing English, reading, math and science, administered in grade 11.
Adds that student scores on the grade 8 high school readiness or grade 10 college-readiness test indicate advanced work is required in English, reading or math must have intervention strategies for accelerated learning incorporated into his or her learning plan.
Provides the criterion-referenced assessments must have constructed response and multiple choice items, and that the nationally normed assessments must be multiple-choice. Permits the state board to adopt end-of-course exams in lieu of criterion-referenced tests. Provides that assessment results must be used to determine appropriate instructional modifications to allow all students to make continuous progress, including students who are advanced learners. Requires the state board to conduct periodic alignment studies that compare the norm-referenced tests with the breadth and depth of the standards. Authorizes the state board, based on the findings of these studies, to decrease the number of criterion-referenced items.
Beginning in the 2011-12 school year, requires all districts to administer the statewide assessments during the last 14 days of school. Provides testing may take no more than five days. Directs the state board to adopt regulations on the procedures to be used during the testing process to ensure test security, including procedures for testing makeup days. Requires the state board, in revising the assessment system for implementation in 2011-12, to ensure that a technically sound longitudinal comparison of the assessment results for the same students be made available.
New KRS 158.6453(1)(e) defines formative assessment as a process used by teachers and students during instruction to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. Specifies formative assessments may be commercial assessments, classroom observations, teacher-designed classroom tests and assessments, and other processes and assignments to gain information about individual student learning.
Provides the assessment program may include formative and summative (i.e., semester- or year-end) assessments that:
(1) Measure student achievement in language, reading, English, mathematics, science and social studies
(2) Provide diagnostic information identifying individual students' strengths and academic deficiencies in the content areas
(3) Provide comparisons with national norms for math, reading, social studies, and science, and where available, comparisons to other states
(4) Provide teachers with information that can enable them to improve instruction for current and future students
(5) Provide longitudinal profiles for students
(6) Ensure school and district accountability for meeting state education goals.
Beginning with the 2011-12 school year, requires every school serving primary-level students to use developmentally appropriate diagnostic assessments and prompts to measure readiness in reading and mathematics. Provides the results must be used to inform teachers and parents of each student's skill level.
Adds that one use of Commonwealth school improvement grant funds may be to help teachers and administrators make better use of formative and summative, performance-based assessments.
Requires the assessment program to include state and local program reviews and audits in selected content areas. Provides that state and local program reviews and audits must provide schools with annual feedback on selected programs and serve as indicators of the quality of students' educational experiences. Requires program reviews and audits to provide recommendations for improving teaching and assessment, and to ensure school and district accountability for student achievement. Beginning in the 2011-12 school year, the state assessment program must include program reviews and program audits for arts and humanities, practical living skills and career studies, and the writing programs, the results of which to be included in the state accountability system.
Directs the department of eductation to provide guidelines for (1) arts and humanities programs, (2) practical living skills and career studies, and (3) effective writing programs, and for the integration of the arts and humanities and practical living skills and career studies guidelines into every school's curriculum. Also requires (1) practical living skills and career studies and (2) effective writing program guidelines to be integrated into the curriculum of all teacher preparation programs. Directs the department of education to establish (1) arts and humanities program, (2) practical living skills and career studies and (3) effective writing program criteria for use in program review and audit processes, along with the procedures recommended for local district and department program reviews and program audits. Requires the department to distribute the criteria and procedures for program reviews and audits to all schools and teacher preparation programs. Directs every district to conduct an annual program review, and the department of education to review every school's programs in these three areas within a two-year period. Requires every school-based decision making council to analyze its school's program review findings and determine how it will address program recommendations to improve the program for students. Requires the department to ensure that all schools and districts understand how the program review and audit results will be included in the accountability system, and to provide assistance to improve the quality of such programs.
Specifies that the writing program must incorporate a variety of language resources, technological tools and multiple opportunities for students to develop complex communication skills for a variety of purposes. Provides that writing portfolios must be part of any K-12 writing program, must be part of the required criteria for the writing program review and audit process, and must be maintained for each student, following the student from grade to grade and to any school the student may enroll in.
Requires the state board to adopt rules that prohibit inappropriate test preparation activities by district employees charged with test administration and oversight, including the issue of teachers being required to do test practice in lieu of regular classroom instruction and test practice outside the normal work day. Provides the revisions must include disciplinary sanctions that may be taken toward a school or individuals.
Amends KRS 158.816 to replace CATS with reference to revised assessment system (in provision requiring annual analysis of and report on achievement of technical education students who have completed or are enrolled in an at least 3-credit sequence of a technical program.
Pages 6-23 [Section 2(3)], 31-32 [Section 6], 40-42 [Section 9], and 44-45 [Section 11] of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 2(3), 6, 9 and 11
Source: www.lrc.ky.gov
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| Choice of Schools--Charter Schools |
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| OH | Signed into law 12/2009 | P-12 | Authorizes specified community schools (charter schools) to operate as conversion schools. Authorizes the governing authority of specified community schools to enter into a contract with a different sponsor that is either a local board, governing board of an educational service center, or sponsoring authority designated by the board of trustees of a state university (or the board of trustees itself), provided the school was rated in need of continuous improvement or better for the 2008-09 school year and the sponsor approves the change in sponsorship.
Specifies that the department may not consider a community school's performance ratings during its first two years of operation when determining whether the school meets certain criteria for accountability sanctions. Directs the department to reevaluate each community school that the department directed to close at the conclusion of the 2009-10 school year to determine if the school still meets the sanctions criteria when the school's performance ratings for its first two years of operation are not considered and, if the school no longer meets those criteria, prohibits the department from requiring the school to close at the conclusion of that school year. Pages 22-25 of 29: http://www.legislature.state.oh.us/BillText128/128_HB_290_EN_N.pdf
Title: H.B. 218 - Charter Schools
Source: www.legislature.state.oh.us
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| UT | Adopted 12/2009 | P-12 | Repeals language detailing the State Charter School Board's accountability review process. Requires that all charter schools be accredited by the Northwest Association of Accredited Schools (NAAS). Clarifies that a parent school and all satellites must be considered a single local education agency (LEA) for purposes of public school funding and reporting. Requires that charter schools be in compliance with their charter agreement, as maintained by the state office of education (with the presumption that the agreement maintained by the USOE is the official and complete agreement). http://www.rules.utah.gov/publicat/bulletin/2009/20091001/32979.htm
Title: R277-470
Source: www.rules.utah.gov
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| WI | Signed into law 11/2009 | P-12 | Extends the duty to consider the principles and standards for quality charter schools established by the National Association of Charter School Authorizers when they establish or contract for the establishment of a charter school. http://www.legis.state.wi.us/2009/data/SB-373.pdf
Title: S.B. 373
Source: Legislative Council Act Memo
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| WY | Adopted 11/2009 | P-12 | Establishes new rules relating to charter schools.
http://legisweb.state.wy.us/ARULES/ER09-21.htm
Title: Chapter 32
Source: http://legisweb.state.wy.us
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| CA | Signed into law 10/2009 | P-12 | From Legislative Counsel's Digest:
Amends existing law which requires that, prior to receiving funding, title to property used for a charter school facilities project shall be held by the school district in which the facility is to be physically located, in trust, for the benefit of the state public school system. Authorizes a local governmental entity or a charter school to hold title to charter school project facilities. Requires applicants, prior to the release of funds for site acquisition or new construction final apportionments, to provide documentary evidence that the school district in which the facility is to be physically located, a local governmental entity, or the charter school holds title to the project facilities, subject to specified conditions. Authorizes a charter school to request a school district to transfer title to project facilities to an entity authorized by the bill if the district entered into an agreement, prior to January 1, 2010, to hold title to the project facilities. Authorizes a school district that receives such a request to transfer the title to the entity designated in the request pursuant to terms
and conditions mutually agreed upon by the district and the charter school. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0551-0600/sb_592_bill_20091011_chaptered.pdf
Title: S.B. 592
Source: www.leginfo.ca.gov
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| NV | Rule Adoption 10/2009 | P-12 | Establishes provisions governing finances and budgets of charter schools and university schools for profoundly gifted pupils.
www.leg.state.nv.us/NAC/CHAPTERS.HTMl
Title: NAC 386, 387
Source: www.leg.state.nv.us/l
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| IL | Signed into law 08/2009 | P-12 | Requires charter schools to run criminal history records checks and checks of the Statewide Child Murderer and Violent Offender Against Youth Database of applicants for employment. Increases from 14 to 30 days the time period for the state board to approve charter proposals.
Pages 46-53 of 63: http://www.ilga.gov/legislation/96/SB/PDF/09600SB1977lv.pdf
Title: S.B. 1977 - Charter Schools
Source: www.ilga.gov
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| NH | Signed into law 08/2009 | P-12 | Requires that pupils attending an approved chartered public school be counted in the average daily membership in residence.
http://www.gencourt.state.nh.us/legislation/2009/HB0169.html
Title: H.B. 169
Source: http://www.gencourt.state.nh.us/
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| AZ | Signed into law 07/2009 | P-12 | Concerns charter schools; relates to charter renewal period and a review of academic performance data. Chapter 117
http://www.azleg.gov/FormatDocument.asp?inDoc=/legtext/49leg/1r/summary/s.1386ed.doc.htm
Title: S.B. 1386
Source: http://www.azleg.gov/
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| AZ | Signed into law 07/2009 | P-12 | Requires municipalities and counties to allow a charter school to be established at a location in which schools operated by a school district are not prohibited by the zoning regulations of the county or municipality; permits a county or municipality to adopt zoning regulations that prohibit a charter school from operating in certain single family residences; provides that the construction and development of a charter school facility shall be subject to the building code of a municipality.
Chapter 98
http://www.azleg.gov/FormatDocument.asp?inDoc=/legtext/49leg/1r/summary/h.hb2099_07-01-09_astransmittedtogovenor.doc.htm
Title: H.B. 2099
Source: http://www.azleg.gov/
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| AZ | Signed into law 07/2009 | P-12 | Provides for the property tax classification of property leased to a not-for-profit charter school; exempts property that is owned by an educational, religious or charitable organization and leased to a not for profit educational organization from taxation; clarifies the property tax classification of certain property belonging to shopping centers. Chapter 87
http://www.azleg.gov/legtext/49leg/1r/bills/hb2346s.pdf
Title: H.B. 2346
Source: http://www.azleg.gov
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| AZ | Signed into law 07/2009 | P-12 | Concerns the open meeting law and public meetings; relates to minutes; relates to posting on a website of notice; includes notice by the governing bodies of charter schools; relates to emergencies. Chapter 27
http://www.azleg.gov/legtext/49leg/1r/bills/sb1303s.pdf
Title: S.B. 1303
Source: http://www.azleg.gov/
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| DC | Emergency Rule Re-Adoption 07/2009 | P-12 | Reflects the status of current law with a clear enunciation of charter school special education responsibilities. http://www.osse.dc.gov/seo/lib/seo/DCMR_Notice.pdf
Title: DCMR Title 5, Chapter 30, Section 3019
Source: www.osse.dc.gov
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| IL | Signed into law 07/2009 | P-12 | Increases statewide charter school cap and charter school cap for Chicago. Above and beyond caps, permits five Chicago charters (and specified numbers of campuses and enrollment seats within those five charters) to be devoted to serving returning high school dropouts. Requires charter schools to submit to the state board of education a copy of their audit and Form 990. Increases time frame for state board to approve a charter school proposal. Adds procedures for a charter school to respond to a proposed revocation of its charter. Beginning with the 2012-13 school year, requires at least 75% of instructional staff in established charter schools to hold teacher certification; for charter schools established after these provisions are enacted, requires 75% of instructional staff to be certified by the beginning of the 4th school year in which students are enrolled in the school. Provides charter schools statewide are exempt from caps on the number of employees who may be enrolled in alternative certification programs. Requires state board to report findings of charter school evaluation every two years rather than annually. Establishes an Independent Charter School Authorizer Task Force to study the need for an independent charter school authorizer in the state. Directs the task force to report its findings and recommendations to the governor and legislature by January 2010.
Defines "contract school" as a Chicago attendance center run by a for- or not-for-profit private entity on contract to provide instructional and other services to a majority of the students enrolled in the attendance center. Defines "contract turnaround school" as an experimental Chicago contract school created to implement alternative governance in an attendance center subject to restructuring or similar intervention under NCLB that has not made adequate yearly progress (AYP) for 5 consecutive years. Provides that a Chicago school placed on probation that fails to make adequate progress in correcting deficiencies after one year may be converted to a contract turnaround school. Specifies the Chicago school board may operate no more than 30 contract schools, plus up to 5 contract turnaround schools. http://www.ilga.gov/legislation/96/SB/PDF/09600SB0612lv.pdf
Title: S.B. 612
Source: www.ilga.gov
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| IL | Signed into law 07/2009 | P-12 | Requires that a charter school comply with all provisions of the Educational Labor Relations Act. Provides that "educational employer" under the Educational Labor Relations Act includes the governing body of a charter school, a contract school or contract turnaround school or a subcontractor of instructional services of a school district, combination of school districts, charter school, or contract school or contract turnaround school. Specifies that "educational employer" under the Educational Labor Relations Act does not include an approved nonpublic special education facility that contracts with a school district or combination of school
districts to provide special education services. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1984lv.pdf
Title: S.B. 1984
Source: www.ilga.gov
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| LA | Signed into law 07/2009 | P-12 | Relates to charter schools; removes the cap on the number of charter schools that can be created; provides relative to the fee that a school chartering authority may charge a charter school for certain administrative overhead costs; provides relative to fee amounts; requires chartering authorities to provide certain budget and use information relative to administrative fees to charter schools.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=667635
Title: H.B. 519
Source: http://www.legis.state.la.us
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| MO | Signed into law 07/2009 | P-12 | Department of Elementary and Secondary Education is to commission a study comparing performance of charter school students with an equivalent group of district students representing an equivalent demographic and geographic population that will be conducted by the Joint Comittee on Education. Study will examine charter schools' impact on the constituents of the district by using a contractor through a proposal process. Study must include an analysis of the administrative and instructional practices of each charter school and include findings on best practices that lend themselves to replication or incorporation in other schools. Student performance assessment must include, but may not be limited to: MAP test performance; student re-enrollment rates; educator, parent and student satisfaction data; graduation rates and performance of students enrolled in the same public school for three or more consecutive years.
http://www.senate.mo.gov/09info/bills/sb291.htm
Title: S.B. 291--Charter Schools
Source: http://www.senate.mo.gov
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| NH | Signed into law 07/2009 | P-12 | Separates the open enrollment provisions from the chartered public school statute and establishes a new chapter on open enrollment schools.
http://www.gencourt.state.nh.us/legislation/2009/HB0688.html
Title: H.B. 688
Source: http://www.gencourt.state.nh.us
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| OH | Signed into law 07/2009 | P-12 | Clarifies language to specify that charter schools must adminster state assessments provided for in section 3313.612. Provides that a high school or an elementary school may consist of less than one or
more than one organizational unit, as defined in sections 3306.02 and 3306.04.
Pages 1019-1020 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.16
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Partially from DOE summary of H.B. 1: Eliminates the two-year wait before the department of education begins issuing annual report cards for a community school. Provides that the ratings a community school receives for its first two full school years will not be considered toward automatic closure of the school or any other matter that is based on report card ratings. Clarifies that the department of education's authority to oversee and monitor community school sponsors applies to all sponsors, regardless of whether or not they must initially be approved by the department for sponsorship. Requires the department's annual report on community schools to include the performance of community school sponsors. Provides that a contract may be signed with an existing community school operator only if at least one school has a rating higher than "academic watch". Permits the conversion of a building operated by a joint vocational school district board of education into a community school, in the same manner as a building operated by a city, local, or exempted village school district board of education or an education service center governing board may be converted under current law. Permits a community school, beginning in the 2009-2010 school year, to operate from its current facility, rather than relocating to another school district, if the school meets the following criteria: (1) it has been located in its current facility for at least three years, (2) it is sponsored by a school district adjacent to the district in which the school is located, (3) it emphasizes serving gifted students, and (4) it has been rated continuous improvement or higher for the previous three years.
Pages 1221-1232 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Link to DOE summary of H.B. 1: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 3314.012, 3314.015, 3314.016 and 3314.02
Source:
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| OH | Signed into law 07/2009 | P-12 | Provides that any early college high school operated by a big eight school district in partnership with a private university may operate as a new start-up community school (charter school) beginning in the 2007-08 school year if all of the following conditions are met:
(1) The governing authority and school sponsor enter into a contract in accordance with Section 3314.03 and both parties sign the contract by July 2007.
(2) The school's governing authority enters into a contract with the private university under which the university will be the school's operator.
(3) The school provides the same educational program the school provided while part of the big eight school district.
Pages 2833-2834 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 265.50.90
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Specifies that no community school (charter school) that began operation after May 1, 2005 may be operated from a home.
Page 2833 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 265.50.80
Source: www.legislature.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Section 3306.29: Establishes the Ohio school funding advisory council. Directs the council, by December 1, 2010 and every other year thereafter, to provide recommendations to the state board, the general assembly and the public for revisions to the adequacy components of the evidence-based school funding model . Requires that the recommendations be based on current, high quality research, information provided by school districts, and best practices in operational efficiencies. Requires that the December 2010 recommendations include analysis of the funding model's adequacy in financing for special education, gifted education services, career-technical education, arts education, services for limited English proficient students, and early college high schools.
Also requires the 2010 report to include:
(1) Recommendations for a student-centered evidence-based model that uses a per-pupil level of funding to follow a student to the school that best meets the student's individual learning needs
(2) A study of the extent to which current funding for joint vocational school districts and compact and comprehensive career-technical schools is responsive to state, regional and local business and industry needs, and recommendations for revisions to career-technical education programming and funding
(3) A study of the extent to which the current educational service center system supports school districts in academic achievement, teacher quality, shared educational services, and the purchasing of educational services and commodities, and recommendations for a new regional service delivery system, the educational service system governance structure, and accountability metrics for educational service centers
(4) A study of existing teacher compensation and retirement benefits structures, and recommendations for changes to the systems of teacher compensation and retirement benefits to improve the connections between teacher compensation, teaching excellence and higher levels of student learning
(5) A consideration of whether community schools (charter schools) and STEM schools should be subject to the expenditure and reporting standards and accountability requirements that apply to school districts
(6) An analysis of the effects of open enrollment on students and districts, and recommendations for ensuring that open enrollment policies and financing are equitable for students and districts.
Authorizes the council's analyses and recommendations for 2010 or subsequent biennia to address (but not be limited to):
(1) Strategies and incentives to promote cost-saving measures and efficiencies
(2) Options for adding learning time to the learning year, such as moving educator professional development to summer, adding learning time for children with greater educational needs, accounting for learning time by hours instead of days, and appropriate compensation to districts and staff for providing additional learning time
(3) The adequacy of the model's accounting for and financing of operational costs, including district-level administration and administrative and transportation challenges experienced by low-density and low-wealth school districts, and the effect of those costs on student achievement
(4) The accuacy of the calculation of each component of the funding model, and the model as a whole, in light of current educational needs and practices, and best practices
(5) Options to encourage districts and schools already attaining "excellent" ratings under the state accountability system to go beyond state standards and aspire to higher international norms.
