 |
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 |
| |
| Student Supports--Mentoring/Tutoring |
| |
| Student Supports--Remediation |
| |
| Students |
| |
| Students--Athletics/Extracurricular Activities |
| |
| Students--Employment |
| |
| Students--Mobility |
| |
| Students--Records/Rights |
| |
| Teaching Quality |
| |
| Teaching Quality--Certification and Licensure |
| |
| Teaching Quality--Certification and Licensure--Alternative |
| |
| Teaching Quality--Certification and Licensure--Assignment |
| |
| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
| |
| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
| |
| Teaching Quality--Certification and Licensure--Special Education |
| |
| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
| |
| Teaching Quality--Certification and Licensure--Substitute Teachers |
| |
| Teaching Quality--Compensation and Diversified Pay |
| |
| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
| |
| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
| |
| Teaching Quality--Evaluation and Effectiveness |
| |
| Teaching Quality--Induction Programs and Mentoring |
| |
| Teaching Quality--Paraprofessionals |
| |
| Teaching Quality--Preparation |
| |
 | Teaching Quality--Professional Development |
| |
| CA | Vetoed 10/2009 | P-12 | Relates to standards and procedures for the issuance and renewal of teaching credentials. Specifies that an individualized program of professional growth may include a course in negotiation, meditation, and conflict resolution, including peer meditation training, the theory and practice of nonviolence, basic negotiation skills, communication skills, basic meditation and peer meditation, and theory and practice of nonviolence peace building. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0001-0050/ab_1_bill_20090827_enrolled.pdf
Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0001-0050/ab_1_vt_20091011.html
Title: A.B. 1
Source: www.leginfo.ca.gov
| |
| IL | Signed into law 08/2009 | P-12 | Amends provisions concerning average daily attendance under the state aid formula. Makes changes with respect to days that are used for an in-service training program for teachers and parent-teacher conferences. Authorizes a school board to hold school or schedule teachers' institutes, parent-teacher conferences, or staff development on the third Monday in January (Dr. Martin Luther King, Jr.'s birthday); February 12 (Abraham Lincoln's birthday); the first Monday in March (known as Casimir Pulaski's birthday); the second Monday in October (Columbus Day); and November 11 (Veterans' Day), provided that (1) the person(s) honored by the holiday are recognized through instructional activities conducted on that day or, if school is not in session, the school day before or after that day, and (2) a public hearing is held for educators and parents. http://www.ilga.gov/legislation/96/SB/PDF/09600SB1956lv.pdf
Title: S.B. 1956
Source: www.ilga.gov/legislation
| |
| 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
| |
| OH | Signed into law 07/2009 | P-12 | **No funds allocated in the current budget for this center, according to the DOE's H.B. 1 summary document http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635**
Authorizes the state superintendent to create the center for creativity and innovation in the department of education. Provides that, if created, the center must help schools in districts, educational service centers, community schools and STEM schools with any of the following:
(1) Designing and implementing strategies and systems that enable schools to become professional learning communities, including:
(a) Mentoring and coaching teachers and support staff
(b) Enabling school principals to focus on supporting instruction and engaging teachers and support staff as part of the instructional leadership team so that teachers and staff may share the responsibility for making and implementing school decisions
(c) Adopting new models for restructuring the learning day or year, such as including teacher planning and collaboration time as part of the school day
(d) Creating smaller schools or smaller units within larger schools to facilitate teacher collaboration to improve and advance the professional practice of teaching and to enhance instruction that yields enhanced student achievement.
(2) Using strategies in collaboration with the teach Ohio program to promote, recruit and enhance the teaching profession, including:
(a) Designing and implementing "grow your own" recruitment and retention strategies to support individuals in becoming licensed teachers, to retain highly qualified teachers, to assist experienced teachers in obtaining licensure in subject areas for which there is need, to assist teachers in earning senior professional educator and lead professional educator licenses, and to assist teachers to grow and develop in the profession
(b) Enhanced conditions for new teachers
(c) Incentives to attract qualified math, science or special education teachers
(d) Developing and implementing a partnership with teacher preparation programs at colleges and universities to help attract teachers qualified to teach in shortage areas
(e) Implementing a program to increase the cultural competency of both new and veteran teachers.
