The following summary includes policies enacted in 2010. This database is made possible by your state's fiscal support of the Education Commission of the States (ECS). Most entries are legislative, although rules/regulations and executive orders that make substantive changes are included. Every effort is made to collect the latest available version of policies; in some instances, recent changes might not be reflected. For expediency purposes minimal attention has been paid to style (capitalization, punctuation) and format. To view the documents, click on the blue triangle next to the topic of interest. To view all, press the button located at the top labeled "Expand All."
Please cite use of the database as: Education Commission of the States (ECS) State Policy Database, retrieved [date].
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State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
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| MD | Signed into law 05/2010 | P-12
Postsec. | Establishes the Governor's P-20 Leadership Council of Maryland (the Council), a partnership among the state, educators, and the business community to better prepare Maryland students for jobs of the 21st century while enhancing the state's economic competitiveness by creating a workforce with 21st-century skills; provides for the membership, tenure, chair, and staffing of the Council; establishes an executive committee; provides for the duties of the executive committee and Council; and requires the Council to submit an annual report. http://mlis.state.md.us/2010rs/chapters_noln/Ch_191_sb0286E.pdf
Title: S.B. 286
Source: http://mlis.state.md.us
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| NE | Adopted 01/2010 | P-12 | Adds quality indicators to major provisions. For example, 004.01 K-12 Curriculum. Quality Indicator: The curriculum is comprehensive, coordinated, and sequential and is directed toward locally approved goals and standards for student learning. The instructional program focuses on achievement and provides for the needs of all students including learners with disabilities and high ability learners. It draws upon research, best practice, and reputable theory. Or, additionally: 004.04 Secondary Curriculum. Quality Indicator: The secondary instructional program is based upon state or locally approved standards for student learning. It provides breadth and depth of subject areas which enable students to achieve knowledge and skills necessary to continue post-secondary education or enter a career field. Instruction builds upon knowledge acquired in previous grades and helps students acquire the learning goals of the school, builds 21st century skills, and prepares students for living in a global society. Schools provide required instructional units on site or through a combination of local and distance learning programs.
http://www.sos.ne.gov/rules-and-regs/regtrack/proposals/0000000000000797.pdf
Title: Title 92, NAC Chapter 10 - Multiple Provisions
Source: http://www.sos.ne.gov/rules-and-regs
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| Accountability |
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| CA | Vetoed 08/2010 | P-12 | Requires that, in the report evaluating the effectiveness of the Quality Education Investment Act of 2006, the department identify the strategies that demonstrate the effectiveness of schools in meeting accountability requirements pursuant to the act. Directs the department, when evaluating the effectiveness of pupil-counselor ratios, to consider its impact on school and district dropout rates, performance on the high school exit exam, the number of pupils graduating with a postsecondary education or career plan, and the Academic Performance Index of schools and districts.
Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1151-1200/sb_1191_bill_20100810_enrolled.pdf
Governor's veto message: http://users.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z2wr0q75tip89u
Title: S.B. 1191
Source: www.leginfo.ca.gov
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| AZ | Signed into law 05/2010 | P-12 | Requires school districts receiving impact aid to establish an Impact Aid Fund and separately account for impact aid monies received and prohibits comingling with other revenue sources. Mandates that the school district account for Fund monies as prescribed by the Uniform System of Financial Records; Requires the superintendent of public instruction to separately account for the monies in each district's Fund. Stipulates that Fund expenditures must be in accordance with federal law. Designates Fund monies as federal monies and not subject to legislative appropriation. Allows school districts with primary and secondary property tax rates of zero for tax years 2009 and 2010 and who receive federal impact aid to use those monies in excess of their budget limites to offset their soft capital reductions in FY 2010 and 2011. Chapter 332
http://www.azleg.gov/legtext/49leg/2r/bills/hb2725s.pdf
Title: H.B. 2725--Multiple Provisions
Source: http://www.azleg.gov
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| NJ | Signed into law 05/2010 | Postsec.
Community College | Meant to ease restrictions on public-private partnerships between higher education institutions and private entities, encouraging flexibility in planning and growth at state and county colleges, and creating jobs.
http://www.njleg.state.nj.us/2010/Bills/S1000/920_R3.HTM
Title: S.B. 920
Source: http://www.njleg.state.nj.us
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| MD | Signed into law 04/2010 | P-12 | Requires the state board of education to explore the use of innovative school scheduling models, including extended year, year-round schooling, or other school scheduling models that do not allow for prolonged lapses in instructional time, in low-performing or at-risk public schools. The state board is also required to encourage local boards to use the school scheduling models that are determined to be most effective in enhancing student achievement in low-performing or at-risk public schools. In addition, the bill requires the state to include the funding of these school scheduling models as part of the state's application to the United States Department of Education for the Race to the Top Fund. http://mlis.state.md.us/2010rs/bills/hb/hb0439t.pdf
Title: H.B. 439
Source: http://mlis.state.md.us
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| MS | Signed into law 04/2010 | P-12 | Creates a New Start School Program. Requires a New Start School to be established in each public school that is considered failing. Provides for the conversion of underperforming schools into conversion charter schools, for contracts relating to such conversion, and for sources of funding. Allows a conversion charter school to apply for federal Race to the Top funding. Establishes provisions relating to professional development, employee evaluation, and per diem restrictions for school board members.
http://billstatus.ls.state.ms.us/documents/2010/pdf/SB/2200-2299/SB2293SG.pdf
Title: S.B. 2293
Source: http://billstatus.ls.state.ms.us
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| WA | Signed into law 03/2010 | P-12 | Regarding accountability and support for vulnerable students and dropouts. Requires the office of the superintendent of public instruction, by September 15, 2010, to develop and report recommendations for the development of a comprehensive, K-12 dropout reduction initiative designed to integrate multiple tiers of dropout prevention, intervention and technical assistance provided through federal and state programs and to support a K-12 dropout prevention, intervention and reengagement system. This work is to be completed in collaboration with the state-level building bridges work established established in RCW 28A.175.075. By December 1, 2010, the work group must make recommendations to the legislature and the governor about the infrastructure for coordinating services for vulnerable youth. These recommendations must address: adopting an official conceptual framework for all entities that can support coordinated planning and evaluation; creating a performance-based management system; developing a regional and county multi-partner youth consortia; developing specific integrated school-based services; launching a statewide media campaign; and developing a statewide database of available services for vulnerable youth. The Washington State Institute for Public Policy must annually calculate savings resulting from changes in the extended graduation rates from the prior school year. The superintendent of public instruction is to include the estimate in its annual dropout and graduation report beginning in 2010.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202010/6403-S.SL.pdf
Title: S.B. 6403
Source: http://apps.leg.wa.gov
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| VA | Signed into law 02/2010 | P-12 | Requires each local school board to include in its annual report to the Board of Education the number of students who passed Virginia's Workplace Readiness Skills assessment. This number is in addition to the current related reporting requirements of the number of industry certifications obtained, state licensure examinations passed, and career and technical education completers who graduate; requires all four numbers to be reported as four separate categories on the School Performance Report Card.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+HB566ER+pdf
Title: H.B. 566
Source: http://leg1.state.va.us
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| WA | Signed into law 02/2010 | P-12 | Includes approved private schools in the Superintendent of Public Instruction's record check information rules. Chapter 100
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2996.PL.pdf
Title: H.B. 2996
Source: http://apps.leg.wa.gov.pdf
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| MA | Signed into law 01/2010 | P-12 | Repeals and replaces existing policies relating to Commissioner of Elementary and Secondary Education to designate a school as underperforming or chronically underperforming. Defines Commissioner's and State Board's authority and duties.
http://www.mass.gov/legis/bills/senate/186/st02/st02247.htm
Title: S.B. 2247; (NEW BILL)
Source: http://www.mass.gov
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| Accountability--Accreditation |
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| MO | Signed into law 06/2010 | P-12 | In fiscal years 2011 through 2013, the Department of Education cannot penalize a school district on its accreditation review for failing to achieve resource standards if the school funding formula or transportation categorical is underfunded as specified and the district cannot be penalized in the following fiscal year if the governor withholds funds from the school funding formula.