Section 3306.291: Establishes a subcommittee of the Ohio school funding advisory council to study and make recommendations to foster collaboration between school districts and community schools. Directs the subcommittee to recommend fiscal strategies, including changes to the evidence-based funding model, that will provide incentives and compensation for districts and community schools to enter into collaborative agreements resulting in creative and innovative academic programming, and academic and fiscal efficiency. Directs the subcommittee to report its findings and recommendations to the general assembly by September 2010, and periodically thereafter at the direction of the state superintendent.
Section 3306.292: Permits the Ohio school funding advisory council to establish additional subcommittees. Leaves the membership and duties of the additional subcommittees to the discretion of the advisory council. Provides that up to one-half of the members of each additional subcommittee may be individuals who are not members of the council.
Pages 1103-1106 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3306.29, 3306.291 and 3306.292
Source: www.legislature.state.oh.us
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| FL | Signed into law 06/2009 | P-12
Postsec.
Community College | Relates to retirement; redefines certain terms termination; relates to reemployment of retirees; clarifyies when a State Community College System Optional Retirement Program participant is considered a retiree; providing for receipt of credit for past or prior service by charter school and charter technical career center employees; authorizing developmental research schools and charter schools to reemploy certain retired members under specified conditions; deletes provision that prevented persons retired from the public school system from renewing membership in the Florida Retirement System or Teachers' Retirement System upon reemployment by the school system. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h0479er.xml&DocumentType=Bill&BillNumber=0479&Session=2009
Title: H.B. 479
Source: http://www.myfloridahouse.gov
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| FL | Signed into law 06/2009 | P-12 | Damaged Textbooks:
- Deletes a provision that requires a public school principal to collect a percentage of a textbook's purchase price from a student who has lost, destroyed, or damaged a textbook.
Service-learning Programs:
- Encourages school districts to initiate, adopt, expand, and institutionalize service-learning programs, activities, and policies in grades K-12.
- Provides that, upon request, the state department of education will assist districts in securing financial assistance for service-learning programs.
- Directs the department of education to develop and adopt elective service-learning courses for inclusion in middle and high school course code directories.
- Provides that the hours that high school students devote to course based service-learning activities may be counted toward meeting community service requirements for high school graduation.
Charter Schools:
- Provides that for charter schools that meet the definition of an alternative school pursuant to State Board of Education rule, the decision to receive a school grade is the decision of the charter school governing board.
Regional Professional Development Academies:
- Amends statute governing regional professional development academies.
- Provides that contracts between district school boards and each regional professional development academy must include certain requirements.
http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb1248er.html&Directory=session/2009/Senate/bills/billtext/html/
Title: S.B. 1248
Source: http://www.flsenate.govt
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| HI | Signed into law 06/2009 | P-12 | Makes clarifying amendments to charter school administration. Clarifies that the charter school review panel is subject to the requirements of the sunshine law. Authorizes the board of education to remove a charter school review panel member for cause. Requires the charter school review panel to approve the charter schools budget, and to survey all charter school facilities prior to determining recommendations to allocate non-per-pupil facilities funds to charter schools with facilities needs. Specifies the duties of the executive director of the charter school administrative office with regard to the preparation of the budget. Changes the requirements for per-pupil funding. Requires the charter school review panel to evaluate a charter school on its fourth anniversary and every five years after. Requires the charter school review panel to establish criteria and an approval process for the development and submission of a capital improvement projects budget for charter school facilities. http://www.capitol.hawaii.gov/session2009/Bills/SB496_CD1_.HTM
Title: S.B. 496
Source: www.capitol.hawaii.gov
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| LA | Signed into law 06/2009 | P-12 | Relates to the review of proposed charters, conversion of local school facilities, and enrollment of students; allows a charter school to be supported by or affiliated with a religious organization.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=663033
Title: S.B. 146
Source: http://www.legis.state.la.us/
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| LA | Signed into law 06/2009 | P-12 | Revises provisions related to two types of charter schools (primarily those converted from preexisting schools), including approval and student attendance policies.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=663066
Title: H.B. 187
Source: http://www.legis.state.la.us/
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| OR | Signed into law 06/2009 | P-12 | Provides for the establishment of virtual public charter schools; specifies requirements for such schools relating to budgeting, performance, contracting, teacher employment, maintenance of records, and enrollment; requires that a proposal for any public charter school include a description of the financial management systems for the school; requires demonstration of the ability to have a sound financial system in place at the time the school begins operating; establishes the Online Learning Task Force. Chapter 691
http://www.leg.state.or.us/09reg/measpdf/sb0700.dir/sb0767.en.pdf
Title: S.B. 767
Source: http://www.leg.state.or.us/
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| TN | Signed into law 06/2009 | P-12 | From fiscal note: Authorizes the state board of education to be a charter school governing body. Removes cap on the number of charter schools, enrollment eligibility restrictions, and requirements; opens enrollment to all students eligible to attend a regular public school. Increases, from five to 10, the number of years a charter school may be chartered. Requires the local education agency (LEA) to give the charter school all applicable funding including federal Title I, federal Elementary and Secondary Education Act, and BEP capital outlay funds excluding debt service. Revises the report that a charter school must give during a renewal application. Link to bill summary: http://wapp.capitol.tn.gov/apps/billinfo/BillSummaryArchive.aspx?BillNumber=SB2133&ga=106
To bill text: http://www.capitol.tn.gov/Bills/106/Bill/SB2133.pdf
Title: S.B. 2133
Source: http://www.capitol.tn.gov
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| TX | Signed into law 06/2009 | P-12
Community College
Postsec. | Allows public junior colleges (two-year institutions) to be granted charters to operate open-enrollment charter schools, including on the junior college campus. Specifies criteria junior college must meet to be granted a charter, including that the charter's educational program must be designed to meet specific goals described in the charter, such as dropout recovery, and the attainment of the program's goals must be measured using specific, objective standards set forth in the charter, including assessment methods and a time frame. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB01423F.pdf
Title: H.B. 1423
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Amends calculation for providing charter school funding. Pages 3-4 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 5
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Sections 6 and 9: Beginning with the 2009-10 school year, requires each school district and each charter holder that operated an open-enrollment charter school as of January 1, 2009, to increase the monthly salary of each classroom teacher and specified non-instructional staff by a specified amount.
Section 7: Specifies that districts are entitled to state aid in the amount necessary to fund salary increases required by Section 19.009(d-2).
Section 8: Beginning with the 2009-10 school year, requires the Windham School District (district established by the state board of corrections) to increase the monthly salary of each classroom teacher and specified non-instructional staff by a specified amount.
Pages 4-8 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Sections 6-9
Source: www.legis.state.tx.us
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| TX | Adopted 06/2009 | P-12 | Modifies the definition of "former charter holder" by including those charter schools that have been ordered closed by any applicable section of the Texas Education Code. http://ritter.tea.state.tx.us/rules/tacupdates/june2009/ch100aa.pdf
Title: 19 TAC 2.100.100.1011
Source: Lexis-Nexis/StateNet
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| WI | Signed into law 06/2009 | P-12 | Provides that if a school board enters into an agreement with an American Indian tribe to establish a charter school, the board must, upon request, distribute to the parent or guardian of each student in the school a school and school district performance report that includes the information reported for traditional public schools, regardless of the location of the charter school. Requires such a school board to administer the state assessments to students in grades 4, 7, and 10 to students in the charter school. Requires such a charter school to be located either within the school district or within the boundaries of the tribe's or band's reservation. Requires the school board to determine whether the charter school is an instrumentality of the school district, regardless of the location of the charter school.
Page 468, 470, 471 of 692: http://www.legis.state.wi.us/2009/data/acts/09Act28.pdf
Title: A.B. 75
Source: www.legis.state.wi.us
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| WI | Signed into law 06/2009 | P-12 | Provides that when the city of Milwaukee, the chancellor of the University of Wisconsin-Milwaukee, the Milwaukee area technical college district board or the chancellor of the University of Wisconsin-Parkside is establishing or contracting for the establishment of a charter school, the entity must consider the principles and standards for quality charter schools established by the National Association of Charter School
Authorizers. Page 471 of 692: http://www.legis.state.wi.us/2009/data/acts/09Act28.pdf
Title: A.B. 75
Source: www.legis.state.wi.us
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| ID | Signed into law 05/2009 | P-12 | Amends and repeals existing law relating to education; revises provisions relating to severance payments; revises provisions relating to the determination of allowances; revises provisions relating to certain incentives; revises provisions relating to employing retired teachers and administrators; declares that school districts and public charter schools will receive reduced funding; encourages the districts and public charter schools to accommodate such reductions.
Chapter 285
http://www.legislature.idaho.gov/legislation/2009/H0262.htm
Title: H.B. 262
Source: http://www.legislature.idaho.gov/legislation/2009/H0262.htm
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| MN | Signed into law 05/2009 | P-12 | Amends multiple provisions dealing with charter schools, including: Purposes; Authorizer; Conversion of existing schools; Contracting time line; State and local requirements; Admission requirements; Employment and other operating matters; Annual public reports; Leased space; Affiliated nonprofit building corporation; Causes for nonrenewal or termination of charter school contract.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
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| NV | Signed into law 05/2009 | P-12 | Revises provisions relating to the enrollment of certain pupils in charter schools; authorizes a charter school to enroll a child who is in a particular category of at-risk pupils if the child meets the eligibility for enrollment prescribed by the charter school for that particular category; requires a charter school to include in its application to form a charter school a statement of whether the charter school will enroll pupils who are in a particular category of at-risk pupils. Chapter 75
http://leg.state.nv.us/75th2009/Bills/SB/SB391_EN.pdf
Title: S.B. 391
Source: http://www.leg.state.nv.us/
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| NV | Signed into law 05/2009 | P-12 | Authorizes a charter school which is dedicated to providing certain services to pupils who are at risk to enroll a child who was enrolled in a prekindergarten or other early childhood educational program at the charter school and to enroll a child whose parent is employed full-time by the charter school before enrolling other eligible children. Chapter 162
http://www.leg.state.nv.us/75th2009/Bills/AB/AB393_en.pdf
Title: A.B. 393
Source: http://www.leg.state.nv.us
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| OK | Vetoed 05/2009 | P-12 | Authorizes sponsorship of charter schools by a federally recognized Indian tribe. Also adds authorization for a statewide organization that represents and whose members are public school teachers to contract with a sponsor to establish a charter school.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB586_ENR.RTF
Title: S.B. 586
Source: http://webserver1.lsb.state.ok.us
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| OR | Signed into law 05/2009 | P-12 | Abolishes Public Charter School Development Fund; transfers remaining moneys in fund to Department of Education Account to be used for public charter schools; declares emergency, effective July 1, 2009. Chapter 95
http://www.leg.state.or.us/09reg/measpdf/hb2100.dir/hb2111.en.pdf
Title: H.B. 2111
Source: http://www.leg.state.or.us
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| UT | Adopted 05/2009 | P-12 | Amends rule on administration and funding of International Baccalaureate (IB) programs. Adds eligibility of charter schools to operate IB programs and receive state IB program funds. Amends funding language to designate that 50% of the total IB program funds must be distributed equally among all authorized IB programs in the state, and the remaining 50% must be distributed to IB high schools schools where students scored a grade of 4 or higher on IB exams. http://www.rules.utah.gov/publicat/bulletin/2009/20090315/32419.htm
Title: R277-710
Source: www.rules.utah.gov
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| CO | Signed into law 04/2009 | P-12 | Allows a school food authority to establish, maintain, equip, and operate a food-service facility; requires a board of education of a school district either to allow a district charter school of the school district to transfer the maintenance, supervision, and operation of the district charter school's food-service facility from the school district to a school food authority or to agree to provide food services to the district charter school according to terms that the district charter school requests.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/BB267B13A49BB6F087257553007ECA26?open&file=230_enr.pdf
Title: S.B. 230
Source: http://www.leg.state.co.us
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| ID | Signed into law 04/2009 | P-12 | Relates to public charter schools; amends existing law that provides for a notice and a public hearing in the case of a petition for a public virtual charter school; provides for comments; provides for review of certain petitions and public hearings. Chapter 200
http://www.legislature.idaho.gov/legislation/2009/S1121.pdf
Title: S.B. 1121
Source: http://www.legislature.idaho.gov
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| ID | Signed into law 04/2009 | P-12 | Relates to public schools; provides that certain school districts shall be considered rural school districts; provides that certain public charter schools shall be considered rural public charter schools. Chapter 239
http://www.legislature.idaho.gov/legislation/2009/S1165.pdf
Title: S.B. 1165
Source: http://www.legislature.idaho.govf
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| ID | Signed into law 04/2009 | P-12 | Amends existing law relating to public charter schools; provides for notice relating to a petition for a non-virtual public charter school, for public comments, and for notice to the public charter school commission; provides for a hearing and for notice to the board of the local school district. Chapter 160
http://www.legislature.idaho.gov/legislation/2009/H0212.pdf
Title: H.B. 212
Source: http://www.legislature.idaho.gov
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| ID | Signed into law 03/2009 | P-12 | Amends existing law relating to charter school admissions to provide charter schools with the option of awarding an enhanced enrollment opportunity to the children of the charter school's employees and children who previously attended the public charter school within the previous three school years, but who withdrew as a result of the relocation of a parent or guardian due to an academic sabbatical, employer or military transfer or reassignment. Chapter 41
http://www.legislature.idaho.gov/legislation/2009/H0079Bookmark.htm
Title: H.B. 79
Source: http://www.legislature.idaho.gov
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| NM | Signed into law 03/2009 | P-12 | Requires mandatory training for charter school governing body members; provides for development of a mandatory training course for all governing body members that explains department rules, policies and procedures, statutory powers and duties of governing boards, legal concepts pertaining to public schools, finance and budget and other matters deemed relevant.
http://nmlegis.gov/Sessions/09%20Regular/final/SB0148.pdf
Title: S.B. 148
Source: http://nmlegis.gov/
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| NM | Signed into law 03/2009 | P-12 | Relates to public schools; limits the period in which charter school applications may be submitted in a year.
http://nmlegis.gov/Sessions/09%20Regular/final/SB0027.pdf
Title: S.B. 27
Source: http://nmlegis.gov/
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| OH | Adopted 03/2009 | P-12 | Authorizes the governing board of any educational service center or the administrative authority of any chartered nonpublic school to submit an application for exemption from state policies in order to implement a proposed innovative education pilot program. Adds that an application requesting exemptions in order to provide professional development for educators may be granted for research-based high quality professional development activities as defined by standards for professional development adopted by the state board of education. Clarifies language on timeline and procedures for approval of applications. Adds that applications to continue approved programs are not considered complete until an annual evaluation report is completed and submitted to the department. http://www.registerofohio.state.oh.us/pdfs/3301/0/46/3301-46-01_PH_FF_A_RU_20090313_1156.pdf
Title: OAC 3301-46-01
Source: www.registerofohio.state.oh.us
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| UT | Signed into law 03/2009 | P-12 | Allows a charter school that made an election of nonparticipation in the state retirement systems for its employees to make a one-time, irrevocable retraction of the election of nonparticipation. http://le.utah.gov/~2009/bills/hbillenr/hb0096.pdf
Title: H.B. 96
Source: Lexis-Nexis/StateNet
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| NV | Adopted 02/2009 | P-12 | Revises various provisions governing charter schools including applications, reporting of data, preparation of budgets, and definitions.
http://www.leg.state.nv.us/NAC/CHAPTERS
Title: NAC 386
Source: http://www.leg.state.nv.us
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| VA | Signed into law 02/2009 | P-12 | Allows certain amendments to the charter school statutes to sunset as provided in Chapter 530 of the Acts of Assembly of 2004 and retains others. Specifically, changes made in 2004 that require the charter school applicant to include information regarding disclosures of any ownership or financial interest in the public charter school by the charter applicant and the governing body, administrators, and other personnel of the public charter school.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB1844ER
Title: H.B. 1844
Source: http://leg1.state.va.us
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| Choice of Schools--Charter Schools--Charter Districts |
| |
| CO | Signed into law 04/2009 | P-12 | Allows a school food authority to establish, maintain, equip, and operate a food-service facility; requires a board of education of a school district either to allow a district charter school of the school district to transfer the maintenance, supervision, and operation of the district charter school's food-service facility from the school district to a school food authority or to agree to provide food services to the district charter school according to terms that the district charter school requests.
http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/BB267B13A49BB6F087257553007ECA26?open&file=230_enr.pdf
Title: S.B. 230
Source: http://www.leg.state.co.us
| |
| Choice of Schools--Charter Schools--Closings |
| |
| OH | Signed into law 07/2009 | P-12 | From DOE summary of H.B. 1: Revises the current performance criteria that trigger automatic closure of a community school after July 1, 2009, as follows: (1) For schools that do not offer a grade higher than 3, requires closure if the school has been in academic emergency for three of the four most recent years, instead of four consecutive years; (2) For schools that offer any of grades 4 to 8 but no grade higher than 9, requires closure if the school has been in academic emergency for two of the three most recent years, instead of three consecutive years, and has shown less than one year of academic growth in reading or mathematics for at least two of the three most recent years; (3) For a school that offers any of grades 10 to 12, requires closure if the school has been in academic emergency for three of the four most recent years, instead of three consecutive years with two years not showing two years of academic growth in reading or mathematics. Exempts from automatic closure any community school in which a majority of the enrolled students are children with disabilities receiving special education and related services.
DOE summary of H.B. 1: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Pages 1264-1265 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3314.35
Source: www.ode.state.oh.us
| |
| OH | Signed into law 07/2009 | P-12 | Partially from DOE summary of H.B. 1: Specifies that if a community school closes, the chief administrative officer must transmit all educational records to the student's district of residence within seven business days of the school's closing. Provides that failure to transmit educational records under such circumstances is a third-degree misdemeanor.
DOE summary of H.B. 1: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Pages 1266 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3314.44
Source: www.ode.state.oh.us
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| Choice of Schools--Charter Schools--Cyber Charters |
| |
| OR | Adopted 12/2009 | P-12 | Defines virtual public charter school for purposes of charter school laws. Page 313 of 387: http://arcweb.sos.state.or.us/rules/Jan_2010_Bltn.pdf
Title: OAR 581-020-0337
Source: http://arcweb.sos.state.or.us
| |
| OH | Signed into law 07/2009 | P-12 | From DOE summary of H.B. 1: Adds computers and software to the instructional items for which Internet or computer-based-community schools (e-schools) may use the per pupil amount of state funds calculated for base classroom teachers. (Current law allows those funds to be used only for teachers, curriculum, academic materials other than computers, and other instructional purposes designated by the state superintendent.)
