 |
State |
Status/Date |
Level |
Summary |
|
 | Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
| |
| Assessment--Value Added |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Home Economics |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Demographics--Condition of Children/Adults |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Instructional Approaches--Time/Time on Task |
| |
| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Kindergarten--Full Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Partnerships--University/School |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Textbooks |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Teaching Assistants |
| |
| Postsecondary Finance |
| |
| Postsecondary Finance--Efficiency/Performance-Based Funding |
| |
| Postsecondary Finance--Facilities |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Retention/Persistence |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Reading/Literacy--Adult Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Week |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Corporal Punishment |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
| Special Education |
| |
| Special Education--Finance |
| |
| Special Education--Placement |
| |
| Special Education--Transition |
| |
| Special Populations--Corrections Education |
| |
| Special Populations--Foster Care |
| |
| Special Populations--Gifted and Talented |
| |
| Special Populations--Homeless Education |
| |
| Special Populations--Immigrant Education |
| |
| Special Populations--Military |
| |
| Standards |
| |
| State Longitudinal Data Systems |
| |
| State Policymaking |
| |
| State Policymaking--Task Forces/Commissions |
| |
| STEM |
| |
| Student Achievement |
| |
| Student Achievement--Closing the Achievement Gap |
| |
 | Student Supports--Counseling/Guidance |
| |
| 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
| |
| CA | Vetoed 10/2009 | P-12 | Creates new Section 32297. Provides that immigration agents shall not interfere with the education of pupils. Specifies that this policy not impede or restrict any lawful authority of immigration agents. Prohibits school officials and employees from collecting information or documents or inquiring about the immigration status of pupils or their family. Encourages the schools comply with procedures relating to procuring care for pupils if a school employee is aware that a pupil's parent is unable to care for the pupil, and to provide counseling services for pupils affected by enforcement activities at the pupil's home, in a pupil's community, or at a parent's place of employment. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0101-0150/ab_132_bill_20090911_enrolled.pdf
Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0101-0150/ab_132_vt_20091011.html
Title: A.B. 132
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 08/2009 | P-12 | Relates to the existing Career Resource Network, the primary duty of which is to provide career development information and resources to middle and high school counselors, adminstrators and educators to ensure that schools and high schools have the necessary information available to provide students with guidance and instruction on education and job requirements necessary for career development. Establishes the network as a program in the state department of education. Establishes the State Agency Partners Committee to be composed of the members of the program. Requires the committee to coordinate the use of network information and resources in its programs. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0101-0150/sb_123_bill_20090806_chaptered.pdf
Title: S.B. 123
Source: www.leginfo.ca.gov
| |
| 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
| |
| 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
| |
| 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
| |
| TX | Signed into law 06/2009 | Postsec. | Requires public institutions of higher education to ensure that one or more employees is trained in understanding state and federal student financial assistance programs for military veterans and their families, and in assisting veterans and family members in obtaining aid through these programs. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03951F.pdf
Title: H.B. 3951
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Rewrites 33.002 regarding certified school counselors. Directs the commissioner to distribute funds for school counselor and counseling programs to districts that apply for such funds. Requires the commissioner to give preference to districts that received program funds the preceding year and then to districts with the highest concentration of students at risk of dropping out of school, as defined in Section 29.081. Requires recipient districts to allocate local funds for guidance and counseling at least equal to the amount allocated for that purpose the previous year.
Page 28 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 39
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | Postsec. | Permits the University of Texas at Austin to make an exception to the statute requiring all general academic teaching institutions to admit all students in the top 10% of their graduating classes, beginning with admissions for the 2011-12 school year, when such admissions would exceed 75% of the university's first-time resident undergraduate students in an academic year. Establishes procedures university must follow if such admissions exceed 75% and university elects to follow exception process, including informing high schools notice of the percentage of the top 10% students to which the university anticipates offering admission. Provides University of Texas at Austin may not use exception after the 2015-16 academic year, and bars UT Austin, in any year that it uses exception, to bar a student's legacy status as a factor in decisions related to a student's admission. Requires a student admitted under an exception to complete a designated portion of at least six credit hours during evening hours or other low-demand hours as necessary to ensure the efficient use of the institution 's available classrooms. Requires UT Austin, in any year that it applies an exception to the statute requiring all general academic teaching institutions to admit all students in the top 10% of their graduating classes to report to the governor, lieutenant governor and speaker of the house regarding the university's progress in:
(1) Increasing geographic diversity of the entering freshman class
(2) Counseling and outreach efforts aimed at students qualified for automatic admission
(3) Recruiting Texas residents who graduate from other institutions of higher education to the university's graduate and professional degree programs
(4) Recruiting students who are members of underrepresented demographic segments of the state's population
(5) Assessing and improving the university's regional recruitment centers.