(3) Identifying state policies that impede the adoption of innovative practices and making recommendations to the superintendent of public instruction for the repeal, revision, or waiver of those provisions
(4) Identifying promising programs and practices based on high quality education research and developing models for their early adoption, including research and practices in arts education and creativity
(5) Other duties as assigned by the superintendent of public instruction.
If created, directs the center to promote collaboration between districts and community schools to enhance the academic programs of both and to broaden the application of successful and innovative academic practices developed by community schools. In doing so, directs the center to (1) Study and serve as a clearinghouse of best practices and innovative programming developed and utilized by community schools that could be adopted by school districts; and (2) Identify circumstances in which students could benefit from collaboration between the complementary programs of school districts and community schools.
Pages 1044-1045 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3301.82
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 07/2009 | P-12 | New Chapter 3306.: As described in the bill analysis by the Ohio Legislative Service Commission (LSC), "The bill enacts a new R.C. Chapter 3306., and revises many other existing codified laws, to establish a new system of financing for school districts and other public entities that provide primary and secondary education. A detailed analysis of the current and proposed school funding systems is available in the LSC Redbook for the Department of Education, published on the LSC Web site at http://www.lsc.state.oh.us/budgetdocuments.html From DOE summary of H.B. 1: Also permits school districts to use state funds provided under the school funding formula for the modification or purchase of classroom space to provide all-day kindergarten or reduce class sizes in grades K-3 if those funds are not specifically allocated for another purpose and the district certifies to the department its need for additional space.
Section 3306.011: Requires that payments under the evidence-based model replace the former method of allocating funds to districts, beginning in FY 2010.
Section 3306.012: Specifies that the SF-3, the department of education form formerly used to calculate funding to a school district, after the effective date of this section will be known as the "PASS form", PASS being an acronym for "PAthway to Student Success". Requires the form to be available to the public in a format understandable to the average citizen.
Section 3306.02: Establishes certain definitions for funding purposes:
--"Building manager": Individual who supervises the administrative (non-curricular, non-instructional) functions of school operation so that a school principal can focus on supporting instruction, providing instructional leadership, and engaging teachers as part of the instructional leadership team. Specifies that a building manager is not required to be a licensed educator.
--"Category one ..." through "category six special education ADM", with category one being low-need students and category six being highest-need students.
--"Counselor": A licensed individual who provides pre-college and career counseling, general academic counseling, course planning and other counseling services that are not related to a student's individualized education plan.
--"Lead teacher": A teacher who provides mentoring and coaching for new teachers, and who also assists in coordinating professional development activities, developing professional learning communities and common planning time, and who assists teachers in developing project-based, real-world learning activities. Requires that the lead teacher position be a rotating position in which an individual serves no more than 3 years. Provides that, once lead teacher licenses become available under Section 3319.22, only teachers who hold such licensure may be appointed as lead teachers. Until that time, directs each district to designate qualifications for the lead teacher position and give preference for the position to national board-certified teachers or who meet the qualifications for a "master teacher" established by the educator standards board.
--"Ohio educational challenge factor": An index to adjust each district's funding amount to account for student and community socioeconomic factors affecting teacher recruitment and retention, professional development, and other factors related to quality instruction. Provides each district's challenge factor includes the district's college attainment rate, per-pupil wealth, and concentration of poverty (see new section 3306.051).
--"Organizational unit": Unit used to index a district's formula ADM in certain grade levels. In recognition of the fact that students have different educational needs at each developmental stage, organizational units group the grade levels into elementary school units, middle school units, and high school units. A district's "organizational units" is the sum of its elementary, middle and high school units.
Section 3306.051: Specifies that the Ohio educational challenge factor is based on:
(1) The college attainment rate of the school district's population
(2) The district's wealth per pupil, based on property valuation and federal adjusted gross income
(3) The district's concentration of poverty, based on its targeted poverty indicator.