Pages 1251 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
DOE summary of H.B. 1: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 3314.085
Source: www.ode.state.oh.us
| |
| OR | Signed into law 06/2009 | P-12 | Provides for the establishment of virtual public charter schools; specifies requirements for such schools relating to budgeting, performance, contracting, teacher employment, maintenance of records, and enrollment; requires that a proposal for any public charter school include a description of the financial management systems for the school; requires demonstration of the ability to have a sound financial system in place at the time the school begins operating; establishes the Online Learning Task Force. Chapter 691
http://www.leg.state.or.us/09reg/measpdf/sb0700.dir/sb0767.en.pdf
Title: S.B. 767
Source: http://www.leg.state.or.us/
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| Choice of Schools--Charter Schools--Finance |
| |
| OR | Temporary Rule Adoption 12/2009 | P-12 | Requires public charter schools to have a sound financial management system. Provides the minimum requirements for this system.
http://arcweb.sos.state.or.us/rules/1209_Bulletin/1209_ch581_bulletin.html
Title: OAR 581-020-0301, -0333, -0335, -0359, -0380
Source: http://arcweb.sos.state.or.us
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| CA | Adopted 11/2009 | P-12 | Amends rules concerning the Leroy F. Greene School Facilities Act of 1998 as it relates to the Charter and Critically Overcrowded School (COS) Facilities programs. Prevents preliminary apportionments from expiring, thereby preserving the ability for school districts and charter schools to convert to final apportionments in the future.
Title: Title 2 CCR Sec(s) 1859.2, 1859.121, 1859.148.2, 1859.164.2,1859.166.2, 1859.197
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 10/2009 | P-12 | Provides that modified funding calculations do not apply to charter schools that convert to charter schools on or after a specified date. Provides for such charter schools to receive general-purpose funding. Declares that these provisions do not preclude a charter school or unified school district from agreeing to an alternative funding formula. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0151-0200/sb_191_bill_20091011_chaptered.pdf
Title: S.B. 191
Source: www.leginfo.ca.gov
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| CA | Signed into law 10/2009 | P-12 | Repeals provision that provides that charter schools are eligible for a transportation allowance to cover the costs of purchasing or renting vehicles, contracting and paying for the transportation of pupils to and from school by a common carrier or a municipally owned transit system, or contracting with and paying responsible private parties for the transportation. Page 4 of 32: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0501-0550/sb_509_bill_20091011_chaptered.pdf
Title: S.B. 509 - Charter School Transportation
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 07/2009 | P-12 | From legislative analysis:
Existing law establishes the Charter School Facility Grant Program to provide assistance with facilities rent and lease costs for pupils in charter schools by reimbursing charter schools for those expenses. This bill, commencing with the 2009–10 fiscal year, would instead require the Superintendent of Public Instruction to annually allocate the facilities grants to eligible charter schools no later than October 1 of each fiscal year but would require that funding appropriated for this program in the 2009–10 fiscal year be used first to reimburse eligible charter schools for rent or lease
costs for the 2008–09 fiscal year.
Existing law requires the categorical block grant for charter schools for the 2007–08 school year to be $500 per unit of charter school average daily attendance, as determined at the 2nd principal apportionment for the 2007–08 fiscal year, to be adjusted for cost of living each fiscal year thereafter, and to be supplemented, as specified, for economic impact aid-eligible pupils. Existing law states the intent of the legislature to fully fund the categorical block grant for charter schools and sets forth a mechanism to appropriate additional funding if needed for unanticipated increases in average daily attendance and counts of economic impact aid-eligible pupils.
This bill would strictly limit funding deficiencies to unanticipated increases in average daily attendance and counts of economic impact aid-eligible pupils and would prohibit additional funding from being provided
to restore certain reductions made to categorical programs pursuant the annual Budget Act.
http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0001-0050/abx4_2_bill_20090728_chaptered.pdf
Title: A.B. 2 - Sections 22-24
Source: www.leginfo.ca.gov
| |
| IL | Signed into law 07/2009 | P-12 | Requires school construction projects supported by grants from the Capital Development Board to receive silver certification from the United States Green
Building Council's Leadership in Energy and Environmental Design Green Building Rating System. Creates new section authorizing the state board to make grants to districts for school energy efficiency projects. Requires districts to provide local matching funds. Requires 20% of grant funds to be awarded to projects in Chicago.
Creates new section authorizing the Capital Development Board to make grants to districts and not-for-profit entities for early childhood construction projects. Requires a district or eligible entity to provide local matching funds. Directs the Capital Development Board, in consultation with the state board of education, to establish standards for the determination of priority needs concerning early childhood projects based on projects located in communities in the state with the greatest underserved population of young children. Requires 20% of grant funds to be awarded to projects in Chicago.
Creates new section authorizing the Capital Development Board to make grants to charter schools for construction projects. Requires eligible charter school construction projects to receive silver certification from the United States Green Building Council's Leadership in Energy and Environmental Design Green Building
Rating System.
Pages 40-45 of 263: http://www.ilga.gov/legislation/96/HB/PDF/09600HB2424lv.pdf
Title: H.B. 2424 - Article 30, Section 30-20
Source: www.ilga.gov
| |
| LA | Signed into law 07/2009 | P-12 | Relates to charter schools; removes the cap on the number of charter schools that can be created; provides relative to the fee that a school chartering authority may charge a charter school for certain administrative overhead costs; provides relative to fee amounts; requires chartering authorities to provide certain budget and use information relative to administrative fees to charter schools.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=667635
Title: H.B. 519
Source: http://www.legis.state.la.us
| |
| OH | Signed into law 07/2009 | P-12 | Provides that for purposes of calculating full-time equivalency for reimbursement, the department must waive the number of hours or days of learning opportunities not offered to a student because the community school was closed due to disease epidemic, hazardous weather conditions, inoperability of school buses or other equipment necessary to the school's operation, damage to a school building, or other temporary circumstances due to utility failure rendering the school building unfit for school use, so long as the school was actually open for instruction with students in attendance during that school year for
not less than the minimum number of hours required by statute. Directs the department to treat the school as if it were open for instruction with students in attendance during the hours or days waived.
Pages 1237-1251 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3314.08
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 07/2009 | P-12
Postsec. | Partially from the DOE summary of H.B. 1: Adjusts payments to community schools and STEM schools as well as other payments/transfers:
--Sets the formula amount for community schools and STEM schools at $5,718 in FY 2010 and $5,703 in FY 2011, except for computing deductions and payments for special education and vocational education.
--For special education and vocational education, specifies that deductions and payments be computed by multiplying the respective fiscal year 2009 weight times $5,732.
--Sets the formula amount at $5,732 for both fiscal years for open enrollment and postsecondary enrollment options (dual enrollment) students.
--Authorizes the state superintendent and the chancellor of the board of regents jointly to adopt rules allowing school districts, community schools, STEM schools, and nonpublic schools to enter into alternative funding agreements to use an alternate funding formula to calculate or alternate method to transmit payments to colleges and universities for high school students taking college courses through postsecondary enrollment options (PSEO), including Seniors to Sophomores.
--Amends Section 3365.04, 3365.041, 3365.07, 3365.08 and 3365.10 to allow for alternate funding agreements to cover the costs of participation in PSEO programs.
Pages 1252-1253, 1503-1510 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
DOE summary of H.B. 1: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 3314.088, 3365.04, 3365.041, 3365.07, 3365.08, 3365.10 and 3365.12
Source: www.ode.state.oh.us
| |
| OH | Signed into law 07/2009 | P-12 | From DOE summary of H.B. 1: Adds computers and software to the instructional items for which Internet or computer-based-community schools (e-schools) may use the per pupil amount of state funds calculated for base classroom teachers. (Current law allows those funds to be used only for teachers, curriculum, academic materials other than computers, and other instructional purposes designated by the state superintendent.)
Pages 1251 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
DOE summary of H.B. 1: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 3314.085
Source: www.ode.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Provides that if the Auditor of State or a public accountant declares a community school (charter school) to be unauditable, the Auditor of State must provide written notification of that declaration to the school, the school's sponsor, and the department of education, and to post notice of such on the Auditor of State's Web site. Bars a sponsor of a community school identified as unauditable from entering into contracts with any additional community schools until the Auditor of State or a public accountant completes a financial audit of the school. Requires the sponsor of a school deemed unauditable, within 45 days of receipt of such notice, to provide a written response to the Auditor of State including (1) an overview of the process the sponsor will use to review and understand the circumstances that led to the school's becoming unauditable, (2) a plan for providing the Auditor of State with the documentation necessary to complete an audit of the community school and for ensuring that all financial documents are available in the future, and (3) the actions the sponsor will take to ensure the aforementioned plan is implemented.
Provides that if a community school fails to make reasonable efforts and continuing progress to bring its accounts, records, files or reports into auditable condition within 90 days of being declared unauditable, the Auditor of State, in addition to requesting legal action, must notify the department of the school's failure, upon which the department must immediately cease all payments to the school. Directs the department to release all funds withheld from the school upon subsequent notification from the Auditor of State that the Auditor of State or a public accountant was able to complete a financial audit of the community school. Pages 2842-2843 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 265.80.20
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 07/2009 | P-12 | Section 3306.29: Establishes the Ohio school funding advisory council. Directs the council, by December 1, 2010 and every other year thereafter, to provide recommendations to the state board, the general assembly and the public for revisions to the adequacy components of the evidence-based school funding model . Requires that the recommendations be based on current, high quality research, information provided by school districts, and best practices in operational efficiencies. Requires that the December 2010 recommendations include analysis of the funding model's adequacy in financing for special education, gifted education services, career-technical education, arts education, services for limited English proficient students, and early college high schools.
Also requires the 2010 report to include:
(1) Recommendations for a student-centered evidence-based model that uses a per-pupil level of funding to follow a student to the school that best meets the student's individual learning needs
(2) A study of the extent to which current funding for joint vocational school districts and compact and comprehensive career-technical schools is responsive to state, regional and local business and industry needs, and recommendations for revisions to career-technical education programming and funding
(3) A study of the extent to which the current educational service center system supports school districts in academic achievement, teacher quality, shared educational services, and the purchasing of educational services and commodities, and recommendations for a new regional service delivery system, the educational service system governance structure, and accountability metrics for educational service centers
(4) A study of existing teacher compensation and retirement benefits structures, and recommendations for changes to the systems of teacher compensation and retirement benefits to improve the connections between teacher compensation, teaching excellence and higher levels of student learning
(5) A consideration of whether community schools (charter schools) and STEM schools should be subject to the expenditure and reporting standards and accountability requirements that apply to school districts
(6) An analysis of the effects of open enrollment on students and districts, and recommendations for ensuring that open enrollment policies and financing are equitable for students and districts.
Authorizes the council's analyses and recommendations for 2010 or subsequent biennia to address (but not be limited to):
(1) Strategies and incentives to promote cost-saving measures and efficiencies
(2) Options for adding learning time to the learning year, such as moving educator professional development to summer, adding learning time for children with greater educational needs, accounting for learning time by hours instead of days, and appropriate compensation to districts and staff for providing additional learning time
(3) The adequacy of the model's accounting for and financing of operational costs, including district-level administration and administrative and transportation challenges experienced by low-density and low-wealth school districts, and the effect of those costs on student achievement
(4) The accuacy of the calculation of each component of the funding model, and the model as a whole, in light of current educational needs and practices, and best practices
(5) Options to encourage districts and schools already attaining "excellent" ratings under the state accountability system to go beyond state standards and aspire to higher international norms.
Section 3306.291: Establishes a subcommittee of the Ohio school funding advisory council to study and make recommendations to foster collaboration between school districts and community schools. Directs the subcommittee to recommend fiscal strategies, including changes to the evidence-based funding model, that will provide incentives and compensation for districts and community schools to enter into collaborative agreements resulting in creative and innovative academic programming, and academic and fiscal efficiency. Directs the subcommittee to report its findings and recommendations to the general assembly by September 2010, and periodically thereafter at the direction of the state superintendent.
Section 3306.292: Permits the Ohio school funding advisory council to establish additional subcommittees. Leaves the membership and duties of the additional subcommittees to the discretion of the advisory council. Provides that up to one-half of the members of each additional subcommittee may be individuals who are not members of the council.
Pages 1103-1106 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3306.29, 3306.291 and 3306.292
Source: www.legislature.state.oh.us
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| FL | Signed into law 06/2009 | P-12 | Relates to charter schools; provides for a charter technical career center financial recovery plan; provides that charter schools are eligible for federal stimulus moneys and grants; requires full disclosure of the employment of relatives by charter schools; provides for the development of a charter model application form and evaluation instrument for charter schools and charter career centers; details grounds for termination or nonrenewal of a charter.
http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0278er.html&Directory=session/2009/Senate/bills/billtext/html/
Title: S.B. 278
Source: http://www.flsenate.gov
| |
| HI | Signed into law 06/2009 | P-12 | Makes clarifying amendments to charter school administration. Clarifies that the charter school review panel is subject to the requirements of the sunshine law. Authorizes the board of education to remove a charter school review panel member for cause. Requires the charter school review panel to approve the charter schools budget, and to survey all charter school facilities prior to determining recommendations to allocate non-per-pupil facilities funds to charter schools with facilities needs. Specifies the duties of the executive director of the charter school administrative office with regard to the preparation of the budget. Changes the requirements for per-pupil funding. Requires the charter school review panel to evaluate a charter school on its fourth anniversary and every five years after. Requires the charter school review panel to establish criteria and an approval process for the development and submission of a capital improvement projects budget for charter school facilities. http://www.capitol.hawaii.gov/session2009/Bills/SB496_CD1_.HTM
Title: S.B. 496
Source: www.capitol.hawaii.gov
| |
| TX | Signed into law 06/2009 | P-12 | Amends calculation for providing charter school funding. Pages 3-4 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 5
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Specifies that, among other sections repealed, Sections 30A.153, "Allocation of Funds for Students Enrolled in School Districts and Open-Enrollment Charter Schools" and 30A.154, "Funding for Accelerated Students" are repealed. (Accelerated students are those taking more than a normal course load.) Page 105 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 105
Source: www.legis.state.tx.us
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| WI | Signed into law 06/2009 | P-12 | Adjusts method of determining funding for charter schools, effective with the 2011-12 school year.
Page 471 of 692: http://www.legis.state.wi.us/2009/data/acts/09Act28.pdf
Title: A.B. 75
Source: www.legis.state.wi.us
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| AK | Signed into law 05/2009 | P-12 | Relates to charter and alternative school funding. Provides for student rates. Chapter 9
http://www.legis.state.ak.us
Title: S.B. 57
Source: http://www.legis.state.ak.us
| |
| CA | Adopted 04/2009 | P-12 | Amends several sections within Title 4 to clarify that charter schools can only receive a State Charter School Facilities Incentive Grant if they've never received one before. In addition to the ongoing calculation for overcrowded school districts, allows the designation of overcrowded preference points based on the greater calculation for either overcrowded school districts or the newly defined "overcrowded school site" which establishes that a charter school may receive 10 preference
points for being within 3 miles of an overcrowded school site when applying for the State Charter School Facilities Incentive Grant. Pages 7-10 of 55: http://www.oal.ca.gov/pdfs/notice/51z-2008.pdf
Title: Title 4 CCR Sections 10175, 10176, 10177, 10182, 10185, 10187, 10188, 10189, 10190
Source: www.lexis.com
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| UT | Signed into law 03/2009 | P-12 | Enacts a definition of "educational facility" in Utah municipal code. Enacts a definition of "charter school" in Impact Fees Act of Title 11 of Utah Code, Cities, Counties, and Local Taxing Units. Establishes new requirements for impact fees collected on or after May 12, 2009. Requires each local political subdivision and private entity, before imposing impact fees, to prepare a capital facilities plan to determine the public facilities required to serve development resulting from new development activity. Adds that the written analysis for each local political subdivision and private entity intending to impose an impact fee must (1) identify the anticipated impact on or consumption of any existing capacity of a public facility by the anticipated development activity (2) identify the anticipated impact on system improvements required by the anticipated development activity to maintain the established level of service for each public facility and (3) estimate the proportionate share of the costs for existing capacity that will be recouped.
Revises the specified costs and factors that a local political subdivision or private entity, in analyzing whether the proportionate share of the costs of public facilities are reasonably related to the new development activity, must evaluate. Requires impact fee enactments to include a provision authorizing the local political subdivision or private entity, as the case may be, to adjust the standard impact fee at the time the fee is charged to respond to a request for a prompt and individualized impact fee review for the development activity of the state or a school district or charter school.
Authorizes a local political subdivision or private entity to include a provision in an impact fee enactment that provides an impact fee exemption for development activity attributable to the state, a school district or charter school. Adds that an impact fee enactment that provides an impact fee exemption for development activity attributable to a school district or charter school must allow either a school district or a charter school to qualify for the exemption on the same basis.
Provides that an impact fee may not be imposed on a school district or charter school for a park, recreation facility, open space or trail. Provides an impact fee may not be imposed on construction of a school, whether by a school district or a charter school, if (1) the school is intended to replace another school, whether on the same or a different parcel; (2) the new school creates no greater demand or need for public facilities than the school being replaced; and (3) the new school and the school being replaced are both within the boundary of the local political subdivision or he jurisdiction of the private entity. Provides an impact fee may be imposed on a school district or charter school if specified circumstances apply.
Requires a local political subdivision or private entity to participate in mediation if requested by a school district or charter school. http://le.utah.gov/~2009/bills/hbillenr/hb0259.pdf
Title: H.B. 259
Source: le.utah.gov
| |
| Choice of Schools--Charter Schools--Research |
| |
| OH | Signed into law 12/2009 | P-12 | Amends accountability provisions applicable to charter schools. When determining whether a community school meets triggers for certain accountability sanctions, bars the state department of education from considering a community school's performance ratings during its first 2 years of operation. Directs the department to reevaluate each community school that the department directed to close at the conclusion of the 2009-10 school year to determine if the school still meets the criteria for such accountability sanctions when the performance ratings for the school's first 2 years of operation are not considered. Bars the department from requiring the school to close at the conclusion of that school year if the school no longer meets those criteria.