http://www.house.mo.gov/content.aspx?info=bills101/bills/hb1543.htm
Title: H.B. 1543--Multiple Provisions
Source: http://www.house.mo.gov
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| MS | Signed into law 04/2010 | P-12 | Requires the Department of Education to provide assistance to certain schools not meeting adequate performance of accreditation standards. Requires schools at-risk to be identified by specified criteria. Authorizes evaluation teams to conduct on- site audits. Removes the requirement that evaluation reports identify personnel in need of improvement. Makes changes concerning pre-kindergarten districts, conservatorship, professional development, hiring of consultants, mentoring programs and other matters.
http://billstatus.ls.state.ms.us/documents/2010/pdf/HB/1000-1099/HB1097SG.pdf
Title: H.B. 1097
Source: Lexis-Nexis/StateNet
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| IA | Signed into law 03/2010 | P-12 | Allows for the deaccreditation of districts or nonpublic schools. Allows the director of the department of education to order the positive fund balances held by a deaccredited school district to be transferred to the school's general fund if the school's general fund has a negative fund balance; eliminates language that permitted the state board of education to decide whether or not to require payment of tuition for a deaccredited school district's students. If the deaccredited school district has a negative fund balance in its general fund at the time it is deaccredited by the state board, the director may order that the positive balance from one or more other funds of the deaccredited school district be transferred to the deaccredited school district's general fund.
http://coolice.legis.state.ia.us/linc/SF2289_Enrolled.pdf
Title: S.B. 2289
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 03/2010 | P-12 | Relates to delayed implementation of certain statutes and regulations upon which accreditation is based, with the exception of the graduation and completion rate index, unless such statutes or regulations are also specifically required by federal code, federal regulation, or court action.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+HB111ER+pdf
Title: H.B. 111/S.B. 352
Source: http://leg1.state.va.us
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| Accountability--Measures/Indicators |
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| CA | Vetoed 09/2010 | P-12 | From bill summary: Requires that any primary language assessment developed by the department and administered to limited English proficient students, as identified pursuant to existing law, on or after July 1, 2013, be included in the state's assessment system or any successor system, and in the state's federal and state accountability system and any successor system. Requires the results of the primary language assessment to be used in any successor measure or results reported for the state's assessment systems and in any other successor measure. Also requirse the results to be used in any measure, index or results reported for the state's federal and state accountability system, or any successor system. Identifies the accommodations and modifications for English language learners that must be included in any successor system to the state assessment system adopted on or after July 1, 2013
Provides these provisions would become operative on July 1, 2013. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0901-0950/sb_930_bill_20100827_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z65dmak883loy0/0/0?&_c=d|yvcee9xanplikz|z65p1zm6c0d0km&_ce=1290123755.b9c0c7a073748e62e8692973710bbfd4
Title: S.B. 930
Source: www.leginfo.ca.gov
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| CA | Vetoed 08/2010 | P-12 | Existing law provides that persistently lowest-achieving schools include a high school with a graduation rate below 60% in each of the last three years. New provision provides that, until data become available to enable the calculation of this graduation rate, the superintendent and the state board must use the closest possible approximation of that graduation rate, calculated for each of the previous three years,
using existing data.
Bill text: http://www.leginfo.ca.gov/cgi-bin/postquery?bill_number=ab_2083&sess=CUR&house=B&author=committee_on_education
Governor's veto message: http://users.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z2wr1j9ablt8ii
Title: A.B. 2083
Source: www.leginfo.ca.gov
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| TX | Adopted 07/2010 | P-12 | Makes various changes to state accountability provisions. Language below primarily from July 23, 2010 Texas Register.
97.1051: Amends definitions. Changes the definition of "campus closure" to remove references to "repurposing," which is now defined in statute.
97.1053: Purpose, updates statutory references in alignment with 2009 H.B. 3.
97.1055: Clarifies the process for assigning accreditation statuses during the period of transition to new H.B. 3 requirements. Adds new language regarding when an accreditation status may be raised or lowered based on the performance of the district or one or more campuses in the district. Also states how the statutory requirements related to a financial solvency review and projected deficit affect accreditation statuses. In addition, the adopted amendment incorporates current agency procedures for completing the asset-to-liability calculation for the purposes of charter financial accountability. Language is added, providing an additional method for districts to meet the notification requirements related to a lowered accreditation status.
97.1057: Accreditation Sanctions. Updates statutory references and adds information regarding the factors the commissioner must consider in determining whether to impose a particular sanction based on resource allocation practices.
97.1059: Standards for All Accreditation Sanction Determinations. Updates statutory references and adds language to reflect statutory requirements regarding the commissioner's obligation to review the performance of a district. Specifically, the commissioner must review at least annually the performance of a district for which the accreditation status has been lowered due to insufficient student performance. The adopted amendment also requires the commissioner to increase sanctions if a lack of improvement is shown unless there is good cause not to do so.
97.1061: Interventions and Sanctions for Campuses. Adds language to align with new statutory requirements related to campuses that satisfy current performance standards under TEC, §39.054(e), but that would not satisfy performance standards if the standards to be used for the following school year were applied to the current school year. Also adds language to align with new statutory requirements for intervening with and sanctioning campuses with performance below any standard under TEC, §39.054(e), including requirements relating to a hearing and a school community partnership team (SCPT). Adds new statutory language that allows the commissioner to accept certain interventions that a campus has implemented under federal accountability requirements in lieu of required state measures if the intervention measures are substantially similar.
97.1063: Campus Intervention Team; Reconstitution. Implements the provisions of HB 3 related to campuses below any standard under TEC, §39.054(e), and the assignment of a campus intervention team (CIT) to those campuses. Defines the duties and responsibilities of the CIT, including responsibilities to conduct a targeted on-site needs assessment relevant to the areas of insufficient performance or, if the commissioner determines necessary, a comprehensive on-site needs assessment. Also outlines requirements related to the development and submission of a school improvement plan (SIP) by a campus and establishes timelines for how long the CIT will be assigned to a campus. Outlines requirements related to the involvement of the board of trustees of a school district in conducting a hearing to notify the public of the insufficient performance of one or more campuses within the district, the improvements expected by the agency for the campus(es), and the intervention measures or sanctions that may be imposed under the subchapter if performance does not improve. Also details requirements related to public posting of the SIP and, as appropriate, modification of the SIP in response to public comment. Further notes that the commissioner may authorize a SIP or updated SIP developed under 19 TAC Chapter 97, Subchapter EE, to supersede the provisions of and satisfy the requirements of developing, reviewing, and revising a campus improvement plan under TEC, Chapter 11, Subchapter F. Also specifies actions that the commissioner may take if the commissioner determines that a campus for which an intervention is ordered is not fully implementing the CIT's recommendations or the SIP or updated SIP.
References and requirements related to the School Leadership Pilot Program are stricken from 19 TAC §97.1063 in alignment with changes in HB 3. Language is added to this section to clarify that, if assigned by the commissioner, a SCPT may supersede the authority of and satisfy the requirements of establishing and maintaining a campus-level planning and decision-making committee under TEC, Chapter 11, Subchapter F. The section title is also changed.
97.1064: Reconstitution, updates and relocates reconstitution requirements that previously were reflected in 19 TAC §97.1063. Continues to state the timelines under which a campus will be ordered to undergo reconstitution and describes the role of the CIT in updating and seeking approval of the SIP. Continues to include language regarding the authority of the CIT to determine which educators may be retained at a reconstituted campus but revises language in accordance with HB 3 to describe circumstances surrounding a CIT's determination related to the retention of the principal at a campus that is undergoing reconstitution. Continues to describe the authority of the commissioner to assign a monitor, conservator, management team, or board of managers to ensure and oversee district and campus-level activities related to required intervention and sanction activities and outlines factors the commissioner must take into consideration when appointing individuals to serve in these roles. References the authority of the commissioner to impose on a district or campus certain other sanctions that are reasonably required and addresses the role of the district in successful campus reconstitution.
97.1065: Campus Closure or Alternative Management. Changes the section title. Implements the provisions of HB 3 related to circumstances under which the commissioner may, or is required to, order certain sanctions for campuses with insufficient performance over multiple years. Specifically, revises the timeline under which the commissioner is required to order a sanction for certain campuses and adds repurposing, in addition to campus closure and alternative management, as one of the sanctions that must be ordered by the commissioner. Also establishes that repurposing, alternative management, or campus closure may be ordered for a multi-year unacceptable campus if students fail to demonstrate substantial improvement in the areas targeted by an updated SIP. Furthermore, establishes that re-purposing, alternative management, or campus closure will be ordered if a campus has been identified as unacceptable for the third, as opposed to second, consecutive year after reconstitution is required to be implemented, thus adding an additional year to the mandatory intervention timeline previously established in statute. Additionally, provides for a one-year waiver of these required sanctions if the commissioner determines that, based on significant improvement over the preceding two school years, the campus is likely to be acceptable in the following year. Also establishes the requirements that must be met before the commissioner can approve a plan for campus repurposing and includes parameters that may be considered by the commissioner when determining whether to order repurposing, alternative management, or campus closure when one of these sanctions is required. Also outlines requirements and procedures for the district to appeal the commissioner's order of repurposing, alternative management, or campus closure and outlines other sanction actions that the commissioner may impose to achieve the purposes outlined in TEC, Chapter 39, and 19 TAC Chapter 97, Subchapter EE.