Establishes each district's Ohio educational challenge factor for FY 2010 and 2011.
Pages 1060-1069 and 1071-1087 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 3306.01, 3306.011, 3306.012, 3306.02, 3306.051
Source: www.legislature.state.oh.us
| |
| 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
| |
| 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
| |
| OR | Signed into law 06/2009 | P-12 | Establishes the State Educator Professional Development Commission for the purpose of providing statewide leadership in school improvement and technology; requires the commission to develop and maintain a public website and to assist local school districts in developing professional development plans to meet school improvement objectives. Chapter 802
http://www.leg.state.or.us/09reg/measpdf/sb0400.dir/sb0443.en.pdf
Title: S.B. 443
Source: http://www.leg.state.or.us/
| |
| TX | Signed into law 06/2009 | P-12
Postsec. | Section 35: Directs the commissioner to establish rules regarding procedures for verifying that teachers of electronic courses through the state virtual school network successfully completed the required professional development before teaching the course. Requires the commissioner to establish by rule qualifications
and professional development requirements applicable to college instructors providing dual credit courses for high school and college credit through
the state virtual school network.
Section 36: Authorizes districts or open-enrollment charter schools to offer professional development courses to teachers seeking authorization to teach electronic courses through the state virtual school network. Requires the state education agency to review each district or charter school's professional development course to ensure it meets state-set quality standards before the course may be offered.
Section 37: Specifies that for a full-time grade 3-8 course offered through the state virtual school network, the district or charter school is eligibile for federal, state and local funding for that student at a level equal to the funding the district or school would otherwise receive for the student. Provides the student's average daily attendance may be calculated based on hours of contact with the student, student's completion of a course, or a method approved by the commissioner.
Section 38: Authorizes a district or charter school to charge a fee to a student who enrolls in a state virtual school network course during the summer. Authorizes a district or charter school that is not providing the course to charge a nominal fee to a student who enrolls in a state virtual school network course that exceeds the course load normally taken by students in the equivalent grade level.
NOTE: This bill also repeals Section 29.909, "Electronic Courses."
Pages 24-28 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Sections 35-38
Source: www.legis.state.tx.us
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| TX | Adopted 06/2009 | P-12 | Repeals rules concerning Centers for Professional Development of Teachers because these centers no longer exist.
Title: 19 TAC 7.230.E.230.121
Source: Lexis-Nexis/StateNet
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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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| 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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| 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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| ND | Signed into law 05/2009 | P-12 | Requires districts to adopt a professional development plan. The plan must include a description of the professional development activities that the district offers or makes
available, the district's requirements for participation by teachers, and the manner in which participation is documented. 2. Each school district is required to review and if necessary modify its plan at least once every five years. 3. Requires each district to file a copy of its most recent professional development plan with the superintendent of public instruction. Requries the state superintendent to review plans. Also requires the state superintendent to appoint a professional development advisory committee to: a. Examine the delivery of professional development in this state; b. Review professional development needs from the perspective of teachers, school administrators, school board members, and parents; c. Review the professional development plans filed by school districts and propose changes to improve the opportunities for professional development; and d. Advise the superintendent regarding regulatory and statutory measures that could be pursued to improve the quality and availability of professional development opportunities.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Section 13, Prof. Devt.
Source: http://www.legis.nd.gov
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| ND | Signed into law 05/2009 | P-12 | For 2009-10, requries 180 days in the calendar, with 173 days used for instruction. Three must be used for holidays; up to two must be used for parent-teacher conferences or compensatory time for conferences held outside school day; and two days must be used for professional development. For 2010-11, requires at least 181 days in the calendar. 174 days must be used for instruction; three days for holidays; up to two days must be used for: 1) Parent-teacher conferences; or (2) Compensatory time for parent-teacher conferences held outside of regular school hours; and d. Two days must be used for professional development. Sec. 5 defines a full day of instruction as at least 5.5 hours for kindergarten and elementary students and at least six hours for high school students.