Pages 5-7 of 18: http://www.legislature.state.oh.us/BillText128/128_HB_19_EN_N.pdf
Title: H.B. 19 - Community Schools
Source: www.legislature.state.oh.us
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| FL | Signed into law 06/2009 | P-12 | Relates to charter schools; provides for a charter technical career center financial recovery plan; provides that charter schools are eligible for federal stimulus moneys and grants; requires full disclosure of the employment of relatives by charter schools; provides for the development of a charter model application form and evaluation instrument for charter schools and charter career centers; details grounds for termination or nonrenewal of a charter.
http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0278er.html&Directory=session/2009/Senate/bills/billtext/html/
Title: S.B. 278
Source: http://www.flsenate.gov
| |
| HI | Signed into law 06/2009 | P-12 | Makes clarifying amendments to charter school administration. Clarifies that the charter school review panel is subject to the requirements of the sunshine law. Authorizes the board of education to remove a charter school review panel member for cause. Requires the charter school review panel to approve the charter schools budget, and to survey all charter school facilities prior to determining recommendations to allocate non-per-pupil facilities funds to charter schools with facilities needs. Specifies the duties of the executive director of the charter school administrative office with regard to the preparation of the budget. Changes the requirements for per-pupil funding. Requires the charter school review panel to evaluate a charter school on its fourth anniversary and every five years after. Requires the charter school review panel to establish criteria and an approval process for the development and submission of a capital improvement projects budget for charter school facilities. http://www.capitol.hawaii.gov/session2009/Bills/SB496_CD1_.HTM
Title: S.B. 496
Source: www.capitol.hawaii.gov
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| CA | Signed into law 10/2009 | P-12 | Requires any communication made by a school district of choice to parents or guardians to be factually accurate and not target individual parents or residential neighborhoods on the basis of personal characteristics of pupils. Requires a district of choice to ensure that the auditor who conducts the district's annual financial audit reviews compliance with the requirements for a random, unbiased selection process
and appropriate communications, and requires the district to notify the auditor regarding this compliance review prior to the commencement of the annual audit. Prohibits a school district of choice from rejecting
the transfer of a special needs pupil, including an individual with exceptional needs or an English learner. Eliminates limitations on the ability of a district of choice to accept children of military personnel.
Sets conditions on the ability of a school district of residence to limit the number of students who transfer out each year. Specifies that the accounting of all requests made for alternative attendance by school districts of choice include specified categories to the required accounting of requests for transfers. Existing legislation requires this information to be reported to the superintendent of public instruction; new legislation would also require that this information be reported to the department of finance. Requires the department of finance to make the information available upon request to the legislative analyst. Requires the
legislative analyst annually to make specified information regarding interdistrict transfers available to the governor and the appropriate fiscal and policy committees of the legislature. Deletes provision that prohibits a district's local board from electing to become a district of choice after August 24, 2007.
Directs the legislative analyst to conduct, after consulting with appropriate legislative staff, a comprehensive evaluation of the interdistrict transfer program, make recommendations regarding the extension of the program, incorporate in that evaluation the data annually made available by the department of finance, and complete and submit the evaluation and the recommendations to the appropriate education policy
committees of the legislature and the governor by November 2014. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0651-0700/sb_680_bill_20091011_chaptered.pdf
Title: S.B. 680
Source: www.leginfo.ca.gov
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| NH | Signed into law 07/2009 | P-12 | Separates the open enrollment provisions from the chartered public school statute and establishes a new chapter on open enrollment schools.
http://www.gencourt.state.nh.us/legislation/2009/HB0688.html
Title: H.B. 688
Source: http://www.gencourt.state.nh.us
| |
| OH | Signed into law 07/2009 | P-12 | Section 3306.29: Establishes the Ohio school funding advisory council. Directs the council, by December 1, 2010 and every other year thereafter, to provide recommendations to the state board, the general assembly and the public for revisions to the adequacy components of the evidence-based school funding model . Requires that the recommendations be based on current, high quality research, information provided by school districts, and best practices in operational efficiencies. Requires that the December 2010 recommendations include analysis of the funding model's adequacy in financing for special education, gifted education services, career-technical education, arts education, services for limited English proficient students, and early college high schools.
Also requires the 2010 report to include:
(1) Recommendations for a student-centered evidence-based model that uses a per-pupil level of funding to follow a student to the school that best meets the student's individual learning needs
(2) A study of the extent to which current funding for joint vocational school districts and compact and comprehensive career-technical schools is responsive to state, regional and local business and industry needs, and recommendations for revisions to career-technical education programming and funding
(3) A study of the extent to which the current educational service center system supports school districts in academic achievement, teacher quality, shared educational services, and the purchasing of educational services and commodities, and recommendations for a new regional service delivery system, the educational service system governance structure, and accountability metrics for educational service centers
(4) A study of existing teacher compensation and retirement benefits structures, and recommendations for changes to the systems of teacher compensation and retirement benefits to improve the connections between teacher compensation, teaching excellence and higher levels of student learning
(5) A consideration of whether community schools (charter schools) and STEM schools should be subject to the expenditure and reporting standards and accountability requirements that apply to school districts
(6) An analysis of the effects of open enrollment on students and districts, and recommendations for ensuring that open enrollment policies and financing are equitable for students and districts.
Authorizes the council's analyses and recommendations for 2010 or subsequent biennia to address (but not be limited to):
(1) Strategies and incentives to promote cost-saving measures and efficiencies
(2) Options for adding learning time to the learning year, such as moving educator professional development to summer, adding learning time for children with greater educational needs, accounting for learning time by hours instead of days, and appropriate compensation to districts and staff for providing additional learning time
(3) The adequacy of the model's accounting for and financing of operational costs, including district-level administration and administrative and transportation challenges experienced by low-density and low-wealth school districts, and the effect of those costs on student achievement
(4) The accuacy of the calculation of each component of the funding model, and the model as a whole, in light of current educational needs and practices, and best practices
(5) Options to encourage districts and schools already attaining "excellent" ratings under the state accountability system to go beyond state standards and aspire to higher international norms.
Section 3306.291: Establishes a subcommittee of the Ohio school funding advisory council to study and make recommendations to foster collaboration between school districts and community schools. Directs the subcommittee to recommend fiscal strategies, including changes to the evidence-based funding model, that will provide incentives and compensation for districts and community schools to enter into collaborative agreements resulting in creative and innovative academic programming, and academic and fiscal efficiency. Directs the subcommittee to report its findings and recommendations to the general assembly by September 2010, and periodically thereafter at the direction of the state superintendent.
Section 3306.292: Permits the Ohio school funding advisory council to establish additional subcommittees. Leaves the membership and duties of the additional subcommittees to the discretion of the advisory council. Provides that up to one-half of the members of each additional subcommittee may be individuals who are not members of the council.
Pages 1103-1106 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3306.29, 3306.291 and 3306.292
Source: www.legislature.state.oh.us
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| WI | Vetoed 06/2009 | P-12 | Line-item veto: Provision would have provided a 10% bonus to districts that would be willing to take in students from outside of their district. However, to qualify, at least 10% of the district's student population would be required to come from out of district. Pages 471-472 of 692: http://www.legis.state.wi.us/2009/data/acts/09Act28.pdf
Title: A.B. 75
Source: www.legis.state.wi.us
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| WI | Vetoed 06/2009 | P-12 | Line-item veto: Provides that no school district located in whole or in part in Milwaukee County may receive more in additional state aid in the 2009-10 school year as a result of accepting pupils who reside in the Milwaukee Public Schools under the open enrollment program than the school district received in additional state aid in the 2008-09 school year as a result of accepting pupils who reside in the Milwaukee Public Schools under the open enrollment program. Page 665 of 692: http://www.legis.state.wi.us/2009/data/acts/09Act28.pdf
Title: A.B. 75
Source: www.legis.state.wi.us
| |
| FL | Signed into law 05/2009 | P-12
Postsec. | Relates to tax credits for contributions to nonprofit scholarship-finding organizations; specifies that upon the request of any eligible nonprofit scholarship-funding organization, a school district shall inform all households within the district receiving free or reduced-priced meals under the National School Lunch Act of their eligibility to apply for a tax credit scholarship.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h0453er.xml&DocumentType=Bill&BillNumber=0453&Session=2009
Title: H.B. 453
Source: http://www.myfloridahouse.gov
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| GA | Signed into law 05/2009 | P-12 | Beginning in the 2009-10 school year, allows a K-12 student to enroll in another school in the district other than the one he/she has been assigned to, provided space is available. Directs the department to establish a model universal, streamlined process to implement these transfer provisions. Requires all districts, by July 1, to establish a universal, streamlined process available to all students to facilitate interdistrict transfer that includes the state model. Requires districts to annually provide all parents timely notification of the interdistrict transfer option, and to annually notify all parents by July 1 of the schools with available space. Adds that these transfer provisions do not apply to charter schools or to newly opened schools during their first four years of operation. http://www.legis.state.ga.us/legis/2009_10/pdf/hb251.pdf
Title: H.B. 251 Section 1
Source: www.legis.state.ga.us
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| NE | Signed into law 02/2009 | P-12 | Primarily affects the Omaha area. From the fiscal note: LB 62 changes application provisions for a student residing in a learning community who opts to attend school in an option school
district which is a member of the learning community in 2009-10. The bill requires an application to be submitted between the effective
date of the bill and April 1, 2009. School districts must notify applicants and the State Department of Education (NDE) about
acceptances for 2009-10 by April 10, 2009. These provisions have no fiscal impact.
The bill also changes the calculation of state aid for Tax Equity and Educational Opportunities Support Act (TEEOSA). Current law
provides for a learning community transportation adjustment in the first two years of a new learning community. The transportation
adjustment increases formula need for schools in a learning community by an amount equal to the estimated cost to provide free
transportation for students transferring to other schools in the learning community pursuant to subsection (2) of Section 79-611. LB 62
changes the fiscal years of the adjustment in the formula to the second and third years of a new learning community rather than the first
and second years of the learning community. So, the transportation adjustment is delayed a year. It will not be part of the calculation
of state aid in 2009-10, but instead will be included as an adjustment n 2011-12. Adjustments increase state aid to schools eligible for
the adjustment.
The change aligns the learning community transportation adjustment in the state aid formula with the initiation of open enrollment in the
new learning community. Open enrollment in the learning community begins in 2010-11. During the first two years of open enrollment
in the learning community, the expenses for transportation are not included in the calculation of general fund operating costs because
the state aid calculation uses two year old data. Providing a transportation adjustment to schools in the learning community in 2010-
11and 2010-11 covers the costs of transporting eligible students to other schools in the learning community in the year in which the
transportation costs are incurred. The change from current law will result in an increase in state aid paid in 2011-12 in the amount of
the transportation adjustment. The amount of the transportation adjustment is unknown because the attendance of children in other
than the school district of residence in the new learning community is unknown as are transportation costs for such attendance.
The bill also requires NDE to annually certify to each learning community and each member school district the average percentage of
students qualifying for free or reduced-price lunches in each school building.
http://www.nebraskalegislature.gov/FloorDocs/Current/PDF/Final/LB62.pdf
Title: L.B. 62
Source: http://www.nebraskalegislature.gov
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| Choice of Schools--Magnet or Specialized Schools |
| |
| OR | Signed into law 06/2009 | P-12 | Directs the Superintendent of Public Instruction to close the State School for the Blind by a specified date; abolishes the school's Board of Directors; requires the development of individual comprehensive transition plans for students attending the school; requires proceeds from the sale of the school's property to be deposited in the Education Stability Fund; establishes the Blind and Visually Impaired Student Fund; limits the expenditure of revenues collected pursuant to the sale of the school. Chapter 562
http://www.leg.state.or.us/09reg/measpdf/hb2800.dir/hb2834.en.pdf
Title: H.B. 2834
Source: http://www.leg.state.or.us
| |
| OK | Signed into law 05/2009 | P-12 | Creates the Oklahoma School for the Visual and Performing Arts; provides for a board of trustees; provides for appointment of board; defines terms; states terms, powers and duties of board; provides for filling of vacancies; provides for travel reimbursement; creates the Oklahoma School for the Visual and Performing Arts Revolving Fund; states purposes for which funds may be used; authorizes adoption of rules; states legislative intent.
http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB1737_ENR.RTF
Title: H.B. 1737
Source: http://webserver1.lsb.state.ok.us
| |
| Choice of Schools--Vouchers |
| |
| OH | Signed into law 07/2009 | P-12 | Section 3301.0711(K): Requires private high schools to administer the Ohio graduation tests (regardless of whether they accept voucher students. Participation on grade 3-8 state assessments for non-voucher private school students is still permissive, not mandatory.)
Section 3313.976: Makes administration of state assessments and reporting of such scores a condition of eligibility for a private school to participate in the Cleveland voucher program.
Section 3313.978(G): Directs the department to annually compile the assessment scores of Cleveland voucher students. Requires scores to be aggregated by district and by private school. Requires scores to be disaggregated by age, low-income status, race/ethnicity and gender, and by students participating in the voucher program for 3+ years, 2-3 years, and 1 year or less. Requires such data to be included in information provided to students. Also requires that the parent of each voucher student receive information comparing the student's performance on the state assessments with the average performance of similar students (as regards age, grade, race/ethnicity, gender and socioeconomic status) enrolled in the public school building the student would otherwise attend.
Section 3310.15: Requires the department to annually post on its Web site the assessment scores of EdChoice voucher students (eligible students are those in buildings declared in a state of "academic emergency" or "academic watch" in at least two of the three most recent ratings prior to the school year in which the scholarship was sought). Requires scores to be aggregated at the state, district, and nonpublic school level. Also requires performance data to be disaggregated by age, low-income status, race/ethnicity and gender, and by students participating in the voucher program for 3+ years, 2-3 years, and 1 year or less. Requires the department of education to provide this data to parents of students eligible to participate in the voucher program. Requires that the parent of each voucher student receive information comparing the student's performance on the state assessments with the average performance of similar students (as regards age, grade, race/ethnicity, gender and socioeconomic status) enrolled in the public school building the student would otherwise attend.
Pages 999 (Section 3301.0711(K)), 1129-1130 (Section 3310.15), 1209 (Section 3313.976), and 1213-1214 (Section 3313.978(G) of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.0711(K), 3310.15, 3313.976(11), 3313.978(G)
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 07/2009 | P-12 | Extends eligibility to participate in the educational choice scholarship pilot program to students outside eligible districts. Specifies eligible students are those in a new building in its second or third year and to which all of the following apply (or who would be enrolling in kindergarten and entering such a building, or in a community school but who would otherwise be assigned to such a building):
(1) For the first school year the new building was open, at least 75% of the students had transferred directly from two or more school buildings that closed and to each of which all of the following apply:
(i) The closed buildings were operated by the same school district that operates the new building
(ii) The closed buildings offered at least some of the grade levels that the new building also offers
(iii) The closed buildings were declared, for at least two of their last three accountability ratings, to be in a state of academic emergency or academic watch
(iv) The closed buildings were not declared to be excellent or effective in their last accountability rating
(2) If the new building is conducting its second school year of instruction, the building was declared, based on its first school year of instruction, to be in a state of academic emergency or academic watch
(3) If the new building is conducting its third school year of instruction, the building was declared, based on either its first or second school year of instruction, to be in a state of academic emergency or academic watch, but was not declared to be excellent or effective under that section based on its second school year of instruction.
Existing provision provides differentiated amount deducted from a district's payment for each student participating in the educational choice scholarship pilot program, based on whether the student is in kindergarten or grades 1-12. New provision provides flat amount ($5,200) deducted from district payment for each participating student. Increases maximum scholarship award amounts for students in grades K-8 and 9-12. Repeals language establishing method of determining maximum scholarship amount.
Pages 1123-1127 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3310.03, 3310.08 and 3310.09
Source: www.legislature.state.oh.us
| |
| UT | Adopted 07/2009 | P-12 | Increases requirements related to notifying parents of students with IEPs about the availability of Carson Smith special needs scholarships to attend eligible private schools. Adds new language requiring eligible private schools that change ownership to submit a new application for eligibility to receive Carson Smith scholarship payments from the board; requires the application to demonstrate that the school continues to meet eligibility requirements established in rule. http://www.rules.utah.gov/publicat/bulletin/2009/20090515/32645.htm
Title: R277-602
Source: www.rules.utah.gov
| |
| VT | Became law without governor's signature 07/2009 | P-12 | Among other things, this act:
· Simplifies the statutory divided vote ballot language and requires that the ballot include an explanation of the reasons the vote is divided. (Secs. 6-7)
· Permits the electorate of a school district to vote at a special meeting to provide notice of the availability of information (currently permitted only at annual meeting; municipalities may vote to do so at either). (Secs. 8-9)
· Restores the ability of joint contract schools to access consolidation funds until July 1, 2010. (Sec. 12)
· Permits a parent to request a final determination by the commissioner of education regarding payment of elementary school tuition when there is a geographical barrier to attending the district's school. (Sec. 13)
· Allows parents to notify (rather than request) the school board to pay tuition to an approved independent elementary school but limits the tuition paid by the district to the least of three amounts. (Sec. 13)
· Permits the electorate to authorize a district that does not maintain a public school to designate a public school as the high school for the district; continues to allow parents to request an alternative school but limits the tuition paid by the district to the least of three amounts. (Sec. 13)
· Amends the definition of state-placed student to provide greater educational continuity for the student. (Secs. 14-15)
· Excludes certain actions from the determination of whether a school budget must be presented by a divided vote.
http://www.leg.state.vt.us/docs/2010/Acts/ACT044.pdf
Title: H.B. 427
Source: http://www.leg.state.vt.us
| |
| WI | Signed into law 06/2009 | P-12 | Requires that a private school participating in the Milwaukee Parental Choice Program adhere to policies that apply to public schools/districts regarding transfer of pupil records (i.e., requires that a private school transfer a pupil's records within five working days after receiving written notice that the pupil intends to enroll or has enrolled in the other school or district).
Page 469 of 692: http://www.legis.state.wi.us/2009/data/acts/09Act28.pdf
Title: A.B. 75
Source: www.legis.state.wi.us/
| |
| GA | Vetoed 05/2009 | P-12 | Amends provisions regarding educational improvement and taxation of student scholarship organizations. Provides that a student who was eligible for a P-12 private school scholarship at the time an educational scholarship or tuition grant was first received remains an eligible student so long as the student receives an educational scholarship or tuition grant from a student scholarship organization. Includes pre-kindergarten programs as programs qualified to receive scholarship students. Adds to qualifications eligible recipient schools or programs must meet. Specifies six methods by which scholarship funds may be transferred. Requires that all information or reports provided by student scholarship organizations to the department of revenue be confidential. Establishes consequences for any student scholarship organization that fails to comply with its obligations. Specifies that the department of revenue cannot take any adverse action against donors to student scholarship organizations that fail to comply with obligations if the department of revenue preapproved a donation for a tax credit prior to the date the student scholarship organization is removed from the department of education list. Makes active participation in a student scholarship organization's intentional violation of its obligations a misdemeanor. Modifies amount a taxpayer may credit for qualified education expenses to the lesser of (1) the amount actually expended or (2) 75% of the taxpayer's income tax liability. Requires each student scholarship organization to provide the department of revenue with a copy of each letter of confirmation of donation on a monthly basis. http://www.legis.state.ga.us/legis/2009_10/pdf/hb100.pdf
Veto message (Veto Number 2): http://gov.georgia.gov/00/press/detail/0,2668,78006749_139486062_140372354,00.html
Title: H.B. 100
Source: www.legis.state.ga.us
| |
| OH | Adopted 03/2009 | P-12 | Rescinds and re-establishes rules regarding the Autism Scholarship Program. Relates to application and eligibility; responsibilities of a school district of residence; and application and participation of providers.