97.1067: Updates statutory references in alignment with HB 3.
97.1069: Providers of Alternative Campus Management. Updates requirements to align with HB 3 by allowing the commissioner to solicit proposals from qualified for-profit entities to assume alternative management of a campus if a non-profit entity has not responded to the commissioner's request for qualifications.
97.1071: Special Program Performance; Intervention Stages. Updates statutory references in alignment with HB 3.
97.1073: Appointment of Monitor, Conservator, or Board of Managers. Updates statutory references to provide clarity and align with HB 3.
Sections 97.1051 and 97.1055 adopted as published in the July 23, 2010 Texas Register (pp 24-28 of 34): http://www.sos.state.tx.us/texreg/pdf/backview/0723/0723adop.pdf
The amendments to §§97.1053, 97.1057, 97.1059, 97.1063, 97.1065, 97.1067, 97.1069, 97.1071, and 97.1073; the repeal of §97.1061; and new §97.1061 and §97.1064 are adopted as published in the April 23, 2010 Texas Register (pp 18-32 of 98): http://www.sos.state.tx.us/texreg/pdf/backview/0423/0423prop.pdf
Title: 19 TAC 97.1051, 1053, 1055, 1057, 1059, 1061, 1063, 1064, 1065, 1067, 1069, 1071, 1073
Source: www.sos.state.tx.us
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| TX | Adopted 07/2010 | P-12 | The Texas Education Agency (TEA) proposes an amendment to s.97.1005, concerning accountability and performance monitoring. The section describes the purpose of the Performance-Based Monitoring Analysis System (PBMAS) and manner in which school districts and charter school performance is reported. The section also adopts the most recently published PBMAS Manual. The proposed amendment would adopt applicable excerpts of the Performance-Based Monitoring Analysis System 2010 Manual. Earlier versions of the manual will remain in effect with respect to the school years for which they were developed. Adopted as published in the July 30, 2010 Texas Register (pp 5-10 of 51): http://www.sos.state.tx.us/texreg/pdf/backview/0730/0730adop.pdf
Title: 19 TAC 97.1005
Source: www.sos.state.tx.us
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| LA | Signed into law 06/2010 | P-12 | Prohibits inclusion of performance data related to students educated in office of juvenile residential centers, justice detention centers, or office of juvenile justice facilities in the school or district performance scores of the public school system where such centers or facilities are located.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=711316
Title: S.B. 112
Source: http://www.legis.state.la.us
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| LA | Signed into law 06/2010 | P-12 | In addition to any other performance-related labels or designations assigned to schools and districts, the State Board of Elementary and Secondary Education, in consultation with parents, teachers, school administrators, and other education stakeholders, shall develop a letter grade system reflective of school and district performance. The letter grades will be included in school and district report cards.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722542
Title: H.B. 925
Source: http://www.legis.state.la.us/
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| AZ | Signed into law 05/2010 | P-12 | Relates to school and school district accountability. Changes the classifications used for school achievement profiles and specifies the data used for their calculation. Expands the Arizona Measure of Academic Progress to high schools and requires the department of education to compute the extent of academic progress made by the pupils at each school. Requires baseline achievement profiles for each public school and school district. Requires 50% of the school and school district classification determination to consist of academic performance measurements as follows: (1) 50% must consist of measurement of academic gain for all pupils enrolled at the school or school district; and (2) 50% must consist of a measurement of 25% of pupils with the lowest academic performance measurement enrolled at the school of school district. Replaces current school classification system with a letter grade system with "A" demonstrating an excellent level and "F" demonstrating a failing level of performance. Includes charter schools. Chapter 247
http://www.azleg.gov/legtext/49leg/2r/bills/sb1286h.pdf
Title: S.B. 1286
Source: http://www.azleg.gov
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| CA | Signed into law 01/2010 | P-12 | By January 2011, directs the superintendent and state board, in consultation with the advisory committee established through 52052.5(a), to make recommendations to the legislature and governor on approaches to increase the emphasis on science and math in calculating the Academic Performance Index or any successor measure, and methods to incorporate a work-ready and college-ready measure into the Academic Performance Index, or into other aspects of the state accountability system.
By July 2013, directs the superintendent and state board to make recommendations to the legislature and the governor on establishing a methodology to use individual student assessment results to measure group and individual academic performance growth. Requires these recommendations to address any interactions between the Academic Performance Index and individual test scores, as well as implications for the reauthorization of the state assessment system. Pages 7-8 of 32: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Section 7
Source: www.leginfo.ca.gov
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| NE | Adopted 01/2010 | P-12 | Adds quality indicators to major provisions. For example, 004.01 K-12 Curriculum. Quality Indicator: The curriculum is comprehensive, coordinated, and sequential and is directed toward locally approved goals and standards for student learning. The instructional program focuses on achievement and provides for the needs of all students including learners with disabilities and high ability learners. It draws upon research, best practice, and reputable theory. Or, additionally: 004.04 Secondary Curriculum. Quality Indicator: The secondary instructional program is based upon state or locally approved standards for student learning. It provides breadth and depth of subject areas which enable students to achieve knowledge and skills necessary to continue post-secondary education or enter a career field. Instruction builds upon knowledge acquired in previous grades and helps students acquire the learning goals of the school, builds 21st century skills, and prepares students for living in a global society. Schools provide required instructional units on site or through a combination of local and distance learning programs.
http://www.sos.ne.gov/rules-and-regs/regtrack/proposals/0000000000000797.pdf
Title: Title 92, NAC Chapter 10 - Multiple Provisions
Source: http://www.sos.ne.gov/rules-and-regs
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| Accountability--Reporting Results |
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| NY | Signed into law 08/2010 | P-12 | Amends provisions related to reporting violence and disruptive incidents in public schools. Repeals provision requiring commissioner to identify the schools and districts with the least and greatest incidence of violent and disruptive incidents, and the least and most improvement since the previous year(s). Replaces with provision directing the commissioner to compare the incidence of violent and disruptive incidents in schools and districts with other schools and districts based on similarity in size, grade levels and other characteristics, including student need and resources, as determined by the commissioner.
http://assembly.state.ny.us/leg/?default_fld=%0D%0A&bn=A11566&Summary=Y&Actions=Y&Text=Y
Title: A.B. 11566 - Section 4
Source: assembly.state.ny.us
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| TX | Adopted 07/2010 | P-12 | The Texas Education Agency (TEA) proposes an amendment to s.97.1005, concerning accountability and performance monitoring. The section describes the purpose of the Performance-Based Monitoring Analysis System (PBMAS) and manner in which school districts and charter school performance is reported. The section also adopts the most recently published PBMAS Manual. The proposed amendment would adopt applicable excerpts of the Performance-Based Monitoring Analysis System 2010 Manual. Earlier versions of the manual will remain in effect with respect to the school years for which they were developed. Adopted as published in the July 30, 2010 Texas Register (pp 5-10 of 51): http://www.sos.state.tx.us/texreg/pdf/backview/0730/0730adop.pdf
Title: 19 TAC 97.1005
Source: www.sos.state.tx.us
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| LA | Signed into law 06/2010 | P-12 | Requires each local public school system to post the four-year cohort graduation rate for each high school and for the system as a whole on its Internet website. Districts must send a written notice to the parent or other legal guardian of high school students that contains the four-year cohort dropout rate of the school and the number of students in the school that have been identified as failing pursuant to the school and district accountability system.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722458
Title: S.B. 753
Source: http://www.legis.state.la.us/
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| LA | Signed into law 06/2010 | P-12 | In addition to any other performance-related labels or designations assigned to schools and districts, the State Board of Elementary and Secondary Education, in consultation with parents, teachers, school administrators, and other education stakeholders, shall develop a letter grade system reflective of school and district performance. The letter grades will be included in school and district report cards.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722542
Title: H.B. 925
Source: http://www.legis.state.la.us/
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| OH | Signed into law 06/2010 | P-12 | Establishes the Healthy Choices for Healthy Children Council. Directs the council to:
(1) Monitor progress in improving student health and wellness
(2) Make periodic policy recommendations to the state board of education on ways to improve the nutritional standards for food and beverages served in public schools
(3) Make periodic recommendations to the department of education for the development of a clearinghouse of best practices in the areas of student nutrition, physical activity for students, and body mass index (BMI) screenings
(4) Assist the department of health in developing a list of resources on health risks associated with weight status, for distribution to parents
(5) Regularly review developments in science and nutrition to inform recommendations to the state board and department of education.