Provides that any year in which UT Austin uses the exception, the institution may not offer admission to nonresident students such that nonresident students would make up more than 10% of the first-time freshman class. Prohibits UT Austin from using the exception in any academic year in which, on the deadline for general applications, (1) the university was under a court order barring the institution from considering an applicant's race in making an admissions decision or (2) the institution's governing board has determined that an applicant's race may not be considered as a factor in first-time undergraduate admissions decisions. Pages 1-5 and 6-7 of 21: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00175F.pdf
Title: S.B. 175 - Section 1, subsections (a)-(f), (j)-(k)
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12
Postsec. | Directs the higher education coordinating board to develop a plan under which each public high school that is, as determined by the board, substantially below the state average in the number of
graduates who attend public or private or independent institutions of higher education is required to (1) provide to prospective students information related to enrollment in public or private or independent
institutions of higher education, including admissions and financial aid information; and (2) assist those prospective students in completing applications related to enrollment in those institutions, including admissions and financial aid applications. Pages 18-19 of 21: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00175F.pdf
Title: S.B. 175 - Section 6
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12
Postsec. | Requires districts to notify every high school student, at the time the student first registers for one or more classes required for high school graduation, about the provisions of Section 51.803, which provides for automatic admission to a general academic teaching institution for a student who graduates in the top 10% of his/her high school class. Existing policy requires such notification for high school seniors; new provision additionally requires such notification for juniors with a grade point average in the top 10% of his/her high school class and such juniors' parents. Specifies that such notifications must be in plain language. Directs the commissioner of higher education to adopt forms to be used for such notifications. Requires the commissioner to adopt procedures to ensure that districts provide notification to students first enrolling for courses required for high school graduation in the 2009-10 school year.
Also requires a certified high school counselor to explain, at the beginning of the school year, the requirements of automatic admission to a general academic teaching institution to each 10th and 11th grade student whose grade point average is in the top 25% of the student's class.
Pages 9-12 of 21: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00175F.pdf
Title: S.B. 175 - Section 3 and 4
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12
Postsec. | Directs the Texas Higher Education Coordinating Board to institute a program to improve the outreach efforts of general academic teaching institutions in providing counseling and information to Texas high school seniors likely to be eligible for automatic admission for seniors in the top 10% of their graduating class. Requires the coordinating board, under the program, to prescribe best practices guidelines and standards to be used by general academic teaching institutions in conducting the aforementioned student outreach.
Directs the coordinating board to publish an annual report on the impact of the University of Texas at Austin's use of the exception to the policy to automatically admit applicants in the top 10% of their graduating class, on the state's goal of closing college access and achievement gaps under "Closing the Gaps," the state's master plan for higher education. Requires the reporting of specified information on UT Austin student demographics and high schools of origin. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00175F.pdf
Title: S.B. 175 - Section 1, subsections (g), ((l)
Source: www.legis.state.tx.us
| |
| 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
| |
| MN | Signed into law 05/2009 | P-12 | Allows a child's parent or guardian to designate a "significant individual" to participate in a school conference involving that child. Requires the parent or guardian to give prior written consent to allow the individual to participate in the conference and have access to data on the child that is needed for and relevant to the conference. Allows the parent or guardian to withdraw consent in writing at any time. Allows a school to accept a suggested form included in this paragraph or another form for purposes of providing consent under this section.
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 with 2010-11 school year, requires each district to have one full-time equivalency counselor for every 300 students. Up to one third of this requirement can be met by career advisors (defined as holding a certificate in career development facilitation or who is provisionally approaved by the department of career and technical education to serve as a career advisor. http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Counselor Positions Section
Source: http://www.legis.nd.gov
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| OH | Adopted 05/2009 | P-12 | Amends rules related to K-12 career development programs. Adds that middle school career exploration activities must enable students to develop a
personalized learning plan using either the Ohio career information system, a career planning system provider or a paper version that outlines high school coursework related to potential career goals. Adds that at the high school level, career planning must incldue a revision of the personalized learning plan. http://www.registerofohio.state.oh.us/pdfs/3301/0/68/3301-68-01_PH_FF_A_RU_20090513_1242.pdf
Title: OAC 3301-68-01
Source: www.registerofohio.state.oh.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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| IA | Signed into law 04/2009 | P-12
Postsec.