3301-103-01 Definitions: http://www.registerofohio.state.oh.us/pdfs/3301/0/103/3301-103-01_PH_FF_N_RU_20090313_1154.pdf
3301-103-02 Autism scholarship program established: http://www.registerofohio.state.oh.us/pdfs/3301/0/103/3301-103-02_PH_FF_N_RU_20090313_1154.pdf
3301-103-03 Application and eligibility to receive a scholarship: http://www.registerofohio.state.oh.us/pdfs/3301/0/103/3301-103-03_PH_FF_N_RU_20090313_1154.pdf
3301-103-04 Responsibilities of a school district of residence: http://www.registerofohio.state.oh.us/pdfs/3301/0/103/3301-103-04_PH_FF_N_RU_20090313_1154.pdf
3301-103-05 Program participation: http://www.registerofohio.state.oh.us/pdfs/3301/0/103/3301-103-05_PH_FF_N_RU_20090313_1154.pdf
3301-103-06 Application and participation of providers: http://www.registerofohio.state.oh.us/pdfs/3301/0/103/3301-103-06_PH_FF_N_RU_20090313_1154.pdf
3301-103-07 Payment under the Autism Scholarship Program: http://www.registerofohio.state.oh.us/pdfs/3301/0/103/3301-103-07_PH_FF_N_RU_20090313_1154.pdf
Title: OAC 3301-103-01 thru -08
Source: www.lexis.com
| |
| UT | Signed into law 03/2009 | P-12 | Modifies provisions of the Carson Smith Scholarships for Students with Special Needs Act, which provides funds for a child with a disability to attend a private school. Requires parents of eligible to be notified of the availability of a Carson Smith Scholarship within 30 days after a student initially qualifies for an IEP and each February 1 thereafter to all students who have an IEP. Requires any district, school or charter school enrolling a student with an IEP to link on the district or school site to the state site that provides prospective applicants with detailed program information and application forms for the Carson Smith Scholarship Program.
Requires an approved eligible private school that changes ownership to reapply to the state board of education and demonstrate that it continues to meet the eligibility requirements of the program. http://le.utah.gov/~2009/bills/hbillenr/hb0425.pdf
Title: H.B. 425
Source: le.utah.gov
| |
| Civic Education |
| |
| CA | Vetoed 10/2009 | P-12 | Amends existing law that authorizes a pupil to be excused from school for specified reasons. Includes civic engagement activities offered by a nonprofit organization or a governmental entity among the types of absences that are excused. Provides a pupil may not be excused from school when the absence is due to participation in a demonstration or political campaign. Provides participation in civic engagement activities may not exceed 10 days per academic year. Defines "civic engagement activities" as volunteering to work in a community to help address a problem or interact with the institutions of representative democracy, and provides that such activities may include volunteering at a community-based nonprofit organization, serving on a neighborhood association, tutoring or mentoring young children, testifying before the local city council or appearing before a state or federal board or committee. Specifies that civic engagement activities do not include participation in a demonstration or political campaign, and prohibits a school from excusing a pupil from school when the absence is due to participation in a demonstration or political campaign. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0751-0800/ab_796_bill_20090910_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0751-0800/ab_796_vt_20091012.html
Title: A.B. 796
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 09/2009 | P-12 | Requires the Governor to annually proclaim March 30 of each year as Welcome Home Vietnam Veterans Day. Encourages schools to conduct exercises on that date each year to recognize the contributions of those involved in the conflict. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0701-0750/ab_717_bill_20090925_chaptered.pdf
Title: A.B. 717
Source: Lexis-Nexis/StateNet
| |
| IL | Signed into law 07/2009 | P-12 | Provides that each school district must require all students in grade 7 and all high school students enrolled in a course concerning U.S. history or a combination of U.S. history and American government to view the Congressional Medal of Honor film made by the Congressional Medal of Honor Foundation. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1675lv.pdf
Title: S.B. 1675
Source: Lexis-Nexis/StateNet
| |
| OH | Signed into law 07/2009 | P-12 | From DOE summary of H.B. 1: Prohibits school districts from preventing a teacher from having students recite the Pledge of Allegiance in the teacher's classroom. Prohibits school districts from altering the Pledge of Allegiance from the wording set forth in the United States Code (4 U.S.C. 4).
DOE summary of H.B. 1: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Pages 1159-1160 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3313.602
Source: www.legislature.state.oh.us
| |
| OR | Signed into law 06/2009 | P-12 | Establishes Oregon Civics Day for Teachers on first Friday in December; urges school districts to encourage teachers to participate in professional development opportunities focused on civics; declares emergency, effective July 1, 2009. Chapter 419
http://www.leg.state.or.us/09reg/measpdf/sb0300.dir/sb0374.en.pdf
Title: S.B. 374
Source: http://www.leg.state.or.us
| |
| OR | Signed into law 06/2009 | P-12 | Directs school districts that include a public high school to adopt plans to encourage students to register to vote and to vote in elections; requires the State Board of Education to incorporate voter registration skills into Essential Learning Skills. Chapter 702
http://www.leg.state.or.us/09reg/measpdf/hb3400.dir/hb3473.en.pdf
Title: H.B. 3473
Source: http://www.leg.state.or.us/
| |
| TX | Signed into law 06/2009 | P-12 | Allows certain high school students to serve as election clerks. Provides an excused absence for such service. Adds new section 33.092 allowing a student election clerk to apply such time served toward a school service requirement or school project requirement, subject to local discretion. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB01134F.pdf
Title: S.B. 1134
Source: www.legis.state.tx.us
| |
| NV | Signed into law 05/2009 | P-12 | Changes the name of the Youth Legislative Issues Forum to the Youth Legislature; revising the appointment process and eligibility requirements for the members; expands the eligibility requirements to authorize a pupil to apply not only to the Senator of the district in which the pupil resides, but also to the Senator of the district in which the pupil is enrolled in a public school or a private school or, if he is homeschooled, otherwise eligible to be enrolled in a public school. Chapter 73
http://leg.state.nv.us/75th2009/Bills/SB/SB161_EN.pdf
Title: S.B. 161
Source: http://www.leg.state.nv.us/
| |
| WA | Signed into law 05/2009 | P-12 | Eliminates the expiration of the legislative youth advisory council; provides that the council's duties are contingent on available funding. Chapter 410
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202009/5229-S.SL.pdf
Title: S.B. 5229
Source: http://apps.leg.wa.gov
| |
| OK | Signed into law 04/2009 | P-12 | Directs each school district to adopt a policy, with grade-level-appropriate instructional levels, that assures that all students are encouraged, and have the opportunity, to read and study the founding documents of America that are pertinent to understanding the principles, character, and world view of America's founders, including documents that contributed to the foundation or maintenance of America's representative republican form of limited government, the Bill of Rights, our free-market economic system, and patriotism. Each school district is required to permit a principal or teacher to use, read, or post in a public school building, classroom, or at any public school event any excerpts or portions of the documents, writings, speeches, proclamations, or records relating to the history, heritage, or foundation of the United States or the State of Oklahoma including, but not limited to, the:
1. Mayflower Compact;
2. Declaration of Independence;
3. Constitutions of the United States and the State of Oklahoma;
4. Federalist Papers;
5. Pledge of Allegiance;
6. National anthem;
7. Presidential records and speeches;
8. Acts and published records of Congress; and
9. United States Supreme Court decisions and records.
School districts may not limit or restrain instruction in American or Oklahoma state history or heritage based on religious references in documents, writings, speeches, proclamations, or the materials. These and any other materials shall be used for educational purposes only and not to establish or promote any religion. States that students may voluntarily choose to read, write, share, report, or otherwise study a topic which is religious in nature provided other students are provided with the same opportunity to freely choose a topic.
http://webserver1.lsb.state.ok.us/2009-10HB/HB1756_int.rtf
Title: H.B. 1756
Source: http://webserver1.lsb.state.ok.us
| |
| VA | Signed into law 04/2009 | P-12 | Adds one nonlegislative citizen member, who must be a student that has successfully completed the civics curriculum in his school division, to the membership of the Commission; extends the Commission.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+SB1453ER
Title: S.B. 1453
Source: http://leg1.state.va.us
| |
| WA | Signed into law 04/2009 | P-12 | Regards instruction in civics; requires the state board of education, if the board increases the number of course credits in social studies that are required for high school graduation, to also require that at least one-half credit of that requirement be coursework in civics.
Chapter 223
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2132.PL.pdf
Title: H.B. 2132
Source: http://apps.leg.wa.gov
| |
| Civic Education--Character Education |
| |
| CA | Vetoed 10/2009 | P-12 | Amends existing law that authorizes a pupil to be excused from school for specified reasons. Includes civic engagement activities offered by a nonprofit organization or a governmental entity among the types of absences that are excused. Provides a pupil may not be excused from school when the absence is due to participation in a demonstration or political campaign. Provides participation in civic engagement activities may not exceed 10 days per academic year. Defines "civic engagement activities" as volunteering to work in a community to help address a problem or interact with the institutions of representative democracy, and provides that such activities may include volunteering at a community-based nonprofit organization, serving on a neighborhood association, tutoring or mentoring young children, testifying before the local city council or appearing before a state or federal board or committee. Specifies that civic engagement activities do not include participation in a demonstration or political campaign, and prohibits a school from excusing a pupil from school when the absence is due to participation in a demonstration or political campaign. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0751-0800/ab_796_bill_20090910_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0751-0800/ab_796_vt_20091012.html
Title: A.B. 796
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 09/2009 | P-12 | Requires the Governor to annually proclaim March 30 of each year as Welcome Home Vietnam Veterans Day. Encourages schools to conduct exercises on that date each year to recognize the contributions of those involved in the conflict. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0701-0750/ab_717_bill_20090925_chaptered.pdf
Title: A.B. 717
Source: Lexis-Nexis/StateNet
| |
| IL | Signed into law 07/2009 | P-12 | Provides that each school district must require all students in grade 7 and all high school students enrolled in a course concerning U.S. history or a combination of U.S. history and American government to view the Congressional Medal of Honor film made by the Congressional Medal of Honor Foundation. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1675lv.pdf
Title: S.B. 1675
Source: Lexis-Nexis/StateNet
| |
| OH | Signed into law 07/2009 | P-12 | From DOE summary of H.B. 1: Prohibits school districts from preventing a teacher from having students recite the Pledge of Allegiance in the teacher's classroom. Prohibits school districts from altering the Pledge of Allegiance from the wording set forth in the United States Code (4 U.S.C. 4).
DOE summary of H.B. 1: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Pages 1159-1160 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3313.602
Source: www.legislature.state.oh.us
| |
| OR | Signed into law 06/2009 | P-12 | Establishes Oregon Civics Day for Teachers on first Friday in December; urges school districts to encourage teachers to participate in professional development opportunities focused on civics; declares emergency, effective July 1, 2009. Chapter 419
http://www.leg.state.or.us/09reg/measpdf/sb0300.dir/sb0374.en.pdf
Title: S.B. 374
Source: http://www.leg.state.or.us
| |
| OR | Signed into law 06/2009 | P-12 | Directs school districts that include a public high school to adopt plans to encourage students to register to vote and to vote in elections; requires the State Board of Education to incorporate voter registration skills into Essential Learning Skills. Chapter 702
http://www.leg.state.or.us/09reg/measpdf/hb3400.dir/hb3473.en.pdf
Title: H.B. 3473
Source: http://www.leg.state.or.us/
| |
| TX | Signed into law 06/2009 | P-12 | Allows certain high school students to serve as election clerks. Provides an excused absence for such service. Adds new section 33.092 allowing a student election clerk to apply such time served toward a school service requirement or school project requirement, subject to local discretion. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB01134F.pdf
Title: S.B. 1134
Source: www.legis.state.tx.us
| |
| AL | Signed into law 05/2009 | P-12 | Effective October 1, 2009. Establishes the Student Harassment Prevention Act. Requires local boards to adopt policies by July 2010 to prevent student harassment and suicide. Includes written and electronic acts motivated by a student characteristic in the definition of harassing behavior. Limits harassment to behavior that takes place on school property or school buses, or at school-sponsored events. Provides no student should be subject to harassment or intimidation. Allows any student who is the object of harassment (or student's parent) to file a written complaint. Requires all schools to develop plans or programs, including peer mediation teams, to encourage students to report and address incidents of harassment, violence or threats of violence. Directs the department to develop a model policy prohibiting harassment, violence and threats of violence that contains specified components, including procedures to report acts of intimidation or harassment, suicide threats, violence and threats of violence.
Requires schools to:
--Implement proven practices to promote safe and harassment-free school environments
--Implement proven practices to prevent harassment, intimidation, violence and threats of violence, and to intervene when such incidents occur
--Incorporate awareness of harassment and intimidation prohibitions into character education curricula
--Report statistics on harassment, violence and threats of violence to the local board, which must provide statistics by school and for the district as a whole to the department of education for posting on the department Web site.
Provides that, to the extent that legislative or local funds are available, all school systems must implement 12 specified suicide prevention standards and policies, including educating students in recognizing signs of suicidal tendencies, informing students of available community suicide prevention services, and promoting cooperation between school staff and community suicide prevention program staff. Effective October 1, 2009.
Title: H.B. 216
Source: www.lexis.com
| |
| NV | Signed into law 05/2009 | P-12 | Changes the name of the Youth Legislative Issues Forum to the Youth Legislature; revising the appointment process and eligibility requirements for the members; expands the eligibility requirements to authorize a pupil to apply not only to the Senator of the district in which the pupil resides, but also to the Senator of the district in which the pupil is enrolled in a public school or a private school or, if he is homeschooled, otherwise eligible to be enrolled in a public school. Chapter 73
http://leg.state.nv.us/75th2009/Bills/SB/SB161_EN.pdf
Title: S.B. 161
Source: http://www.leg.state.nv.us/
| |
| WA | Signed into law 05/2009 | P-12 | Eliminates the expiration of the legislative youth advisory council; provides that the council's duties are contingent on available funding. Chapter 410
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202009/5229-S.SL.pdf
Title: S.B. 5229
Source: http://apps.leg.wa.gov
| |
| OK | Signed into law 04/2009 | P-12 | Directs each school district to adopt a policy, with grade-level-appropriate instructional levels, that assures that all students are encouraged, and have the opportunity, to read and study the founding documents of America that are pertinent to understanding the principles, character, and world view of America's founders, including documents that contributed to the foundation or maintenance of America's representative republican form of limited government, the Bill of Rights, our free-market economic system, and patriotism. Each school district is required to permit a principal or teacher to use, read, or post in a public school building, classroom, or at any public school event any excerpts or portions of the documents, writings, speeches, proclamations, or records relating to the history, heritage, or foundation of the United States or the State of Oklahoma including, but not limited to, the:
1. Mayflower Compact;
2. Declaration of Independence;
3. Constitutions of the United States and the State of Oklahoma;
4. Federalist Papers;
5. Pledge of Allegiance;
6. National anthem;
7. Presidential records and speeches;
8. Acts and published records of Congress; and
9. United States Supreme Court decisions and records.
School districts may not limit or restrain instruction in American or Oklahoma state history or heritage based on religious references in documents, writings, speeches, proclamations, or the materials. These and any other materials shall be used for educational purposes only and not to establish or promote any religion. States that students may voluntarily choose to read, write, share, report, or otherwise study a topic which is religious in nature provided other students are provided with the same opportunity to freely choose a topic.
http://webserver1.lsb.state.ok.us/2009-10HB/HB1756_int.rtf
Title: H.B. 1756
Source: http://webserver1.lsb.state.ok.us
| |
| VA | Signed into law 04/2009 | P-12 | Adds one nonlegislative citizen member, who must be a student that has successfully completed the civics curriculum in his school division, to the membership of the Commission; extends the Commission.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+SB1453ER
Title: S.B. 1453
Source: http://leg1.state.va.us
| |
| WA | Signed into law 04/2009 | P-12 | Regards instruction in civics; requires the state board of education, if the board increases the number of course credits in social studies that are required for high school graduation, to also require that at least one-half credit of that requirement be coursework in civics.
Chapter 223
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2132.PL.pdf
Title: H.B. 2132
Source: http://apps.leg.wa.gov
| |
| Civic Education--Pledge of Allegiance |
| |
| OH | Signed into law 07/2009 | P-12 | From DOE summary of H.B. 1: Prohibits school districts from preventing a teacher from having students recite the Pledge of Allegiance in the teacher's classroom. Prohibits school districts from altering the Pledge of Allegiance from the wording set forth in the United States Code (4 U.S.C. 4).
DOE summary of H.B. 1: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Pages 1159-1160 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3313.602
Source: www.legislature.state.oh.us
| |
| OK | Signed into law 04/2009 | P-12 | Directs each school district to adopt a policy, with grade-level-appropriate instructional levels, that assures that all students are encouraged, and have the opportunity, to read and study the founding documents of America that are pertinent to understanding the principles, character, and world view of America's founders, including documents that contributed to the foundation or maintenance of America's representative republican form of limited government, the Bill of Rights, our free-market economic system, and patriotism. Each school district is required to permit a principal or teacher to use, read, or post in a public school building, classroom, or at any public school event any excerpts or portions of the documents, writings, speeches, proclamations, or records relating to the history, heritage, or foundation of the United States or the State of Oklahoma including, but not limited to, the:
1. Mayflower Compact;
2. Declaration of Independence;
3. Constitutions of the United States and the State of Oklahoma;
4. Federalist Papers;
5. Pledge of Allegiance;
6. National anthem;
7. Presidential records and speeches;
8. Acts and published records of Congress; and
9. United States Supreme Court decisions and records.
School districts may not limit or restrain instruction in American or Oklahoma state history or heritage based on religious references in documents, writings, speeches, proclamations, or the materials. These and any other materials shall be used for educational purposes only and not to establish or promote any religion. States that students may voluntarily choose to read, write, share, report, or otherwise study a topic which is religious in nature provided other students are provided with the same opportunity to freely choose a topic.
http://webserver1.lsb.state.ok.us/2009-10HB/HB1756_int.rtf
Title: H.B. 1756
Source: http://webserver1.lsb.state.ok.us
| |
| Class Size |
| |
| OH | Signed into law 07/2009 | P-12 | Authorizes the state superintendent, in the 2009 or 2010 academic year (or both) to waive the teacher/pupil ratio for grades K-4 as required by paragraph A(3) of rule 3301-35-05 of the administrative code if the following conditions apply:
(1) The local board of education requests the waiver
(2) After the department of education conducts an on-site evaluation of the district related to meeting the required ratio, the local board demonstrates to the state superintendent's satisfaction that providing the facilities necessary to meet the ratio would impose an extreme hardship on the district
(3) The local board provides assurances to the satisfaction of the state superintendent that the board will act in good faith to meet the required ratio as soon as possible.
Page 2828 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 265.50.20
Source: www.legislature.state.oh.us
| |
| NY | Signed into law 04/2009 | P-12 | Provides that a district that submitted a contract for excellence for the 2008-09 school year must submit a contract for excellence for the 2009-10 school year unless all schools in the district are identified as in good standing. Provides that a district that submitted a contract for excellence for 2007-08 and 2008-09 and that is required to submit a contract for excellence in 2009-10 but did not fully expend all of its 2007-08 foundation aid during the 2007-08 school year may reallocate and expend such unexpended funds in the 2008-09 and 2009-10 school years for allowable contract for excellence programs and activities.