Requires the department of education, upon receipt of the council's initial recommendations, to establish a clearinghouse of best practices that schools may use to promote student health. Directs the department to update the clearinghouse as needed to reflect subsequent council recommendations.
Establishes new Section 3313.674, which requires students in kindergarten, 3rd, 5th and 9th grades to undergo a BMI and weight status category screening. Allows parents to opt their child out of screening requirement. Requires parents of each screened student to be notified of any health risks associated with the student's results and to be provided with information about appropriately addressing the risks. Requires local boards/charter school governing authorities to report aggregated BMI and weight status category data and any other demographic data required by the director of health, to the department of health. Allows a local board/governing authority to obtain a waiver from this requirement.
Directs the department of education to issue an annual report on public schools' compliance with new Section 3313.674. Establishes new Section 3313.6016, which directs the department of education, beginning in the 2011-12 school year, to administer a pilot program requiring daily physical activity for students. Permits any district, charter school, STEM school or nonpublic school to choose to participate; if a district elects to participate, requires all buildings operated by that district to participate. Specifies that participating schools must require students (grades K-12) to engage in at least 30 minutes of moderate to rigorous physical activity, not including recess, and that physical activity as part of a physical education course or before- or after-school activity may count towards this requirement. Identifies students excused from this requirement, including among others kindergarten students not enrolled in a full-day kindergarten program. Requires participating districts or schools to report to the department how the 30 minutes of daily physical activity was implemented and the financial cost of implementation; requires the department to issue an annual report of this data.
By December 31, 2011, directs the state board of education to develop a measure of (1) student success in meeting benchmarks in the physical education standards; (2) compliance with the requirements for local wellness policies prescribed by the federal "Child Nutrition and WIC Reauthorization Act of 2004"; (3) whether a school or district is complying with or operating under a waiver from Section 3313.674; and (4) whether a district or building is participating in the physical activity pilot program established through new Section 3313.6016. Requires the measure to be included in building and district report cards, beginning with report cards issued for the 2012-13 school year, but specifies that the measure will not be a factor in performance ratings issued. Permits the department to accept, receive and expend gifts, devises or bequests of money for the purpose of establishing this measure.
Amends high school graduation requirements to require the half-unit of health to include instruction in nutrition and the benefits of nutritious foods and physical activity for overall health.
Requires that each public, charter and STEM school teacher hired after July 2013 to teach physical education holds a valid license for teaching physical education.
Pages 1-14, 22 and 28-29 of 32: http://www.legislature.state.oh.us/BillText128/128_SB_210_EN_N.pdf
Title: S.B. 210, Part I
Source: www.legislature.state.oh.us
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| OK | Signed into law 06/2010 | P-12 | Creates the school district transparency act; requires school district expenditure information be made available on state department of education website. Requires the Department to make the data available on its website within 120 days of transmission of the expenditures to the Department by the school district.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB1633_ENR.RTF
Title: S.B. 1633
Source: http://webserver1.lsb.state.ok.us
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| ID | Signed into law 04/2010 | P-12 | The purpose of this legislation is to provide public transparency for the spending of Idaho's public
school districts and other education providers. By the end of 2010, the legislation requires that
each school district with over 300 students to post on the internet all of their expenditures in either
a nonsearchable pdf format, a searchable pdf format, a spreadsheet or in a database format.
The internet based website will contain only information that is a public record. Chapter 263
http://www.legislature.idaho.gov/legislation/2010/H0699.htm
Title: H.B. 699
Source: http://www.legislature.idaho.gov
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| TN | Signed into law 04/2010 | P-12 | Requires the Commissioner of Education to include a description of short and long-term educational programs that are
offered to juveniles in detention facilities and the number of juveniles served in the Commissioner's annual report.
http://www.capitol.tn.gov/Bills/106/Bill/SB2198.pdf
Title: S.B. 2198
Source: http://www.capitol.tn.gov
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| UT | Signed into law 03/2010 | P-12 | Modifies the state superintendent's annual report of the public school system by: (1) requiring reporting of data on average class sizes calculated in accordance with state board of education rule; (2) modifying the reporting of pupil-teacher ratios and (3) deleting the reporting of pupil-adult ratios. Rewrites statutory language on method for calculating school and district pupil-teacher ratios in the state superintendent's annual report. Requires data on pupil-teacher ratios to additionally be reported by district, and by state-level aggregate for charter schools and public schools. Requires the section of the state superintendent's annual report dealing with pupil-teacher ratios to indicate the Web site where pupil-teacher ratios for each school in the state may be accessed. Requires data on charter school funding, including state allocations and local expenditures, to be included in the state superintendent's annual report.
Specifies how average class size at the elementary and secondary school levels must be reported. Requires that special education classes and online classes be excluded when determining average class sizes at the elementary and secondary school levels. http://le.utah.gov/~2010/bills/sbillenr/sb0056.pdf
Title: S.B. 56
Source: le.utah.gov
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| UT | Signed into law 03/2010 | P-12
Postsec. | Section 1: Directs the state board, by December 31, 2010, to review mandates provided for in administrative rule, to determine whether some could be waived to remove funding pressures on public schools temporarily.
Sections 2-4: Eliminates the requirement to administer criterion-referenced tests to students in grade 2. Directs the state board, before the October 2010 Education Interim Committee meeting, to present its plan for a pilot program for the 2010-11 and 2011-12 school years to (1) replace the 10th-grade basic skills competency test with computer adaptive testing of basic skills, and (2) administer the ACT exam to high school students. Directs the state board to implement such a pilot program during the 2010-11 and 2011-12 school years. Exempts districts and charter schools from administering the 10th-grade basic skills competency test during the the 2010-11 and 2011-12 school years. Directs the state board to re-direct the money saved by not administering the 10th-grade basic skills competency test to fund implementation of the pilot program during the 2010-11 and 2011-12 fiscal years. Exempts a student from the 10th-grade basic skills competency test requirement if the student was in 10th grade in the 2008-09 or 2009-10 school years and did not pass the competency test (10th-grade basic skills competency test functions as exit exam unless certain waivers apply).
Section 5: Exempts local boards from the requirement to develop and administer activity disclosure statements for high school-level extracurricular activities (as called for in Section 53A-3-420) until the 2012-13 school year.
Section 6: Exempts the state board, until the 2012-13 school year, from the requirements called for in Section 53A-3-602.5 to annually (1) develop a school performance report for schools, districts and charter schools, and (2) collect and electronically report specified performance data for schools, districts and charter schools.
Section 7: Exempts a school district from certain requirements related to the disposal of textbooks until the 2012-13 school year.
Section 8: Until the 2012-13 school year, releases districts from the requirement in Section 53A-13-107 that an annual presentation on adoption be given to students in grades 7-12.