Beginning with the 2011-12 school year, requires districts to provide a school calendar of at least 182 days.
a. 175 must be used for instruction; b. Three must be used for holidays, c. Up to two days must be used for: (1) Parent-teacher conferences; or (2) Compensatory time for parent-teacher conferences held outside of regular school hours; and d. Two days must be used for professional development.
4. A day for professional development must consist of: a. Six hours of professional development, exclusive of meals and other breaks, conducted within a single day; or b. Two four-hour periods of professional development, exclusive of meals and other breaks, conducted over two days.
5. If a school district offers a four-hour period of professional development the district may schedule instruction during other available hours on that same day and be credited with providing one-half day of instruction to students. This subsection does not apply unless the one-half day of instruction equals at least one-half of the time required for a full day of instruction, as defined in this section.
Beginning with the 2010-11 school year, if a district elects to provide an optional third day of professional development, the school district shall do so by: a. Meeting the requirements for a day of professional development as set forth in subsection 4; or b. Shortening four instructional days, for the purpose of providing for two-hour periods of professional development, provided: (1) Each instructional day on which such professional development occurs includes at least four hours of instruction for kindergarten and elementary students and
four and one-half hours for high school students; (2) The instructional time for each course normally scheduled on that day is reduced proportionately or the daily schedule is reconfigured to ensure that the same course is not subject to early dismissal more than one time per school calendar, as a result of this subdivision; and (3) All teachers having a class dismissed as a result of this subdivision are required to be in attendance and participate in the professional development.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Calendar Section
Source: http://www.legis.nd.gov/
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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 | Reorganizes the Regional Training Programs for the Professional Development of Teachers and Administrators. Chapter 320
http://leg.state.nv.us/75th2009/Bills/AB/AB560_EN.pdf
Title: A.B. 560
Source: http://www.leg.state.nv.us
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| AR | Signed into law 04/2009 | Postsec.
Community College | Amends the Teacher Opportunity Program; provides scholarships to teachers returning to college to receive an additional certification.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1214.pdf
Title: S.B. 852
Source: http://www.arkleg.state.ar.us
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| AR | Signed into law 04/2009 | Postsec.
Community College | Consolidates the Teacher Education Recruitment Programs by repealing the Minority Teachers Scholars Program, Minority Masters Fellows Program, and the State Teacher Assistance Resource Program: creates the State Teacher Education Program.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1215.pdf
Title: S.B. 853
Source: Lexis-Nexis/StateNet
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| AR | Signed into law 04/2009 | P-12 | Revises provisions of existing law governing school district teacher professional development credit. Authorizes online professional development credit hours; provides procedures allowing a teacher to make up missed credit hours due to illness of the teacher or a family member.
http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1309.pdf
Title: H.B. 1999
Source: http://www.arkleg.state.ar.us/
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| OK | Signed into law 04/2009 | P-12 | Authorizes, as funds become available for such purpose, the Commission for Teacher Preparation to develop and offer professional development institutes in mathematics for teachers in grades K- 9 (rather than 5-9 as was specified in prior version).
http://webserver1.lsb.state.ok.us/2009-10HB/HB1467_int.rtf
Title: H.B. 1467
Source: http://webserver1.lsb.state.ok.us
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| OK | (H) APPROVED BY GOVERNOR 04/24/2009. 04/2009 | P-12 | Subject to the availability of funds, gives the Oklahoma Commission for Teacher Preparation to develop and administer training for residency committees and training for professional development through professional development institutes. Requires that the professional development institutes training include technology training. The professional development institutes are to be be accepted by the state board for professional development purposes and defined as continuing education experiences which consist of a minimum of thirty (30) clock hours. The institutes are to be competency-based, emphasize effective learning practices, require collaboration among participants, and require each participant to prepare a work product which can be utilized in the classroom by the participant. Any state professional development institutes administered by the Commission is to be chosen through a competitive bid process and if funds are available subject to peer review. The Commission, prior to offering any professional development institute, is to promulgate rules related to administering state professional development institutes.