Requires New York City school district to prepare a report to the commissioner by November 17, 2009 on the status of implemenetation of its plan to reduce average class sizes as required in the contract for excellence legislation. Specifies the information the report must provide about all schools that received class size reduction funds. http://assembly.state.ny.us/leg/?bn=A00157&sh=t
Title: A.B. 157 - Part A, Sections 1-5
Source: assembly.state.ny.us
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| Curriculum |
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| WI | Signed into law 12/2009 | P-12 | Requires social studies instruction in public schools to include the history of organized labor in America and the collective bargaining process. Act No. 99
http://www.legis.state.wi.us/2009/data/acts/09Act99.pdf
Title: A.B. 172
Source: http://www.legis.state.wi.us
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| IL | Signed into law 08/2009 | P-12 | Requires the state board of education, subject to appropriation, to provide grants to institutions of higher education that offer state-approved agricultural science teacher preparations programs and public community colleges that provide an articulated agricultural science teacher education course of study. Makes changes concerning the activities for which such funds may be used. http://www.ilga.gov/legislation/96/HB/PDF/09600HB3600lv.pdf
Title: H.B. 3600
Source: Lexis-Nexis/StateNet
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| IL | Signed into law 08/2009 | P-12
Postsec. | Requires the state board of education to promote an annual campaign about disability history and awareness in the state. Requires a school district to provide instruction on disability history, people with disabilities and the disability rights movement. Requires the regional superintendent of schools to monitor a school district's compliance with this curricular requirement during his/her annual compliance visit. Permits public postsecondary institutions to conduct and promote activities that provide education on, awareness of and an understanding of disability history, people with disabilities and the disability rights movement. http://www.ilga.gov/legislation/96/HB/PDF/09600HB1035lv.pdf
Title: H.B. 1035
Source: www.ilga.gov
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| NC | Signed into law 08/2009 | P-12 | Requires credit education for all students; provides that each student receive personal financial literacy instruction that includes the true cost of credit, choosing and managing a credit card, borrowing money for an automobile or other large purchase, home mortgages, credit scoring and credit reports, and other relevant financial literacy issues; requires the State Board of Education to determine into which courses and grade levels the curriculum shall be integrated. http://www.ncleg.net/Sessions/2009/Bills/House/PDF/H1474v5.pdf
Title: H.B. 1474
Source: http://www.ncleg.net
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| HI | Veto overridden: legislature has overridden governor's veto 07/2009 | P-12 | Requires sexuality health education programs funded by the state to provide medically accurate and factual information that includes education on abstinence, contraception and methods of disease prevention.
Bill text: http://www.capitol.hawaii.gov/session2009/Bills/SB777_HD1_.HTM
Governor's veto message: http://www.capitol.hawaii.gov/session2009/bills/GM827_.PDF
Title: S.B. 777
Source: Lexis-Nexis/StateNet
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| LA | Signed into law 06/2009 | P-12 | Requires public schools to provide a specified amount of physical activity each school day for students in specified grades; provides for the establishment of school health advisory councils by each city, parish and local public school board; provides that the councils shall advise on issues relative to compliance with school vending machine restrictions, use of physical fitness assessment results, and school recess policies.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=663587
Title: H.B. 400
Source: http://www.legis.state.la.us/
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| NC | Signed into law 06/2009 | P-12 | Removes the requirement that local school administrative units (LEAs) provide only abstinence until marriage education and requires LEAs to provide reproductive health and safety education in grades seven through nine; requires such education to include instruction on sexually transmitted diseases, contraceptive methods, and sexual assault and abuse; requires LEAs to provide a comprehensive school health education program that meets all the requirements of this subsection and all the objectives established by the State Board.
http://www.ncga.state.nc.us/Sessions/2009/Bills/House/PDF/H88v8.pdf
Title: H.B. 88
Source: http://www.ncga.state.nc.us
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| NJ | Signed into law 06/2009 | P-12 | Establishes pilot program in Department of Education to provide instruction in personal finance to high school seniors.
http://www.njleg.state.nj.us/2008/Bills/A2000/1943_I1.HTM
Title: A.B. 1943
Source: http://www.njleg.state.nj.us
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| TX | Signed into law 06/2009 | P-12 | Bars the state from issuing a driver's license to a person under the age of 25 unless the person submits a driver education certificate that states that the person has completed and passed a state education agency-approved driver education and traffic safety course or driver education course (or approved equivalent), or if the person is 18 years of age or older, a driver education course approved by the Texas Education Agency. Authorizes the commissioner to charge a fee to each driver
education school in an amount not to exceed the actual expense incurred in the regulation of driver education courses. Directs the commissioner of education by rule to establish the curriculum and designate the educational materials a driver education course for minors and adults and a driver education course for adults only. Takes effect March 2010. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB01317F.pdf
Title: S.B. 1317
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 06/2009 | P-12 | Requires districts to consider offering a driver's education course each school year. Authorizes districts to charge fees for courses or contract with a driver education school. Establishes requirements for minimum hours of behind-the-wheel and observation instruction in driver's education courses. Bars the issue or renewal of an individual's driver's education instructor license if the individual has 6 or more points assigned to his/her license. Requires the state to collect data on collisions of students taught by public schools, licensed driver education schools, and other entities that offer driver education courses, and on the collision rate of students taught by certain course instructors. Requires the state to issue an annual report listing the collision rate for students taught by each driver education entity and the collision rate for students taught by specified course instructors, noting the severity of collisions involving students of each entity and each type of course.
Directs the department of public safety to appoint a task force to review and make recommendations on the effectiveness of materials provided by the state education agency for use in driver training schools. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02730F.pdf
Title: H.B. 2730 - Sections 12.02 through -.04, 12.08, 12.13
Source: www.legis.state.tx.us
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| IN | Signed into law 05/2009 | P-12 | Requires public schools, charter schools and accredited nonpublic schools to provide instruction in personal financial responsibility to students in grades 9 through 12. Public Law 154.
http://www.state.in.us/legislative
Title: H.B. 1581
Source: http://www.state.in.us
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| KS | Signed into law 05/2009 | P-12 | Requires the State Board of Education to develop state curriculum standards for personal financial literacy for all grade levels within the existing mathematics or other appropriate subject matter curriculum. Also requires the State Board to encourage school districts, when selected textbooks for mathematics, economics, family and consumer science, accounting or other appropriate courses, to select textbooks containing substantive provisions on personal finance. Chapter 2009-139
http://www.kslegislature.org/bills/2010/84.pdf
Title: S.B. 84
Source: http://www.kslegislature.org
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| MN | Signed into law 05/2009 | P-12 | Establishes world language proficiency certificates. Permits all Minnesota schools to awards Minnesota World Language Proficiency Certificates or Minnesota World Language Proficiency High Achievement Certificates. Outlines the requirements a student must achieve to receive a World Language Proficiency Certificate. Outlines the requirements a student must achieve to receive a World Language Proficiency High Achievement Certificate.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
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| MN | Signed into law 05/2009 | P-12 | Establishes a process for the commissioner and qualified experts and other stakeholders including parents and teachers to develop a model that projects anticipated high school performance on preparation and rigorous coursework measures and compares schools with similar schools.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
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| ND | Signed into law 05/2009 | P-12 | Beginning July 1, 2010, each school district shall ensure that its curriculum for either
economics or problems of democracy includes the exposure of students to concepts of
personal finance, including:
a. Checkbook mechanics, including writing checks, balancing, and statement
reconciliation;
b. Saving for larger purchases;
c. Credit, including credit card usage, interest, and fees;
d. Earning power, including jobs for teenagers;
e. Taxation and paycheck withholdings;
f. College costs;
g. Making and living within a budget; and
h. Mortgages, retirement savings, and investments.
Upon written request, the state superintendent may allow a school district annually to select courses other than economics or problems of democracy for purposes of
exposing students to the concepts of personal finance, as listed in this section, provided the school district can demonstrate that the number of students exposed to the concepts in
the other selected courses would meet or exceed the number of students exposed under the requirements of subsection 1. The requirements may be provided by the regular classroom teacher of the course in which the concepts of personal finance are incorporated.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Sec. 25, Personal Finance
Source: http://www.legis.nd.gov
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| OH | Adopted 05/2009 | P-12 | Sets criteria for family and consumer sciences programs in grades 7-12. Requires all such programs to be approved by the department of education. http://www.registerofohio.state.oh.us/pdfs/3301/0/61/3301-61-04_PH_FF_N_RU_20090513_1242.pdf
Title: OAC 3301-61-04
Source: www.registerofohio.state.oh.us
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| TN | Signed into law 05/2009 | Postsec. | Authorizes any student to substitute three semester or three quarter hours of American government for three of the semester or quarter hours in American history required for a baccalaureate degree if offered by the higher education institution (was 6 semester hours/9 quarter). http://wapp.capitol.tn.gov/apps/billinfo/BillSummaryArchive.aspx?BillNumber=SB1073&ga=106
Title: S.B. 1073
Source: http://wapp.capitol.tn.gov
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| TX | Signed into law 05/2009 | P-12 | Authorizes a driver education school to teach all or part of the classroom portion of an approved driver education course by an alternative method of instruction that does not require students to be present in a classroom if the commissioner of education approves the alternative method. Requires that the alternative method include testing and security measures equivalent to those in the usual classroom setting and satisfies any other applicable requirements. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00858F.pdf
Title: S.B. 858
Source: Lexis-Nexis/StateNet
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| AR | Signed into law 04/2009 | P-12 | Creates the State Legislative Task Force on the assessment and improvement of state history education in public schools.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1462.pdf
Title: S.B. 452
Source: http://www.arkleg.state.ar.us
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| MD | Signed into law 04/2009 | P-12 | Authorizes the State Department of Education to develop a standardized course numbering system to facilitate the collection of data on student participation in courses offered in the public schools; authorizes each county school system to adopt the standardized course numbering system on a voluntary basis; requires a specified county school system to provide a translation of course numbers under specified circumstances.
http://mlis.state.md.us/2009rs/bills/hb/hb0588e.pdf
Title: H.B. 588
Source: http://mlis.state.md.us/
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| MD | Signed into law 04/2009 | P-12 | Requires each local school system to develop and implement an annual physical fitness measurement program; establishes specified program elements for the fitness measurement programs; requires the State Department of Education to take specified steps to support the establishment of the fitness measurement programs; requires the Department to establish an Advisory Council on Health and Physical Education; provides for the membership of the Advisory Council.
http://mlis.state.md.us/2009rs/bills/sb/sb0879t.pdf
Title: S.B. 879
Source: http://mlis.state.md.us
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| MD | Signed into law 04/2009 | P-12 | Authorizes local school systems to develop and implement Wellness Policy Implementation and Monitoring Plans to establish baseline student data for the health-related components of physical fitness and to assist students with personal fitness plans; relates to funding.
http://mlis.state.md.us/2009rs/bills/hb/hb1264t.pdf
Title: H.B. 1264; S.B. 879
Source: http://mlis.state.md.us/
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| MT | Signed into law 04/2009 | P-12 | Each agricultural education program in the state that completes the national quality program standard evaluation as adopted by rule and submits a plan of improvement to the office of public instruction's agricultural education specialist must receive a one-time payment of $500. Each of the 76 active agricultural education programs in the state that submits a detailed budget to increase the quality of its agricultural education program based on the plan of improvement may receive a one-time payment of up to $1,000. Each school that adds agricultural education to its curriculum and recruits and retains an endorsed agricultural education teacher must receive a one-time payment of up to $7,500.
http://data.opi.mt.gov/bills/2009/billpdf/HB0464.pdf
Title: H.B. 464
Source: http://data.opi.mt.gov/
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| ND | Signed into law 04/2009 | P-12 | Provides for inclusion of the Declaration of Independence and the United States Constitution in the school social studies curriculum; provides for graduation requirements. http://www.legis.nd.gov/assembly/61-2009/bill-text/JBDQ0500.pdf
Title: H.B. 1435
Source: http://www.legis.nd.gov
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| NM | Signed into law 04/2009 | P-12 | Requires that media literacy be offered as an elective for public school students in grades six through twelve.
http://nmlegis.gov/Sessions/09%20Regular/final/HB0342.pdf
Title: H.B. 342
Source: http://nmlegis.gov/
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| OK | Signed into law 04/2009 | P-12 | Directs each school district to adopt a policy, with grade-level-appropriate instructional levels, that assures that all students are encouraged, and have the opportunity, to read and study the founding documents of America that are pertinent to understanding the principles, character, and world view of America's founders, including documents that contributed to the foundation or maintenance of America's representative republican form of limited government, the Bill of Rights, our free-market economic system, and patriotism. Each school district is required to permit a principal or teacher to use, read, or post in a public school building, classroom, or at any public school event any excerpts or portions of the documents, writings, speeches, proclamations, or records relating to the history, heritage, or foundation of the United States or the State of Oklahoma including, but not limited to, the:
1. Mayflower Compact;
2. Declaration of Independence;
3. Constitutions of the United States and the State of Oklahoma;
4. Federalist Papers;
5. Pledge of Allegiance;
6. National anthem;
7. Presidential records and speeches;
8. Acts and published records of Congress; and
9. United States Supreme Court decisions and records.
School districts may not limit or restrain instruction in American or Oklahoma state history or heritage based on religious references in documents, writings, speeches, proclamations, or the materials. These and any other materials shall be used for educational purposes only and not to establish or promote any religion. States that students may voluntarily choose to read, write, share, report, or otherwise study a topic which is religious in nature provided other students are provided with the same opportunity to freely choose a topic.
http://webserver1.lsb.state.ok.us/2009-10HB/HB1756_int.rtf
Title: H.B. 1756
Source: http://webserver1.lsb.state.ok.us
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| VA | Signed into law 03/2009 | P-12 | Requires the Board of Education to establish objectives for Holocaust education with an emphasis on the causes and ramifications of the Holocaust; provides that such objectives must be infused into the appropriate curriculum areas and Standards of Learning.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB2409ER
Title: H.B. 2409
Source: http://leg1.state.va.us
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| VA | Signed into law 03/2009 | P-12 | Requires that minor applicants for a driver's license show they have successfully completed, with a parent or guardian, an in-person 90-minute or longer driver safety course prescribed by DMV; increases the learner's permit issuance fee.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB1782ER
Title: H.B. 1782
Source: http://leg1.state.va.us/
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| VT | Signed into law 03/2009 | P-12 | Intended to implement the November 2008 Report of the Senate Committee on Judiciary's 34-Point Comprehensive Plan for Vermont's Sexual Abuse Response System. Puts an emphasis on prevention by implementing a comprehensive statewide approach to the prevention of child sexual abuse; includes a sexual abuse prevention component in all school health curricula; conducts outreach efforts to raise awareness of families and communities about child sexual abuse; requires school districts to check the child abuse and neglect registry and vulnerable adult abuse, neglect, and exploitation registry prior to hiring staff or volunteers, and to conduct periodic rechecks of the registries.
http://www.leg.state.vt.us/docs/2010/bills/Passed/S-013.pdf
Title: S.B. 13
Source: http://www.leg.state.vt.us
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| VA | Signed into law 02/2009 | P-12 | Adds the value and benefits of marriage for men, women, children, and communities to the list of topics to be covered in family life education curricula.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+SB827ER
Title: S.B. 827
Source: http://leg1.state.va.us/
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| VA | Signed into law 02/2009 | P-12 | Adds the value and benefits of marriage for men, women, children, and communities to the list of topics to be covered in family life education curricula.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB1746ER
Title: H.B. 1746
Source: http://leg1.state.va.us/
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| VA | Signed into law 02/2009 | P-12 | Requires school divisions to include a detailed statement in the summary already required by law to be issued to parents and guardians to assist them in understanding the family life education program implemented in the school division, if the curriculum of the program offers only abstinence education.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB1980ER
Title: H.B. 1980
Source: http://leg1.state.va.us
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| Curriculum--Arts Education |
| |
| TX | Signed into law 06/2009 | P-12 | Requires the state board to adopt rules requiring students in grades 6-8 to complete at least one fine arts course.
Each time the Texas Higher Education Coordinating Board revises the Internet database of the coordinating board's official statewide inventory of workforce education courses, requires the state board of education to revise the essential knowledge and skills (standards) of any corresponding career and technology education curriculum.
Clarifies that a school district may not vary the curriculum for a course in the required curriculum based on whether a student is enrolled in the minimum, recognized, or advanced high school program.
Pages 24-25 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 25
Source: www.legis.state.tx.us
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| OK | Signed into law 05/2009 | P-12 | Creates the Oklahoma School for the Visual and Performing Arts; provides for a board of trustees; provides for appointment of board; defines terms; states terms, powers and duties of board; provides for filling of vacancies; provides for travel reimbursement; creates the Oklahoma School for the Visual and Performing Arts Revolving Fund; states purposes for which funds may be used; authorizes adoption of rules; states legislative intent.
http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB1737_ENR.RTF
Title: H.B. 1737
Source: http://webserver1.lsb.state.ok.us
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| SC | Signed into law 04/2009 | P-12 | Allows local school districts and special schools to transfer funds among appropriated revenues in order to ensure the delivery of academic and arts instruction; allows school districts suspend certain professional staffing ratios; negotiates salaries for retired teachers; allows school districts to furlough teachers and district administrators; allows school districts to purchase the most economical type of bus fuel. http://www.scstatehouse.gov/cgi-bin/query.exe?first=DOC&querytext=3352&category=Legislation&session=118&conid=4711663&result_pos=0&keyval=1183352
Title: H.B. 3352
Source: http://www.scstatehouse.gov
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| KY | Signed into law 03/2009 | P-12 | Repeals language referring to the Commonwealth Accountability Testing System (CATS). Directs the state board, using the revised content standards to be approved by December 15, 2010, to implement an annual statewide assessment system for implementation in the 2011-12 school year. Requires the board, in developing the assessment system, to also seek the advice of the Education Assessment and Accountability Review Subcommittee within the Legislative Research Commission. Calls for the implementation of:
(1) Grades 3-8 criterion-referenced assessments in reading and math, augmented with a customized or commercially available norm-referenced test to provide national profiles
(2) Criterion-referenced assessments in science and social studies, to be administered once each in the elementary and middle grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(3) An on-demand writing assessment to be administered once in the elementary grades, twice in the middle grades, and twice in the high school grades
(4) An editing and mechanics test for writing, using multiple choice and constructed response items, to be administered once each in the elementary and middle grades, and twice in the high school grades
(5) A grade 8 high school readiness exam in English, reading, math and science; except the readiness assessment may be administered in grade 9 if the state board determines moving the test would be in students' best interest
(6) A criterion-referenced test in math, reading and science administered once during high school grades, that measures the depth and breadth of the academic content standards that are not covered in the ACT administered to all juniors
(7) A criterion-referenced social studies test administered once during high school grades, augmented with a customized or commercially available norm-referenced test to provide national profiles
(8) A grade 10 college-readiness test in English, reading, math and science
(9) The ACT, testing English, reading, math and science, administered in grade 11.