Section 9: Until the 2012-13 school year, releases districts from the requirement in Section 53A-14-107 regarding alignment of primary instructional materials aligned with the core curriculum adopted under Section 53A-1-402.
http://le.utah.gov/~2010/bills/hbillenr/hb0166.pdf
Title: H.B. 166
Source: le.utah.gov
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| VA | Signed into law 03/2010 | P-12 | Requires each local school board to include in its annual report to the Board of Education the number of students who passed the state Workplace Readiness Skills assessment.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB630ER+pdf
Title: S.B. 630
Source: http://leg1.state.va.us/
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| WA | Signed into law 03/2010 | P-12 | Relates to school finance; provides that school districts must comply with building energy requirements only to the extent funds are available; provides that online access to certain information for parents concerning vaccines, child abuse, and other matters satisfies certain requirements; makes other changes concerning traffic safety courses, college credit programs, employee training programs, certain curriculum and special education requirements, student assessments and learning plans, and other matters. Chapter 244
Title: S.B. 6604
Source: Lexis-Nexis/StateNet
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| VA | Signed into law 02/2010 | P-12 | Requires each local school board to include in its annual report to the Board of Education the number of students who passed Virginia's Workplace Readiness Skills assessment. This number is in addition to the current related reporting requirements of the number of industry certifications obtained, state licensure examinations passed, and career and technical education completers who graduate; requires all four numbers to be reported as four separate categories on the School Performance Report Card.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+HB566ER+pdf
Title: H.B. 566
Source: http://leg1.state.va.us
| |
| Accountability--Rewards |
| |
| FL | Signed into law 07/2010 | P-12 | Repeals Subsection (5) of section 1003.413, which directed the commissioner of education to implement the Secondary School Improvement Award Program to reward secondary schools that demonstrate continuous student academic improvement and show the greatest student achievement gains in reading and math. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7037er.docx&DocumentType=Bill&BillNumber=7037&Session=2010
Title: HB 7037 - Sec 25
Source: http://www.myfloridahouse.gov
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| OK | Signed into law 06/2010 | P-12 | Relates to the Academic Achievement Award program; modifyies number of awards granted under the program and adds or specifies award levels; changes date for distributing monetary award; directs the State Board of Education to identify school sites for the various levels of awards; modifies calculation of the awards; specifies allocation of funding for awards based on availability of funds; establishing API score requirements for each award; deletes monetary awards for certain categories; modifies amounts and definitions; limits award to certain qualified employees; requires the State Board to announce and post list of award winners on its Internet website.
http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB2302_ENR.RTF
Title: H.B. 2302
Source: http://webserver1.lsb.state.ok.us
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| TX | Adopted 06/2010 | P-12 | Establishes procedures and adopts guidelines for the administration of awards for teacher excellence. Incorporates statutory changes resulting from H.B. 3646, 81st Texas Legislature, 2009. Pages 1-6 of 182: http://www.sos.state.tx.us/texreg/pdf/backview/0618/0618adop.pdf
Title: 19 TAC 102.1073
Source: www.sos.state.tx.us
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| WA | Signed into law 03/2010 | P-12 | Creates a coherent and effective accountability framework for improvement for all schools and districts to provide an excellent and equitable education, the tools necessary for accountability, including the necessary accounting and data reporting systems, assessment systems to monitor student achievement, and a system of general support; recognizes schools for raising achievement and closing achievement gaps; provides funding for the lowest performing schools; identifies the schools in need of improvement. Phase I of this system will: (1) recognize schools that have done an exemplary job of raissing student achievement and closing the achievement gaps using the state board of education's accountability index; and (2) target the lowest five percent of persistently lowest-achieving schools to provide federal funds and federal intervention models through either a voluntary option or a required action process. Phase II of the system will work toward implementing the state board of education's accountability index for identification of schools in need of improvement and the use of state and local intervention models and state funds. The expectation from implementation of this system is the improvement of student achievement for all students to prepare them for postsecondary education, work, and global citizenship in the twenty-first century. Chapter 235
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Senate%20Passed%20Legislature/6696-S2.PL.pdf
Title: S.B. 6696
Source: http://apps.leg.wa.gov
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| VA | Signed into law 02/2010 | P-12 | Codifies a current recognition program for schools and local school divisions that recognizes and rewards fully accredited schools and school divisions that make significant progress toward achieving advance proficiency levels in reading, mathematics, science, and history and social science and on other indicators of school and student performance; requires the Board of Education to include in its guidelines for the program performance objectives and measures.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB145ER+pdf
Title: S.B. 145/H.B. 1172
Source: Lhttp://leg1.state.va.us
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| CA | Signed into law 01/2010 | P-12 | Adds Chapter 18 (commencing with Section 53100) to the Education Code. Numbers below relate to new section numbers.
53100: For purposes of implementing the federal Race to the Top program, (1) authorizes the state superintendent and president of the state board to enter into a memorandum of understanding with a local education agency (LEA), and (2) directs participating LEAs to enter into a memorandum of understanding with the state superintendent and president of the state board.
53101: Directs the governor, state superintendent and state board to develop one or multiple plans to submit as part of a Race to the Top application. Requires that the plan address how the Race to the Top program funds and any other applicable federal funds will be used to provide resources to the low-achieving and persistently lowest-achieving schools as defined in statute, and provides that these resources may include professional development, technical assistance, and partnering with schools that have successfully transitioned from low- to higher-performing status. Provides legislative intent that funding for LEAs be the highest priority in the allocation of Race to the Top program funds.
53102: By January 2011, directs the state superintendent to contract for an independent evaluation of the implementation and impact of the state plan submitted in application for a federal Race to the Top Fund grant award. Requires that the legislative, governor and state board be provided an interim report by June 2012, and a final report by June 2014.
53201: Defines "low-achieving school" as any Title I school in improvement, corrective action or restructuring. Defines "persistently lowest-achieving school" as meeting any of a number of criteria. Some of these criteria include: the lowest 5% of low-achieving schools as measured by proficiency on NCLB assessments in reading/language arts and math; any secondary school eligible for but not receiving Title I funds that is in the lowest 5% as measured by proficiency on NCLB assessments in reading/language arts and math; and any of either such school (or any high school in improvement, corrective action, or restructuring) that has had a graduation rate below 60% in each of the previous three years.
53201.5: Requires the state superintendent to notify a local governing board, or governing body of a charter school, if any school in its jurisdiction has been identified as a persistently lowest-achieving school.
53202: Provides that for purposes of implementing the federal Race to the Top program, a local board must implement for any persistently lowest-achieving school the turnaround model, the restart model, school closure, or the transformation model (as described in Appendix C of the Notice of Final Priorities, Requirements, Definitions, Selection Criteria for the Race to the Top program published in Volume 74 of Number 221 of the Federal Register on November 18, 2009). Provides an exception. Establishes a hearing process for any school subject to an intervention prior to selection of an intervention. Establishes parameters to allow a school implementing the turnaround or transformation model to participate in a school-to-school partnership program by working with a mentor school that has successfully transitioned from a low-achieving school to a higher-achieving school. (Higher-achieving school must either have exited Program Improvement under NCLB, or increased (in statewide Academic Performance Index rankings) by two or more deciles over the last five years, using the most recent data available.) Requires the principal and, at the principal's discretion, the staff of a mentor school to provide guidance to a persistently lowest-achieving school to develop a reform plan, and provide guidance on how the mentor school transformed the culture of the school from low-achieving to higher-achieving and how that transformation could be replicated at the school implementing a turnaround or transformation model. To the extent such funds are available, requires the mentor school to receive federal funds for serving as a mentor school; as a condition of receipt of funds, requires the mentor school's principal (and staff, at the principal's discretion), to meet regularly with the assigned persistently lowest-achieving school for at least three years.
53203: Directs regional consortia to provide technical assistance and support to LEAs with one or more persistently lowest-achieving schools in implementing any interventions for persistently lowest-achieving schools. Identifies 11 areas that such technical assistance may address, including:
(1) Identifying staff recruitment and retention strategies
(2) Identifying strategies to provide increased instructional time
(3) Implementing professional development activities identified in the state's Race to the Top proposal
(4) Developing a new governance structure, which may include establishment of a turnaround office in the LEA or the department, that a school implementing the turnaround model
will report to
(5) Developing social-emotional and community-oriented services (including parental involvement strategies)
(6) Identifying, reviewing, and recommending quality charter school operators, charter management organizations, or education management organizations that can operate a persistently lowest-achieving school
(7) Identifying higher-achieving schools in the district, including charter schools, to relocate pupils attending a school that is scheduled for closure
(8) Developing a rigorous, transparent and equitable teacher and principal evaluation system that includes student growth data and other factors such as multiple observation-based assessments that all schools implementing the turnaround or transformation model may use
(9) Identifying strategies to identify and reward school leaders, teachers, and other staff who, in implementing the transformation model, have increased pupil achievement and high school graduation rates and have identified and removed those, who, after ample opportunities, have been provided for them to improve their professional practice, have not done so
(10) Identifying and approving mentor schools
(11) Consistent with the collective bargaining agreement, assisting an LEA in:
(a) meeting federal guidelines that encourage the state to ensure that persistently lowest-achieving schools are not required to accept a teacher without mutual consent of the teacher and principal, regardless of the teacher's seniority.