Community College | Adds several new subsections of law. Requires development and implementation of a plan to provide, at least twice annually to all principals and guidance counselors employed by school districts and accredited nonpublic schools, notice describing how students can find and use the articulation information available on the website maintained by the state board of regents. Requires collective statewide articulation agreement with the state board of regents that provides for the seamless transfer of academic credits from a completed associate of arts or associate of science degree program offered by a community college to a baccalaureate degree program offered by an institution of higher education governed by the state board of regents. Also requires the board to identify a transfer and articulation contact office or person and publicize that information, develop a systematic process for expanding academic discipline and meetings between community college and four-year institutions, develop criteria to prioritize core curriculum areas and promote greater awareness of articulation activities.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=BillInfo&Service=Billbook&ga=83&menu=text&hbill=HF815
Title: H.B. 815
Source: http://coolice.legis.state.ia.us/
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| UT | Adopted 03/2009 | P-12 | Amends definition of Comprehensive Counseling and Guidance Program ("Program") to add reference to informing and involving parents. Adds definition of counselor-to-student ratio.
Defines Student Education Occupation Plan (SEOP) as a developmentally organized intervention process that includes:
(1) a written plan, updated annually, for a student's (grade 9-12, at a minimum) education and occupational preparation
(2) all state board, local board and local charter board graduation requirements
(3) evidence of parent or guardian, student, and school representative involvement annually
(4) attainment of approved workplace skill competencies, including job placement when appropriate
(5) identification of postsecondary goals and approved sequence of courses.
Requires district- and school-level policies and practices to free licensed school counselors for appropriate identified activities with secondary students. Bars secondary school counselors from devoting significant time to non-school counseling activities, including test coordination and assessment and other activities inconsistent with the Program. Makes receipt of certain funds to support high school counseling programs contingent upon maintainance of Program criteria and ratios. Replaces requirement that counseling programs be reviewed on-site every three years with requirement that programs be reviewed on-site every six years, with three year interim reviews in a locally-developed format.
Requires Comprehensive Counseling and Guidance Programs to include parental involvement in all available Comprehensive Counseling and Guidance Program steering/advisory committees. Requires all schools and charter schools receiving Comprehensive Counseling and Guidance Program funds to provide school-based data projects demonstrating program or intervention effectiveness as required by the state office of education.
Repeals former R277-462-4 on use of program funds. Replaces with R277-462-4, which establishes criteria for all SEOPs. Requires all secondary schools receiving Comprehensive Counseling and Guidance funds to complete written SEOPs for all students prior to start of student's 9th grade year.
Adds new R277-462-5, which requires all districts and charter schools to annually certify to the state office of education the full-time equivalent licensed school counselors assigned to each school, and that the secondary school counselor to student ratio is 1:350 or lower. Annually requires any district or charter school not meeting the counselor/student ratio to submit to the state board a plan for meeting established ratios in a reasonable time frame to continue to receive Comprehensive Counseling and Guidance Program and Minimum School Program funding. Adds provision that as additional funds for Comprehensive Counseling and Guidance Programs become available, lower counselor to student ratios may be required following state board approval and adequate notice to districts and charter schools.
Adds new R277-462-6, which requires districts and charter schools to meet all administrative rule provisions related to the Program to receive Program funds, and sets forth permissible uses of Comprehensive Counseling and Guidance Program Funds for grades 7-12.
Requires the state office of education to annually gather data from districts and charter schools on the number and assignments of school counselors, for use in determining local compliance with Program provisions, including counselor/student ratios. Requires the annual report on the Program to include data and compliance information and be submitted to the legislature and state board. http://www.rules.utah.gov/publicat/code/r277/r277-462.htm
Title: R277-462
Source: www.rules.utah.gov
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| SD | Signed into law 02/2009 | P-12 | Reimburses and rewards public school counselors who earn the credential of National Certified School Counselor.
http://legis.state.sd.us/sessions/2009/Bill.aspx?File=HB1186ENR.htm
Title: H.B. 1186
Source: http://legis.state.sd.us
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| OH | Signed into law 01/2009 | P-12
Postsec. | Authorizes the board of regents to enter into an agreement with private entities to provide free career information for students via the board of regents Web site. http://www.legislature.state.oh.us/bills.cfm?ID=127_HB_525
Title: H.B. 525
Source: www.legislature.state.oh.us
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--Mobility |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Working Conditions |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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| Urban--Governance |
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