Adds that student scores on the grade 8 high school readiness or grade 10 college-readiness test indicate advanced work is required in English, reading or math must have intervention strategies for accelerated learning incorporated into his or her learning plan.
Provides the criterion-referenced assessments must have constructed response and multiple choice items, and that the nationally normed assessments must be multiple-choice. Permits the state board to adopt end-of-course exams in lieu of criterion-referenced tests. Provides that assessment results must be used to determine appropriate instructional modifications to allow all students to make continuous progress, including students who are advanced learners. Requires the state board to conduct periodic alignment studies that compare the norm-referenced tests with the breadth and depth of the standards. Authorizes the state board, based on the findings of these studies, to decrease the number of criterion-referenced items.
Beginning in the 2011-12 school year, requires all districts to administer the statewide assessments during the last 14 days of school. Provides testing may take no more than five days. Directs the state board to adopt regulations on the procedures to be used during the testing process to ensure test security, including procedures for testing makeup days. Requires the state board, in revising the assessment system for implementation in 2011-12, to ensure that a technically sound longitudinal comparison of the assessment results for the same students be made available.
New KRS 158.6453(1)(e) defines formative assessment as a process used by teachers and students during instruction to adjust ongoing teaching and learning to improve students' achievement of intended instructional outcomes. Specifies formative assessments may be commercial assessments, classroom observations, teacher-designed classroom tests and assessments, and other processes and assignments to gain information about individual student learning.
Provides the assessment program may include formative and summative (i.e., semester- or year-end) assessments that:
(1) Measure student achievement in language, reading, English, mathematics, science and social studies
(2) Provide diagnostic information identifying individual students' strengths and academic deficiencies in the content areas
(3) Provide comparisons with national norms for math, reading, social studies, and science, and where available, comparisons to other states
(4) Provide teachers with information that can enable them to improve instruction for current and future students
(5) Provide longitudinal profiles for students
(6) Ensure school and district accountability for meeting state education goals.
Beginning with the 2011-12 school year, requires every school serving primary-level students to use developmentally appropriate diagnostic assessments and prompts to measure readiness in reading and mathematics. Provides the results must be used to inform teachers and parents of each student's skill level.
Adds that one use of Commonwealth school improvement grant funds may be to help teachers and administrators make better use of formative and summative, performance-based assessments.
Requires the assessment program to include state and local program reviews and audits in selected content areas. Provides that state and local program reviews and audits must provide schools with annual feedback on selected programs and serve as indicators of the quality of students' educational experiences. Requires program reviews and audits to provide recommendations for improving teaching and assessment, and to ensure school and district accountability for student achievement. Beginning in the 2011-12 school year, the state assessment program must include program reviews and program audits for arts and humanities, practical living skills and career studies, and the writing programs, the results of which to be included in the state accountability system.
Directs the department of eductation to provide guidelines for (1) arts and humanities programs, (2) practical living skills and career studies, and (3) effective writing programs, and for the integration of the arts and humanities and practical living skills and career studies guidelines into every school's curriculum. Also requires (1) practical living skills and career studies and (2) effective writing program guidelines to be integrated into the curriculum of all teacher preparation programs. Directs the department of education to establish (1) arts and humanities program, (2) practical living skills and career studies and (3) effective writing program criteria for use in program review and audit processes, along with the procedures recommended for local district and department program reviews and program audits. Requires the department to distribute the criteria and procedures for program reviews and audits to all schools and teacher preparation programs. Directs every district to conduct an annual program review, and the department of education to review every school's programs in these three areas within a two-year period. Requires every school-based decision making council to analyze its school's program review findings and determine how it will address program recommendations to improve the program for students. Requires the department to ensure that all schools and districts understand how the program review and audit results will be included in the accountability system, and to provide assistance to improve the quality of such programs.
Specifies that the writing program must incorporate a variety of language resources, technological tools and multiple opportunities for students to develop complex communication skills for a variety of purposes. Provides that writing portfolios must be part of any K-12 writing program, must be part of the required criteria for the writing program review and audit process, and must be maintained for each student, following the student from grade to grade and to any school the student may enroll in.
Requires the state board to adopt rules that prohibit inappropriate test preparation activities by district employees charged with test administration and oversight, including the issue of teachers being required to do test practice in lieu of regular classroom instruction and test practice outside the normal work day. Provides the revisions must include disciplinary sanctions that may be taken toward a school or individuals.
Amends KRS 158.816 to replace CATS with reference to revised assessment system (in provision requiring annual analysis of and report on achievement of technical education students who have completed or are enrolled in an at least 3-credit sequence of a technical program.
Pages 6-23 [Section 2(3)], 31-32 [Section 6], 40-42 [Section 9], and 44-45 [Section 11] of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 2(3), 6, 9 and 11
Source: www.lrc.ky.gov
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| Curriculum--Core Curriculum |
| |
| WA | Signed into law 04/2009 | P-12 | Section 113 charged the office of the superintendent of public instruction with making biennial determinations of the state educational system's capacity to: provide the capital facilities necessary to support a particular instructional program; the staffing levels necessary to support an instructional program—both in terms of actual numbers of staff and in terms of experience level and type of staff; higher education system's capacity to prepare the next generation of education and the availability of data and a data system capable of helping the state allocate appropriate resources in a manner consistent with evidence-based practices that are shown to improve student learning. Office of the superintendent is to present this capacity report on a biennial basis beginning December 1, 2010.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2261-S.PL.pdf
Title: H.B. 2261--Section 113, Capacity
Source: http://apps.leg.wa.gov
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| Curriculum--Drivers Education |
| |
| IL | Adopted 11/2009 | P-12 | Partially from "Notice of Adopted Amendments" in Illinois Register (changes from this rulemaking but not listed below are technical in nature or echo recent changes in legislation):
Section 1.20: Revised to distinguish among the appropriate levels of sign-off on the corrective plan a district must submit depending on whether a school or the district has been placed on probation. Adds a provision allowing a district's or school's status to be changed to "nonrecognized" if, at any time that a corrective action plan is in effect, the state superintendent determines that the agreed-upon actions are not being implemented in accordance with the plan or the underlying areas of noncompliance are not being remedied.
Section 1.30: Updated to refer to state assessment accommodations now allowed for limited English proficient students, and now specifies when time extensions will be made available to those students (in response to P.A. 94-642, which authorized the state board to allow additional time "by rule"). Revises labels used to describe scores on the Illinois Alternate Assessment, and updates rule on review and verification of assessment information.
Section 1.100: Adds details so that staff of districts and other eligible applicants will have more specific guidance as to what is expected as part of the process for receiving waivers and modifications of requirements in the school code or administrative rules.
Section 1.240: Expanded to include a reference to gender identity among the prohibited bases for discrimination because it may otherwise not be clear that gender identity is encompassed in the definition of "sexual orientation".
Section 1.420: Adds provision specifying that each district's plan for recording student progress and/or awarding credit must include credit for courses completed by correspondence, online or from other external sources. Specifies that a district may count four clock-hours as a day of instruction only due to a condition beyond the district's control; specifies other requirements that must be met for the state superintendent to approve a district's request to use "multiple sessions" to fulfill school day requirements. Specifies that students in attendance for at least 150 but fewer than 240 minutes of school work may be counted for a half-day of attendance; students in attendance for fewer than 150 minutes of school work are not to be counted for purposes of calculating average daily attendance. Emphasizes the meaning of the portion of the rule on library media programs that distinguishes between the services that may be performed only by certified library information specialists and the other tasks that may be inherent in districts' operation of their programs.
Section 1.465 (on awarding of credit for foreign language study in an ethnic school program) and 1.480 (on correctional institution educational programs): Generally updated, including the insertion of current statutory citations.
Section 1.510: Main revision conveys state board's interpretation that districts may not pick and choose among students in the same situation once they elect to transport some students.
Section 1.737: Updated to complement new requirements for endorsements in safety and driver education that will take effect in 2012.
Pages 324-388 of 432: http://www.cyberdriveillinois.com/departments/index/register/register_volume33_issue45.pdf
Title: 23 IAC 1.20, .30, .100, .240, .420, .465, .480, .510, .737
Source: www.cyberdriveillinois.com
| |
| IL | Adopted 11/2009 | P-12 | Amends rules to provide flexibility for school districts with students who require adaptive driver's education for the behind-the-wheel component of the course. Allows such districts to contract for the provision of the behind-the-wheel portion of the course for such students. Pages 407-415 of 432: http://www.cyberdriveillinois.com/departments/index/register/register_volume33_issue45.pdf
Title: 23 IAC 252.20, .30, .40
Source: www.cyberdriveillinois.com
| |
| IL | Signed into law 08/2009 | P-12 | Clarifies that Internet safety component must be taught at least once a school year to students in grades 3-12. Requires one class period a week in grades 1-8 to be devoted to safety education. Specifies content that must be included in driver education courses. Establishes minimum clock hours of classroom and individual behind-the-wheel instruction for driver education courses. Eliminates availability of driver education courses to district residents between the ages of 15-21 who are not enrolled in any other course offered in any district school. Eliminates provisions related to districts' offering of driver education courses to residents over age 55. Authorizes districts to charge a fee to students participating in driver education courses.
Pages 35-46 of 63: http://www.ilga.gov/legislation/96/SB/PDF/09600SB1977lv.pdf
Title: S.B. 1977 - Safety Education and Driver Education
Source: www.ilga.gov
| |
| IL | To governor 06/2009 | P-12 | Amends the definition of an approved driver education course to include any driver education course given at an approved Department of Defense Education Activity school that is taught by an adult driver education instructor or traffic safety officer. Sets forth requirements to operate an enhanced skills driving facility and standards for the Secretary of State to deny, cancel, suspend or revoke, renew, or refuse to renew enhanced skills driving school licenses. Defines enhanced skills driving school. http://www.ilga.gov/legislation/96/SB/PDF/09600SB2217lv.pdf
Title: S.B. 2217
Source: Lexis-Nexis/StateNet
| |
| NC | Signed into law 06/2009 | P-12
Postsec.
Community College | Authorizes community colleges to offer noncredit courses in safe driving to high school students on a self-supporting basis during the academic year or the
summer. http://www.ncga.state.nc.us/Sessions/2009/Bills/House/PDF/H391v5.pdf
Title: H.B. 391
Source: http://www.ncga.state.nc.us
| |
| OR | Signed into law 06/2009 | P-12 | Requires the Department of Transportation to reimburse a public school or commercial driver training school for the cost of providing a course of traffic safety education that is certified by the department; prohibits a public school or commercial driver training school from charging tuition that is greater than a certain amount. Chapter 394
http://www.leg.state.or.us/09reg/measpdf/sb0100.dir/sb0125.en.pdf
Title: S.B. 125
Source: http://www.leg.state.or.us
| |
| OR | Signed into law 06/2009 | P-12 | Increases the insurance coverage required for an applicant or holder of a commercial driver training school certificate; eliminates the insurance coverage requirement for a commercial driver training school that provides only classroom training. Chapter 543
http://www.leg.state.or.us/09reg/measpdf/hb2200.dir/hb2233.en.pdf
Title: H.B. 2233
Source: http://www.leg.state.or.us/
| |
| TX | Signed into law 06/2009 | P-12 | Requires driver education curriculum to include information regarding distractions while driving, including the effect of using a wireless communication device while driving. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB01107F.pdf
Title: S.B. 1107
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 06/2009 | P-12 | Bars the state from issuing a driver's license to a person under the age of 25 unless the person submits a driver education certificate that states that the person has completed and passed a state education agency-approved driver education and traffic safety course or driver education course (or approved equivalent), or if the person is 18 years of age or older, a driver education course approved by the Texas Education Agency. Authorizes the commissioner to charge a fee to each driver
education school in an amount not to exceed the actual expense incurred in the regulation of driver education courses. Directs the commissioner of education by rule to establish the curriculum and designate the educational materials a driver education course for minors and adults and a driver education course for adults only. Takes effect March 2010. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB01317F.pdf
Title: S.B. 1317
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 06/2009 | P-12 | Requires districts to consider offering a driver's education course each school year. Authorizes districts to charge fees for courses or contract with a driver education school. Establishes requirements for minimum hours of behind-the-wheel and observation instruction in driver's education courses. Bars the issue or renewal of an individual's driver's education instructor license if the individual has 6 or more points assigned to his/her license. Requires the state to collect data on collisions of students taught by public schools, licensed driver education schools, and other entities that offer driver education courses, and on the collision rate of students taught by certain course instructors. Requires the state to issue an annual report listing the collision rate for students taught by each driver education entity and the collision rate for students taught by specified course instructors, noting the severity of collisions involving students of each entity and each type of course.
Directs the department of public safety to appoint a task force to review and make recommendations on the effectiveness of materials provided by the state education agency for use in driver training schools. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02730F.pdf
Title: H.B. 2730 - Sections 12.02 through -.04, 12.08, 12.13
Source: www.legis.state.tx.us
| |
| TX | Signed into law 05/2009 | P-12 | Authorizes a driver education school to teach all or part of the classroom portion of an approved driver education course by an alternative method of instruction that does not require students to be present in a classroom if the commissioner of education approves the alternative method. Requires that the alternative method include testing and security measures equivalent to those in the usual classroom setting and satisfies any other applicable requirements. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00858F.pdf
Title: S.B. 858
Source: Lexis-Nexis/StateNet
| |
| NH | Signed into law 04/2009 | P-12 | Increases the hours of supervised driving time required to complete driver education and adds a requirement that 10 of those hours be at night.
http://www.gencourt.state.nh.us/legislation/2009/HB0099.html
Title: H.B. 99
Source: http://www.gencourt.state.nh.us
| |
| VA | Signed into law 03/2009 | P-12 | Requires that minor applicants for a driver's license show they have successfully completed, with a parent or guardian, an in-person 90-minute or longer driver safety course prescribed by DMV; increases the learner's permit issuance fee.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB1782ER
Title: H.B. 1782
Source: http://leg1.state.va.us/
| |
| Curriculum--Environmental Education |
| |
| OR | Signed into law 06/2009 | P-12 | Establishes the Environmental Literacy Task Force; directs the task force to develop an Environmental Literacy Plan for students in the State. Chapter 772
http://www.leg.state.or.us/09reg/measpdf/hb2500.dir/hb2533.en.pdf
Title: H.B. 2544
Source: http://www.leg.state.or.us/
| |
| TX | Signed into law 06/2009 | P-12 | Abolishes the Texas Environmental Education Partnership Fund. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02748F.pdf
Title: H.B. 2748
Source: Lexis-Nexis/StateNet
| |
| Curriculum--Family Living Education |
| |
| TX | Became law without governor's signature 06/2009 | P-12 | At the district's discrection, authorizes a teacher of a mandated parenting and paternity awareness program in the high school health curriculum to modify the suggested sequence and pace of the program. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB01219F.pdf
Title: S.B. 1219
Source: www.legis.state.tx.us
| |
| TX | Became law without governor's signature 06/2009 | P-12 | Authorizes districts to use in the middle school or junior high curriculum the parenting and paternity awareness (p.a.p.a.) program that is mandated for use in the high school health curriculum (http://www.tahperd.org/HOME_PDFs/papa_overview_wcontact.pdf). Permits a teacher, at the district's discretion, to modify the suggested sequence and pace of the program at any grade level. Authorizes districts to develop or adopt research-based programs and curriculum materials for use in conjunction with p.a.p.a. program. Directs the state education agency to evaluate such research-based programs and materials and distribute information about them to other districts. Specifies that a student younger than 14 may not participate in p.a.p.a. or research-based program without parental permission. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03076F.pdf
Title: H.B. 3076
Source: www.legis.state.tx.us
| |
| OH | Adopted 05/2009 | P-12 | Sets criteria for family and consumer sciences programs in grades 7-12. Requires all such programs to be approved by the department of education. http://www.registerofohio.state.oh.us/pdfs/3301/0/61/3301-61-04_PH_FF_N_RU_20090513_1242.pdf
Title: OAC 3301-61-04
Source: www.registerofohio.state.oh.us
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| Curriculum--Financial Literacy/Economics Ed. |
| |
| IL | Signed into law 08/2009 | Postsec. | Creates the Credit Card Marketing Act of 2009. Requires institutions of higher education that enter into an agreement to market credit cards to students pursuing an education, or that allow their student groups, alumni associations, or affiliates to enter into such agreements, to make a financial education program available to all students. Specifies required components of a financial education program. Requires any institution of higher education, including its agents, employees, or student or alumni organizations, or affiliates that receive any funds from the distribution of credit card applications, to divulge specified information, including amount of funds or other items of value received from the arrangement, and the way those funds were expended in the previous school year. Prohibits certain gifts or inducements to students to encourage them to complete credit card applications. Prohibits school district and postsecondary institution agents, employees, student or alumni associations, or any affiliates from providing student information to any business or financial institution that issues credit or debit cards. http://www.ilga.gov/legislation/96/HB/PDF/09600HB2352lv.pdf
Title: H.B. 2352
Source: www.ilga.gov
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| OH | Signed into law 07/2009 | P-12 | Defines "business education" for purposes of this section as including accounting, career development, economics and personal finance, entrepreneurship, information technology, management and marketing. Directs the state board, by July 2010, to adopt business education standards for grades 7-12. Directs the department to provide the standards to all school districts, community schools and STEM schools, and permits any school district, community school or STEM school to use the standards. Provides that the business education standards supplement, and do not supersede, academic content standards adopted under section 3301.079 of the Revised Code. Page 1016 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.0719
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 07/2009 | P-12 | Section 3301.079(A)(2). Requires the state board to adopt K-12 standards for instruction in financial literacy and entrepreneurship, which must meet the same requirements as standards in the core areas of English, math, science and social studies (i.e., the standards must specify: (1) The content and skills at each grade level that will allow students to be prepared for postsecondary instruction and the workplace for success in the 21st century; (2) The development of skill sets as they relate to creativity and innovation, critical thinking and problem solving, and communication and collaboration; (3) The development of skill sets that promote information, media and technological literacy; and (4) The development of skill sets that promote personal management, productivity and accountability, and leadership and responsibility
(5) Interdisciplinary, project-based, real-world learning opportunities.)
Creates new Section 3301.0721. Directs the superintendent of public instruction to develop a model curriculum for instruction in college and career readiness and financial literacy. Provides the curriculum must focus on grades 7-12 but may include other grades. Directs the department, once the curriculum is developed, to notify all school districts, community schools and STEM schools. Authorizes all such schools to use the model curriculum.
Creates new Section 3313.6015. Directs every district board to adopt a resolution describing how the district will address college and career readiness and financial literacy in its curriculum for grades 7 or 8 and for any other grades in which the board determines that those subjects should be addressed. Directs the board to submit a copy of the resolution to the department of education.