(b) Implementing schoolsite-based teacher hiring decisions
(c) Giving persistently lowest-achieving schools first priority in selecting from the qualified district applicant pool, among those teachers who have specifically applied to work at the school.
Pages 8-13 of 32: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Section 8
Source: www.leginfo.ca.gov
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| Accountability--Sanctions/Interventions |
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| CA | Adopted 09/2010 | P-12 | Adopts emergency regulations to implement Senate Bill 4, Chapter 3, 5th Extraordinary Session of 2010. This Senate Bill and these emergency regulations establish the parent empowerment process whereby parents of students who are or will be enrolled in up to 75 schools that are subject to federal corrective action plans, are not making adequate yearly progress, and have Academic Performance Index scores below 800, have the right to petition for the implementation of specified school reform interventions. The rulemaking, among other things, specifies the requirements for these petitions and the petition process. Also provide more detailed descriptions of thei ntervention models (turnaround, restart, school closure, transformation and alternative governance arrangement) than are provided in statute.
Title: 5 CA ADC 4800, 4801, 4802, 4803, 4804, 4805, 4806, 4807
Source:
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| TX | Adopted 07/2010 | P-12 | Makes various changes to state accountability provisions. Language below primarily from July 23, 2010 Texas Register.
97.1051: Amends definitions. Changes the definition of "campus closure" to remove references to "repurposing," which is now defined in statute.
97.1053: Purpose, updates statutory references in alignment with 2009 H.B. 3.
97.1055: Clarifies the process for assigning accreditation statuses during the period of transition to new H.B. 3 requirements. Adds new language regarding when an accreditation status may be raised or lowered based on the performance of the district or one or more campuses in the district. Also states how the statutory requirements related to a financial solvency review and projected deficit affect accreditation statuses. In addition, the adopted amendment incorporates current agency procedures for completing the asset-to-liability calculation for the purposes of charter financial accountability. Language is added, providing an additional method for districts to meet the notification requirements related to a lowered accreditation status.
97.1057: Accreditation Sanctions. Updates statutory references and adds information regarding the factors the commissioner must consider in determining whether to impose a particular sanction based on resource allocation practices.
97.1059: Standards for All Accreditation Sanction Determinations. Updates statutory references and adds language to reflect statutory requirements regarding the commissioner's obligation to review the performance of a district. Specifically, the commissioner must review at least annually the performance of a district for which the accreditation status has been lowered due to insufficient student performance. The adopted amendment also requires the commissioner to increase sanctions if a lack of improvement is shown unless there is good cause not to do so.
97.1061: Interventions and Sanctions for Campuses. Adds language to align with new statutory requirements related to campuses that satisfy current performance standards under TEC, §39.054(e), but that would not satisfy performance standards if the standards to be used for the following school year were applied to the current school year. Also adds language to align with new statutory requirements for intervening with and sanctioning campuses with performance below any standard under TEC, §39.054(e), including requirements relating to a hearing and a school community partnership team (SCPT). Adds new statutory language that allows the commissioner to accept certain interventions that a campus has implemented under federal accountability requirements in lieu of required state measures if the intervention measures are substantially similar.
97.1063: Campus Intervention Team; Reconstitution. Implements the provisions of HB 3 related to campuses below any standard under TEC, §39.054(e), and the assignment of a campus intervention team (CIT) to those campuses. Defines the duties and responsibilities of the CIT, including responsibilities to conduct a targeted on-site needs assessment relevant to the areas of insufficient performance or, if the commissioner determines necessary, a comprehensive on-site needs assessment. Also outlines requirements related to the development and submission of a school improvement plan (SIP) by a campus and establishes timelines for how long the CIT will be assigned to a campus. Outlines requirements related to the involvement of the board of trustees of a school district in conducting a hearing to notify the public of the insufficient performance of one or more campuses within the district, the improvements expected by the agency for the campus(es), and the intervention measures or sanctions that may be imposed under the subchapter if performance does not improve. Also details requirements related to public posting of the SIP and, as appropriate, modification of the SIP in response to public comment. Further notes that the commissioner may authorize a SIP or updated SIP developed under 19 TAC Chapter 97, Subchapter EE, to supersede the provisions of and satisfy the requirements of developing, reviewing, and revising a campus improvement plan under TEC, Chapter 11, Subchapter F. Also specifies actions that the commissioner may take if the commissioner determines that a campus for which an intervention is ordered is not fully implementing the CIT's recommendations or the SIP or updated SIP.
References and requirements related to the School Leadership Pilot Program are stricken from 19 TAC §97.1063 in alignment with changes in HB 3. Language is added to this section to clarify that, if assigned by the commissioner, a SCPT may supersede the authority of and satisfy the requirements of establishing and maintaining a campus-level planning and decision-making committee under TEC, Chapter 11, Subchapter F. The section title is also changed.
97.1064: Reconstitution, updates and relocates reconstitution requirements that previously were reflected in 19 TAC §97.1063. Continues to state the timelines under which a campus will be ordered to undergo reconstitution and describes the role of the CIT in updating and seeking approval of the SIP. Continues to include language regarding the authority of the CIT to determine which educators may be retained at a reconstituted campus but revises language in accordance with HB 3 to describe circumstances surrounding a CIT's determination related to the retention of the principal at a campus that is undergoing reconstitution. Continues to describe the authority of the commissioner to assign a monitor, conservator, management team, or board of managers to ensure and oversee district and campus-level activities related to required intervention and sanction activities and outlines factors the commissioner must take into consideration when appointing individuals to serve in these roles. References the authority of the commissioner to impose on a district or campus certain other sanctions that are reasonably required and addresses the role of the district in successful campus reconstitution.
97.1065: Campus Closure or Alternative Management. Changes the section title. Implements the provisions of HB 3 related to circumstances under which the commissioner may, or is required to, order certain sanctions for campuses with insufficient performance over multiple years. Specifically, revises the timeline under which the commissioner is required to order a sanction for certain campuses and adds repurposing, in addition to campus closure and alternative management, as one of the sanctions that must be ordered by the commissioner. Also establishes that repurposing, alternative management, or campus closure may be ordered for a multi-year unacceptable campus if students fail to demonstrate substantial improvement in the areas targeted by an updated SIP. Furthermore, establishes that re-purposing, alternative management, or campus closure will be ordered if a campus has been identified as unacceptable for the third, as opposed to second, consecutive year after reconstitution is required to be implemented, thus adding an additional year to the mandatory intervention timeline previously established in statute. Additionally, provides for a one-year waiver of these required sanctions if the commissioner determines that, based on significant improvement over the preceding two school years, the campus is likely to be acceptable in the following year. Also establishes the requirements that must be met before the commissioner can approve a plan for campus repurposing and includes parameters that may be considered by the commissioner when determining whether to order repurposing, alternative management, or campus closure when one of these sanctions is required. Also outlines requirements and procedures for the district to appeal the commissioner's order of repurposing, alternative management, or campus closure and outlines other sanction actions that the commissioner may impose to achieve the purposes outlined in TEC, Chapter 39, and 19 TAC Chapter 97, Subchapter EE.
97.1067: Updates statutory references in alignment with HB 3.
97.1069: Providers of Alternative Campus Management. Updates requirements to align with HB 3 by allowing the commissioner to solicit proposals from qualified for-profit entities to assume alternative management of a campus if a non-profit entity has not responded to the commissioner's request for qualifications.
97.1071: Special Program Performance; Intervention Stages. Updates statutory references in alignment with HB 3.
97.1073: Appointment of Monitor, Conservator, or Board of Managers. Updates statutory references to provide clarity and align with HB 3.
Sections 97.1051 and 97.1055 adopted as published in the July 23, 2010 Texas Register (pp 24-28 of 34): http://www.sos.state.tx.us/texreg/pdf/backview/0723/0723adop.pdf
The amendments to §§97.1053, 97.1057, 97.1059, 97.1063, 97.1065, 97.1067, 97.1069, 97.1071, and 97.1073; the repeal of §97.1061; and new §97.1061 and §97.1064 are adopted as published in the April 23, 2010 Texas Register (pp 18-32 of 98): http://www.sos.state.tx.us/texreg/pdf/backview/0423/0423prop.pdf
Title: 19 TAC 97.1051, 1053, 1055, 1057, 1059, 1061, 1063, 1064, 1065, 1067, 1069, 1071, 1073
Source: www.sos.state.tx.us
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| OK | Signed by Governor 06/2010 | P-12 | Amends law to require each school district identified as in need of improvement for four years to submit a plan for compliance with this section to the State Department of Education, in a manner prescribed by the Department. Beginning December 31, 2010, and annually each year thereafter, requires the State Department of Education to submit a report of the district plans received to the members of the Senate and House Education Committees.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB1617_ENR.RTF
Title: S.B. 1617
Source: http://webserver1.lsb.state.ok.us
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| OK | Signed into law 06/2010 | P-12 | This section of S.B. 2033 establishes and defines four intervention models, one of which a school identified as being among the persistently lowest-achieving schools in the state is required to implement (turnaround, closure, restart or transformation).