http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB1467_ENR.RTF
Title: H.B. 1467
Source: http://webserver1.lsb.state.ok.us
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| WA | Signed into law 04/2009 | P-12 | Section 401-402 recognizes the important of professional development for teachers, principals and administrators. By January 1, 2010, the professional standards board is to: 1) adopt a set of articulated teacher knowledge, skill and performance standards for effective teaching that are evidence-based, measurable, meaningful and documented in high quality research as being associated with improved student learning; 2) adopt a definition of master teacher with a comparable level of increased competency between professional certification level and master level as between professional certification level and national board certification; 3) submit to the governor and legislature an update on the status of implementation of the professional certificate external and uniform assessment and a proposal for a uniform, statewide, valid and reliable classroom-based means of evaluating teacher effectiveness as a culminating measure at the preservice level that is to be used during the student-teaching field experience. Guidance is provided on what is to be included in assessment. Standards board is also requested to make recommendations on the length of time a residency certification issues to a teacher is valid and the minimum level of performance required in order for the teacher to continue being certified as a teacher. Beginning no earlier than September 1, 2011, award of a professional certificate shall be based on a minimum of two years of successful teaching experience as defined by the board and, on the results of the evaluation authorized by this section and may not require candidate to enroll in a professional certification program. Beginning July 1, 2011 educator preparation programs approved to offer residency teaching certificate shall be required to demonstrate how the program produces effective teachers as evidenced by the measures established by this section and other criteria established by the professional educator standards board.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2261-S.PL.pdf
Title: H.B. 2261-Section 401-402, Professional Development
Source: http://apps.leg.wa.gov
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| IL | Adopted 03/2009 | P-12 | Establishes rules concerning the Reading Improvement Block Grant Program. Identifies the applicants eligible to apply for professional development grants on a competitive basis, establishes the procedures and requirements for both initial and continuation applications, and provides the criteria for review and awarding of grants. The amendments contemplate two pools of applicants: school districts, charter schools and approved public university laboratory schools, which would apply on behalf of their teachers who would participate in the professional development activities, and these applicants and other entities, which would apply to establish the training programs. Amendment additionally allows sufficient flexibility for the state superintendent to identify in each RFP the training approaches that would best meet the needs of school staff or support statewide priorities for improvement of teaching and learning. This flexibility will enable the agency to target limited resources toward programs with the greatest likelihood of success, without first having to conduct a lengthy process to amend the rules. Pages 340-348 of 372: http://www.cyberdriveillinois.com/departments/index/register/register_volume33_issue10.pdf
Title: 23 IAC 260.100, .110, .120, .130, .140
Source: www.cyberdriveillinois.com
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| KY | Signed into law 03/2009 | P-12 | Adds provision that teacher professional development programs must be based on teacher needs. Makes inclusion of specific components in teacher professional development programs mandatory instead of optional. Adds the following areas of mandatory teacher professional development programs:
--Strategies to provide continuous student progress
--Differentiated instruction
--Assessment literacy
--Integration of performance-based student assessment into daily classroom instruction.
Replaces provision that teacher professional development may address phonics with provision that teacher professional development must include instruction in reading, including phonics, phonemic awareness, comprehension, fluency and vocabulary.
Repeals KRS 156.095(4) requirement that the department its regional service centers, in addition to collaboration with postsecondary education institutions, education cooperative and consortia, and professional education organizations, to provide local district personnel with access to high quality programming.
Pages 35-40 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc
Title: S.B. 1 Section 8
Source: www.lrc.ky.gov
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| 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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| 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 | Adopted 01/2009 | P-12 | Specifies that licensed teachers providing instruction to students in any public classroom setting are eligible for an Opportunity Award. Establishes school district responsibilities related to Opportunity Awards.
Deletes provision requiring the state office of education to notify Advancement Award recipients immediately if recipients' coursework or grades are unsatisfactory, and requiring the committee to review recipients' continued participation. Adds notification requirements for Advancement Award recipients.
http://www.rules.utah.gov/publicat/code/r690/r690-100.htm
Title: R690-100
Source: www.rules.utah.gov
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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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--Unions/Collective Bargaining |
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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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