Section 3313.603: Requires academic content standards for financial literacy and entrepreneurship to be integrated into one or more social studies classes required for high school graduation or into another course. Requires a high school that permits a student below grade 9 to take a high school-level course to award high school credit for successful completion of the course.
Pages 986 (Section 3301.079), 1016-1017 (Section 3301.0721), 1160-1167 (Section 3313.603) and 1173 (Section 3313.6015) of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.0721, 3301.079(A)(2) and 3313.601, 3313.603
Source: www.legislature.state.oh.us
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| NJ | Signed into law 06/2009 | P-12 | Establishes pilot program in Department of Education to provide instruction in personal finance to high school seniors.
http://www.njleg.state.nj.us/2008/Bills/A2000/1943_I1.HTM
Title: A.B. 1943
Source: http://www.njleg.state.nj.us
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| TX | Signed into law 06/2009 | P-12 | Provides that one of the services districts and campuses may purchase from regional education service centers is training and assistance in providing instruction in personal financial literacy. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 3
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Increases number of districts eligible to participate in the financial literacy pilot program from 25 to 100. Directs the state education agency to report to members of the legislature by January 2011 on implementation and effectiveness of the program.
Page 18 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 23
Source: www.legis.state.tx.us
| |
| UT | Signed into law 03/2009 | P-12
Postsec. | Requires a public school to provide to the parents of a kindergarten student a financial and economic literacy passport (personal financial literacy), and information about higher education savings options, including information about opening a Utah Educational Savings Plan account. http://le.utah.gov/~2009/bills/sbillenr/sb0100.pdf
Title: S.B. 100
Source: Lexis-Nexis/StateNet
| |
| UT | Signed into law 03/2009 | P-12
Postsec.
Community College | Expresses support for the work of the state council on financial education. Encourages participation on the council by the state office of education, other state agencies and all other private or public entities that engage in teaching financial education and share a commitment to empowering individuals and families to achieve economic stability, opportunity and upward mobility. Requires a copy of the resolution to be sent to the state office of education, the state board and the board of regents. http://le.utah.gov/~2009/bills/sbillenr/scr003.pdf
Title: S.C.R. 3
Source: le.utah.gov
| |
| Curriculum--Foreign Language/Sign Language |
| |
| IL | Signed into law 12/2009 | P-12
Postsec. | Encourages school boards to include American Sign Language courses in schools' foreign language curricula. Provides that the foreign language admission requirements for public universities may be fulfilled by completion of American Sign Language coursework. Allows postsecondary academic credit to be awarded for the successful completion of an American Sign Language course. Provides such credit may be applied toward completion of the university's foreign language requirement. http://www.ilga.gov/legislation/publicacts/96/PDF/096-0843.pdf
Title: H.B. 725
Source: www.ilga.gov
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| CA | Signed into law 10/2009 | P-12 | Requires the Commission on Teacher Credentials to issue an American Indian Languages eminence credential to a candidate who has demonstrated fluency in that language. Authorizes the holder of an American Indian languages credential to teach the language in public schools and in adult education courses. Makes such credential holder eligible for a professional clear teaching credential. Encourages each federally recognized American Indian tribe to develop related written and oral assessments for credential applicants. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0501-0550/ab_544_bill_20091011_chaptered.pdf
Title: A.B. 544
Source: www.leginfo.ca.gov
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| WI | Signed into law 06/2009 | P-12 | Permits a school board or cooperative educational service agency, in conjunction with a tribal education authority, to apply to the state department of education for a grant to support innovative, effective instruction in one or more American Indian languages. Directs the department to promulgate rules to implement and administer this program.
Page 468 of 692: http://www.legis.state.wi.us/2009/data/acts/09Act28.pdf
Title: A.B. 75
Source: www.legis.state.wi.us
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| Curriculum--Health/Nutrition Education |
| |
| OH | Signed into law 12/2009 | P-12 | Enacts the Tina Croucher Act to require school districts to adopt a dating violence prevention policy as part of its policy prohibiting harassment, intimidation, or bullying, and to include age-appropriate dating violence prevention education in the health education curriculum in grades 7-12. Directs the state board to update its model policy to prohibit harassment, intimidation, or bullying to include violence within a dating relationship. Requires the department of education Web site to provide links to free curricula addressing dating violence prevention, to assist districts in developing a dating violence prevention education curriculum. Amends definition of "harassment, intimidation or bullying" to include violence within a dating relationship. Requires local boards to incorporate dating violence prevention training into certain in-service training already required for middle and high school employees. Pages 1-5, 7-8, 16 of 18: http://www.legislature.state.oh.us/BillText128/128_HB_19_EN_N.pdf
Title: H.B. 19 - Dating Violence Prevention
Source: www.legislature.state.oh.us
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| IL | Signed into law 08/2009 | P-12 | Allows the Comprehensive Health Education Program in grades 8-12 to include instruction on teen dating violence. http://www.ilga.gov/legislation/96/HB/PDF/09600HB0973lv.pdf
Title: H.B. 973
Source: www.ilga.gov/legislation
| |
| IL | Signed into law 08/2009 | P-12 | Requires that the Comprehensive Health Education Program include information about cancer, including types of cancer, signs and symptoms, risk factors, the importance of early prevention and detection, and information on where to go for help. Requires an interscholastic athletic organization to include on any pre-participation examination form a question asking if a student has a family history of cancer. Authorizes the organization to require that a testicular examination be conducted in any physical required for a male student's participation in interscholastic athletics. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1665lv.pdf
Title: S.B. 1665
Source: www.ilga.gov
| |
| OR | Signed into law 06/2009 | P-12 | Authorizes the Department of Education to establish a pilot project for the purpose of assisting federal Head Start program providers located in the State with adopting and implementing health literacy programs that empower consumers of health care to better communicate with health care professionals and to more effectively seek appropriate levels of care. Chapter 573
http://www.leg.state.or.us/09reg/measpdf/hb3000.dir/hb3041.en.pdf
Title: H.B. 3041
Source: http://www.leg.state.or.us/
| |
| TX | Signed into law 06/2009 | P-12 | Establishes an interagency farm-to-school coordination task force to promote a healthy diet for schoolchildren and the business of small to mid-sized local farms and ranches. Directs the task force to develop and implement a plan to facilitate the availability of locally grown food products in public schools. Directs the task force to design new education resources, or review or update existing resources, on nutrition and food education that may be used by schools and districts; expand food-focused experiential education programs; help identify funding sources for schools and districts to recover the costs associated with purchasing locally grown food products; and offer advanced skills development training to school food service employees regarding the proper methods of handling, preparing and serving locally grown foods, among other duties. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB01027F.pdf
Title: S.B. 1027
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Authorizes the department of agriculture to develop an outreach program to promote better health and nutrition programs and prevent obesity among children in the state. Directs the department of agriculture to develop a program to award grants to public school campuses for best practices in nutrition education. Also directs the department of agriculture to develop a program to award grants to participants in the Child and Adult Care Food Program, Head Start program, or other early childhood education programs to operate nutrition education programs for children between the ages of 3 and 5.
http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00282F.pdf
Title: S.B. 282
Source:
| |
| Curriculum--Home Economics |
| |
| NV | Signed into law 05/2009 | P-12 | Requires instruction on financial literacy for pupils enrolled in the public high schools; provides that this instruction may be included within a course or program of instruction that pupils enrolled in high school are otherwise required to complete for graduation. Chapter 268
http://leg.state.nv.us/75th2009/Bills/SB/SB317_EN.pdf
Title: S.B. 317
Source: http://www.leg.state.nv.us
| |
| OH | Adopted 05/2009 | P-12 | Sets criteria for family and consumer sciences programs in grades 7-12. Requires all such programs to be approved by the department of education. http://www.registerofohio.state.oh.us/pdfs/3301/0/61/3301-61-04_PH_FF_N_RU_20090513_1242.pdf
Title: OAC 3301-61-04
Source: www.registerofohio.state.oh.us
| |
| Curriculum--International Education |
| |
| MN | Signed into law 05/2009 | P-12 | Establishes world language proficiency certificates. Permits all Minnesota schools to awards Minnesota World Language Proficiency Certificates or Minnesota World Language Proficiency High Achievement Certificates. Outlines the requirements a student must achieve to receive a World Language Proficiency Certificate. Outlines the requirements a student must achieve to receive a World Language Proficiency High Achievement Certificate.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
| |
| AR | Signed into law 04/2009 | P-12 | Creates the International Student Exchange Visitor Placement Organization. Defines duties of organization.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act966.pdf
Title: S.B. 903
Source: http://www.arkleg.state.ar.us/
| |
| Curriculum--Language Arts |
| |
| AR | Signed into law 04/2009 | P-12 | Adds transcript requirements to provide evidence of end-of-course assessment credit for Algebra I and/or English II for specified future school years.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1307.pdf
Title: H.B. 1959
Source: http://www.arkleg.state.ar.us/
| |
| NM | Signed into law 04/2009 | P-12 | Requires that media literacy be offered as an elective for public school students in grades six through twelve.
http://nmlegis.gov/Sessions/09%20Regular/final/HB0342.pdf
Title: H.B. 342
Source: http://nmlegis.gov/
| |
| WA | Signed into law 04/2009 | P-12 | Requires certification of speech-language pathology assistants; provides that a speech-language pathology assistant may only perform procedures or tasks delegated by the speech-language pathologist and must follow the individualized education program or treatment plan; requires the superintendent of public instruction to report to the department of health any complaints made against educational staff providing speech-language pathology services. Chapter 301
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Senate%20Passed%20Legislature/5410-S.PL.pdf
Title: S.B. 5601
Source: http://apps.leg.wa.gov
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| OH | Signed into law 07/2009 | P-12 | From DOE summary of H.B. 1:
Prohibits the administration of the elementary writing and social studies assessments during the 2009-10 and 2010-11 school years, unless the superintendent of public instruction determines the department has sufficient funds to pay the costs of furnishing and scoring those assessments
Page 2807 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
DOE summary of H.B. 1: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Title: H.B. 1 - Section 265.20.18
Source: www.education.ohio.gov
| |
| UT | Adopted 04/2009 | P-12 | Adds a new section regarding student achievement testing exceptions. Provides the state board may exempt a district or charter school from U-PASS testing requirements if a district or charter school pilots an assessment system that incorporates:
(1) online classroom-based assessment that utilizes adaptive testing in all grades
(2) online writing assessment in grades 4 through 12
(3) assessments administered in grades 8, 10 and 11
(4) college placement assessments in grades 11 to provide information for 12th grade high school course selections
and is subject to an accountability plan and high school graduation standards that are based on the assessment system described in R277-705-11A(1), (2), (3), (4) above and developed and adopted by the state board.
Provides exemptions may not exceed three rural school districts, two urban school districts and five charter schools, and may not continue beyond July 2010. Adds provisions for students transfering from an exempted district to an unexempted district in grade 11 or 12. http://www.rules.utah.gov/publicat/bulletin/2009/20090201/32314.htm
Title: R277-705
Source: www.rules.utah.gov
| |
| KY | Signed into law 03/2009 | P-12 | Provides that whereas the quality of writing instruction is directly related to how well teachers are prepared in their teacher preparation programs and how confident they are in the writing process; and whereas some teachers have expressed tentativeness and discomfort in teaching writing to their students, the education professional standards board and the department of education must take actions during the 2009 and 2010 calendar years to improve instruction at the pre-service levels and to improve the ability to teach writing to existing teachers. Requires the following to be completed at a minimum:
(1) Using results from the state writing assessments, including previous results of audits of writing portfolios, the department of education and appropriate partners must identify any major weaknesses that may be attributed to the quality of writing instruction and consider where and how these skills should best be taught to teachers
(2) The education professional standards board must conduct an analysis of the current pre-service writing instruction requirements and determine how writing instruction for prospective teachers can be improved
(3) The education professional standards board must consider the feasibility of requiring a course in teacher preparation programs in the teaching of writing
(4) The department of education must review the availability of professional development opportunities to help teachers learn how to improve writing instruction, and to use available resources, including the continuance of writing academies and writing workshops, to ensure that training for developing and evaluating high-quality writing portfolios and writing persuasive letters and articles, as well as poetry, short stories, memoirs, and personal narratives is available to existing teachers
(5) The department of education must provide training to administrators to help them provide leadership and support for an effective writing program in their schools.
http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 17
Source: www.lrc.ky.gov
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| KY | Signed into law 03/2009 | P-12 | Provides that whereas writing is an essential skill for all public school students to master; and whereas the 2009-10 and 2010-11 school years will be a transitional period for revising the content standards in all academic content areas and subsequently revising the state assessment and accountability system, writing portfolios must remain a required and important instructional tool, but will not be included in the accountability index during the 2008-09, 2009-10, and 2010-11 school years.
Requires each school-based decision making council during this transitional period to determine its writing program and to develop policies on the use of portfolios.
Provides that once the department of education provides the guidelines and program review requirements for implementation of program reviews of writing in the 2011-12 school year, each school must comply with all such requirements. http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 16
Source: www.lrc.ky.gov
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| UT | Signed into law 03/2009 | P-12 | Modifies the State Performance Assessment System for Students by requiring online writing assessments in grades 5 and 8. Encourages a school district or charter school, as applicable, to administer an online writing assessment to students in grade 11. Allows the state board of education to award a grant to a school district or charter school to pay for an online writing assessment and instruction program that may be used to assess the writing of students in grade 11. http://le.utah.gov/~2009/bills/hbillenr/hb0334.pdf
Title: H.B. 334
Source: Lexis-Nexis/StateNet
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| Curriculum--Mathematics |
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| MT | Rule Adoption 09/2009 | P-12 | Amends rules relating to math content standards and performance descriptors for the Board of Public Education.
Title: ARM 10.54.4010 thru .4112 non seq
Source: Lexis-Nexis/StateNet
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| TX | Vetoed 06/2009 | P-12 | Beginning in the 2012-13 school year, directs the higher education coordinating board to assist in repaying the eligible student loans of certain undergraduates who agree to teach math or science in districts determined by the state education agency to have teacher shortages in these subjects. Establishes the mathematics and science teacher investment fund to provide loan repayment assistance. Establishes limits on the number of individuals who may be provided loan assistance in 2012-13, 2013-14 and 2014-15 school years, and in any school year. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00518F.pdf
Title: H.B. 518, Section 3
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12
Postsec. | Transfers 21.462, "Mathematics, Science and Technology Teacher Preparation Academies," to 61.0766. Allows a teacher with at least two years experience to participate in an academy program (prior legislation required eligible teachers to have at least five years experience). http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB02262F.pdf
Title: S.B. 2262
Source: www.legis.state.tx.us
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| OK | Signed into law 05/2009 | P-12 | Requires that $2,175,966.00 be expended for the purpose of developing and offering pilot outreach programs in science and mathematics (the Oklahoma School of Science and Mathematics); requires budgeting in certain categories and amounts; requires certain performance measures; provides for duties and compensation of employees; limits salary of the Director; provides budgetary limitations; provides an effective date. Students who are enrolled in a consolidated school district are eligible to apply to attend regional pilot outreach programs in science and mathematics.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB79_ENR.RTF
Title: S.B. 79
Source: http://webserver1.lsb.state.ok.us
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| AR | Signed into law 04/2009 | P-12 | Creates the Mobile Learning Technology Pilot Program to provide for mobile learning in rural school districts; provides that each district participating in the program shall equip school buses with wireless Internet service and purchase a specified number of laptop computers, portable devices for storing video files, a specified number of media screens, and math and science software; provides that the participating school district may use foundation funding for such purposes.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act827.pdf
Title: H.B. 1273
Source: http://www.arkleg.state.ar.us
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| AR | Signed into law 04/2009 | P-12 | Adds transcript requirements to provide evidence of end-of-course assessment credit for Algebra I and/or English II for specified future school years.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1307.pdf
Title: H.B. 1959
Source: http://www.arkleg.state.ar.us/
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| GA | Signed into law 04/2009 | P-12 | Provides that effective July 2010, and until there is no longer a shortage of math and science teachers, a secondary school teacher licensed in math or science must be moved to the salary step on the state salary schedule that is applicable to six years of creditable service, unless he or she is already on or above such salary step. After such salary step, provides one additional year of creditable service each year for the next five years, after which time the teacher may continue to be attributed one additional year of creditable service on the salary schedule each year if he or she meets or exceeds student achievement criteria established by the Office of Student Achievement. Provides that upon expiration of five years, or any year thereafter that the teacher does not meet or exceed student achievement criteria, teachers must be moved to the salary step applicable to the actual number of years of creditable service the teacher has accumulated.
Provides an annual $1,000 stipend for each year a K-5 teacher with an endorsement in math or science for each year the endorsement is in effect, for up to five years. After the five years, such teacher may continue to receive such stipend if he or she meets or exceeds student achievement criteria established by the Office of Student Achievement. Establishes minimum criteria for math and science endorsements for kindergarten and elementary teachers. Requires the Professional Standards Commission to establish standards for the math and science endorsements. http://www.legis.state.ga.us/legis/2009_10/pdf/hb280.pdf
Title: H.B. 280
Source: www.legis.state.ga.us
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| Curriculum--Physical Education |
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| CA | Vetoed 10/2009 | P-12 | Provides legislative findings and declarations on nutrition and health in children's early years. Requires the superintendent of public instruction to establish a minimum 12-month pilot program in which selected child care centers and day care homes participating in the federal Child and Adult Care Food Program must implement certain nutrition and physical activity standards in exchange for a higher state meal reimbursement. Requires the department of education to design and implement the program. Requires the department to contract with an independent agency within a year of the conclusion of the program to evaluate the implementation and outcomes of the pilot program, and for the evaluation results to be sent to senate and assembly education committees. Identifies components that must be included in the evaluation.
Provides that this program will only be implemented if the superintendent determines that non-General Fund funding sources, including, but not limited to, federal funding or grant sources, are available to
implement it. Establishes January 2015 repeal date. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0601-0650/ab_627_bill_20090910_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0601-0650/ab_627_vt_20091012.html
Title: A.B. 627
Source: www.leginfo.ca.gov
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| MO | Signed into law 07/2009 | P-12 | Beginning with the 2010-2011 school year, school districts must ensure that students in elementary school participate in moderate physical activity for the entire school year for an average of 150 minutes per week, or 30 minutes per day. Students with disabilities must participate to the extent appropriate. Middle school students may, at the school's discretion, participate in at least 225 minutes of physical activity per week, or 45 minutes per day. Elementary school students must be provided a minimum of one recess period of twenty minutes per day, which may be incorporated into the lunch period. The Commissioner of Education must annually select for the recognition of students, schools and school districts that are considered to have achieved improvement in fitness. A school district may meet any of these requirements above the state minimum physical education requirement by additional physical education instruction or other activities approved by the individual school district under the direction of any certificated teacher or administrator or other school employee under the supervision of a certificated teacher or administrator.
http://www.senate.mo.gov/09info/pdf-bill/tat/SB291.pdf
Title: S.B. 291--Physical Activity Requirements
Source: http://www.senate.mo.gov
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