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB2033_ENR.RTF
Title: S.B. 2033
Source: http://webserver1.lsb.state.ok.us
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| CT | Signed into law 05/2010 | P-12 | Permits the local/regional board of education for a school that has been identified as in need of improvement pursuant or designated as a low achieving school (due to such school failing to make adequate yearly progress in mathematics and reading at the whole school level) to establish a school governance council for each school so identified. The school governance council has the following responsibilities: (1) analyzing school achievement data and school needs relative to the improvement plan for the school; (2) reviewing the fiscal objectives of the draft budget for the school and providing advice to the principal of the school before such school's budget is submitted to the superintendent of schools for the district; (3) participating in the hiring process of the school principal or other administrators of the school by conducting interviews of candidates and reporting on such interviews to the superintendent of schools for the school district and the local/regional board; (4) assisting the principal of the school in making programmatic and operational changes for improving the school's achievement, including program changes, adjusting school hours and days of operation, and enrollment goals for the school; (5) working with the school administration to develop and approve a school compact for parents, legal guardians and students that includes an outline of the criteria and responsibilities for enrollment and school membership consistent with the school's goals and academic focus, and the ways that parents and school personnel can build a partnership to improve student learning; (6) developing and approving a written parent involvement policy that outlines the role of parents and legal guardians in the school; (7) utilizing records relating to information about parents and guardians of students maintained by the local/regional board and as permitted by state statute. Permits the council to recommend reconstitution of the school through a certain model.
http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 21
Source: http://www.cga.ct.gov
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| CT | Signed into law 05/2010 | P-12 | Requires the department of education to monitor, within available appropriations, those schools that have reconstituted (See section 21 of this bill) to determine whether such schools have demonstrated progress with regard to the following indicators: (1) the reconstitution model adopted by the school; (2) the length of the school day and school year; (3) the number and type of disciplinary incidents; (4) the number of truants; (5) the dropout rate; (6) the student attendance rate; (7) the average scale scores on the state-wide mastery examination; (8) for high schools, the number and percentage of students completing advanced placement coursework; (9) the teacher attendance rate; and (10) the existence and size of the parent-teacher organization for the school. Such monitoring must be conducted over the 2 year period following such reconstitution. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 22
Source: http://www.cga.ct.gov
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| NY | Signed into law 05/2010 | P-12 | From "Summary of Specific Provisions" on Assembly Web site:
Section 6 of this bill would add a new S21l-e to the Education Law to authorize the board of education of a school district, or the Chancellor of the New York City School District, to contract with an educational partnership organization, with the approval of the Commissioner, for a term of up to 5 years to manage a school identified as a persistently lowest-achieving school, or a BURR, for the purpose of intervention to turn around such school. An "educational partnership organization" (or "EPO") would be defined to include a board of cooperative educational services, a public or independent higher education institution, a cultural institution, or a private non-profit organization with a proven record of success in intervening in low-performing schools, provided that the term would not include a charter school. The contract would be required to include district expectations and/or benchmarks for school operations and academic outcomes, and provide that failure to meet such expectations or benchmarks may be ground for termination of the contract. The contract would also be required to address the manner in which students will be assigned to the school, the process for employees to transfer to the school, the services the district will provide to the
school and the manner in which the school shall apply for and receive allocational and competitive grants.
Under the bill, the EPO would assume the duties of the superintendent of schools with respect to the school, including but not limited to making recommendations to the board of education to implement the educational program, including decisions on budgets, staffing populations, student discipline, curriculum and determining the daily schedule and the school calendar, consistent with collective bargaining agreements. The board of education would retain ultimate decision-making authority over employment decisions, including hiring, evaluating, termination, granting of tenure, assignment of employees and staff development and over other terms and conditions of employees. However, the EPO would be authorized to exercise all the powers of a superintendent of schools over employment decisions, including but not limited to making recommendations to the board of education on staff assignments, hiring, tenure., evaluation and discipline and termination of employees. The employees assigned to the school would continue to be solely employed by the school district for all purposes, and would retain all their tenure rights and other employment rights conferred by law.
The board of education, and not the EPO, would be the employer for purposes of the Taylor Law (Article 14 of the Civil Service Law). The employees assigned to the school would remain members of the applicable
negotiating unit containing like titles or positions for the school district would be covered by the collective bargaining agreement covering that school district's negotiating unit. However, the duly recognized or certified collective bargaining representative for that negotiating unit would be authorized to modify or supplement, in writing, the collective bargaining agreement in consultation with the employees of the negotiating unit working in the school. All such modifications of, or supplements to, the collective bargaining agreement would be subject to ratification by the employees employed within the school and by the board of education of the school district.
The bill further provides that where the EPO makes a recommendation to the board of education on implementing the educational program or on employment decisions and the recommendation is denied, the board is required to state its reasons for the denial, which shall include an explanation of how the denial will improve student achievement in the school and how such action is consistent with the accountability plans approved by the Commissioner for the school and the district. The board of education would not be prevented, however, from denying a recommendation that is in violation of law or violates a collective bargaining agreement. The bill further provides that if the board of education rejects a recommendation to terminate the probationary appointment of an employee assigned to the school or a recommendation to deny tenure to
such an employee, the board of education would be required to transfer the employee to another position in the school district within that employee's tenure area or to create such a position.
http://assembly.state.ny.us/leg/?default_fld=%0D%0A&bn=A11171&Summary=Y&Actions=Y&Memo=Y&Text=Y
Title: A.B. 11171, Section 6
Source: assembly.state.ny.us
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| OK | Signed into law 05/2010 | P-12 | Authorizes a district board of education for a district with an average daily membership of more than 30,000 which implements an alternative governance arrangement to use the following procedures, upon approval of the district board and concurrence of the executive committee of the appropriate local bargaining unit: a. any teacher not retained at the school site shall be given status as a full-time substitute teacher within the school district for a period of not to exceed two (2) years; b. if the teacher is not offered a contract teaching position at a school in the district within the two-year period specified in subparagraph a of this paragraph, the district board shall be authorized to not reemploy the teacher, and c. the district board shall designate trained, certified, instructional staff to provide teacher support, development and evaluation, which may include certified personnel other than administrators. These actions are not to be subject to the Teacher Due Process Act of 1990. The decision by the district board for renewal or nonrenewal is final. (For these purposes, a full-time substitute teacher is to perform the duties assigned by the district superintendent and is to continue to receive the same salary, benefits and step increases that the teacher would otherwise be entitled to for the time period the teacher serves as a full-time substitute.)
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB509_ENR.RTF
Title: S.B. 509
Source: http://webserver1.lsb.state.ok.us
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| MS | Signed into law 04/2010 | P-12 | Requires the Department of Education to provide assistance to certain schools not meeting adequate performance of accreditation standards. Requires schools at-risk to be identified by specified criteria. Authorizes evaluation teams to conduct on- site audits. Removes the requirement that evaluation reports identify personnel in need of improvement. Makes changes concerning pre-kindergarten districts, conservatorship, professional development, hiring of consultants, mentoring programs and other matters.
http://billstatus.ls.state.ms.us/documents/2010/pdf/HB/1000-1099/HB1097SG.pdf
Title: H.B. 1097
Source: Lexis-Nexis/StateNet
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| MS | Signed into law 04/2010 | P-12 | Creates a New Start School Program. Requires a New Start School to be established in each public school that is considered failing. Provides for the conversion of underperforming schools into conversion charter schools, for contracts relating to such conversion, and for sources of funding. Allows a conversion charter school to apply for federal Race to the Top funding. Establishes provisions relating to professional development, employee evaluation, and per diem restrictions for school board members.
http://billstatus.ls.state.ms.us/documents/2010/pdf/SB/2200-2299/SB2293SG.pdf
Title: S.B. 2293
Source: http://billstatus.ls.state.ms.us
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| WI | Signed into law 04/2010 | P-12 | Act 215. For a district in need of improvement for 4 consecutive years, new section requires district boards to take certain actions (additional learning time; system of academic and behavioral supports; use data to differentiate instruction; employ a research-based curriculum). For districts in lowest performing 5% of all public schools, makes a number of other requirements of boards. Provides the state superintendent with authority to require actions for schools in either of the categories named above.
http://www.legis.state.wi.us/2009/data/acts/09Act215.pdf
Title: S.B. 437
Source: http://www.legis.state.wi.us
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| WA | Signed into law 03/2010 | P-12 | Creates a coherent and effective accountability framework for improvement for all schools and districts to provide an excellent and equitable education, the tools necessary for accountability, including the necessary accounting and data reporting systems, assessment systems to monitor student achievement, and a system of general support; recognizes schools for raising achievement and closing achievement gaps; provides funding for the lowest performing schools; identifies the schools in need of improvement. Phase I of this system will: (1) recognize schools that have done an exemplary job of raissing student achievement and closing the achievement gaps using the state board of education's accountability index; and (2) target the lowest five percent of persistently lowest-achieving schools to provide federal funds and federal intervention models through either a voluntary option or a required action process. Phase II of the system will work toward implementing the state board of education's accountability index for identification of schools in need of improvement and the use of state and local intervention models and state funds. The expectation from implementation of this system is the improvement of student achievement for all students to prepare them for postsecondary education, work, and global citizenship in the twenty-first century. Chapter 235
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Senate%20Passed%20Legislature/6696-S2.PL.pdf
Title: S.B. 6696
Source: http://apps.leg.wa.gov
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| CA | Signed into law 01/2010 | P-12 | Adds Chapter 18 (commencing with Section 53100) to the Education Code. Numbers below relate to new section numbers.
53100: For purposes of implementing the federal Race to the Top program, (1) authorizes the state superintendent and president of the state board to enter into a memorandum of understanding with a local education agency (LEA), and (2) directs participating LEAs to enter into a memorandum of understanding with the state superintendent and president of the state board.
53101: Directs the governor, state superintendent and state board to develop one or multiple plans to submit as part of a Race to the Top application. Requires that the plan address how the Race to the Top program funds and any other applicable federal funds will be used to provide resources to the low-achieving and persistently lowest-achieving schools as defined in statute, and provides that these resources may include professional development, technical assistance, and partnering with schools that have successfully transitioned from low- to higher-performing status. Provides legislative intent that funding for LEAs be the highest priority in the allocation of Race to the Top program funds.
53102: By January 2011, directs the state superintendent to contract for an independent evaluation of the implementation and impact of the state plan submitted in application for a federal Race to the Top Fund grant award. Requires that the legislative, governor and state board be provided an interim report by June 2012, and a final report by June 2014.
53201: Defines "low-achieving school" as any Title I school in improvement, corrective action or restructuring. Defines "persistently lowest-achieving school" as meeting any of a number of criteria. Some of these criteria include: the lowest 5% of low-achieving schools as measured by proficiency on NCLB assessments in reading/language arts and math; any secondary school eligible for but not receiving Title I funds that is in the lowest 5% as measured by proficiency on NCLB assessments in reading/language arts and math; and any of either such school (or any high school in improvement, corrective action, or restructuring) that has had a graduation rate below 60% in each of the previous three years.
53201.5: Requires the state superintendent to notify a local governing board, or governing body of a charter school, if any school in its jurisdiction has been identified as a persistently lowest-achieving school.
53202: Provides that for purposes of implementing the federal Race to the Top program, a local board must implement for any persistently lowest-achieving school the turnaround model, the restart model, school closure, or the transformation model (as described in Appendix C of the Notice of Final Priorities, Requirements, Definitions, Selection Criteria for the Race to the Top program published in Volume 74 of Number 221 of the Federal Register on November 18, 2009). Provides an exception. Establishes a hearing process for any school subject to an intervention prior to selection of an intervention. Establishes parameters to allow a school implementing the turnaround or transformation model to participate in a school-to-school partnership program by working with a mentor school that has successfully transitioned from a low-achieving school to a higher-achieving school. (Higher-achieving school must either have exited Program Improvement under NCLB, or increased (in statewide Academic Performance Index rankings) by two or more deciles over the last five years, using the most recent data available.) Requires the principal and, at the principal's discretion, the staff of a mentor school to provide guidance to a persistently lowest-achieving school to develop a reform plan, and provide guidance on how the mentor school transformed the culture of the school from low-achieving to higher-achieving and how that transformation could be replicated at the school implementing a turnaround or transformation model. To the extent such funds are available, requires the mentor school to receive federal funds for serving as a mentor school; as a condition of receipt of funds, requires the mentor school's principal (and staff, at the principal's discretion), to meet regularly with the assigned persistently lowest-achieving school for at least three years.
53203: Directs regional consortia to provide technical assistance and support to LEAs with one or more persistently lowest-achieving schools in implementing any interventions for persistently lowest-achieving schools. Identifies 11 areas that such technical assistance may address, including:
(1) Identifying staff recruitment and retention strategies
(2) Identifying strategies to provide increased instructional time
(3) Implementing professional development activities identified in the state's Race to the Top proposal
(4) Developing a new governance structure, which may include establishment of a turnaround office in the LEA or the department, that a school implementing the turnaround model
will report to
(5) Developing social-emotional and community-oriented services (including parental involvement strategies)
(6) Identifying, reviewing, and recommending quality charter school operators, charter management organizations, or education management organizations that can operate a persistently lowest-achieving school
(7) Identifying higher-achieving schools in the district, including charter schools, to relocate pupils attending a school that is scheduled for closure
(8) Developing a rigorous, transparent and equitable teacher and principal evaluation system that includes student growth data and other factors such as multiple observation-based assessments that all schools implementing the turnaround or transformation model may use
(9) Identifying strategies to identify and reward school leaders, teachers, and other staff who, in implementing the transformation model, have increased pupil achievement and high school graduation rates and have identified and removed those, who, after ample opportunities, have been provided for them to improve their professional practice, have not done so
(10) Identifying and approving mentor schools
(11) Consistent with the collective bargaining agreement, assisting an LEA in:
(a) meeting federal guidelines that encourage the state to ensure that persistently lowest-achieving schools are not required to accept a teacher without mutual consent of the teacher and principal, regardless of the teacher's seniority.
(b) Implementing schoolsite-based teacher hiring decisions
(c) Giving persistently lowest-achieving schools first priority in selecting from the qualified district applicant pool, among those teachers who have specifically applied to work at the school.
Pages 8-13 of 32: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Section 8
Source: www.leginfo.ca.gov
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| CA | Signed into law 01/2010 | P-12 | Creates new sections 53300 and ff. of the Education Code, establishing new "Parent Empowerment" section. Provides that for any school not identified as a persistently low-achieving school under new Section 53201 (see enacted S.B. 1E http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf), that is subject to corrective action under the No Child Left Behind (NCLB) Act and after one full year continues to fail to make adequate yearly progress (AYP), and has an Academic Performance Index score of less than 800, and in which at least half of parents of students or a combination of at least half of such and of parents of students in a feeder elementary or middle school sign a petition asking the district to implement one or more of the four interventions specified in new Section 53202 (the turnaround model, the restart model, school closure or the transformation model) or the federally mandated alternative governance arrangement identified in NCLB, requires the district to implement the option requested by the parents unless, in a regularly scheduled public meeting, the district makes a finding in writing stating why it cannot implement the specific recommended option and instead designates in writing which of the other
options it will implement in the subsequent school year consistent with federal requirements. Directs the district to notify the state superintendent and state board upon receipt of a petition, and upon its final disposition of that petition. Provides that if the district indicates it will implement a different alternative governance arrangement than requested by the parents, it must notify the state superintendent and the state board that the alternative governance option selected has substantial promise of enabling the school to make AYP. Provides that no more than 75 schools may be subject to such a petition (with schools counted toward this total upon state receipt of its final disposition of the petition). Pages 6-7 of 7: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf
Title: S.B. 4E - Parent Empowerment
Source: www.leginfo.ca.gov
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| KY | Signed into law 01/2010 | P-12 | Amends accountability provisions in KRS 160.346. Defines "persistently low-achieving school". Defines "school intervention" as a process chosen by a school council, a superintendent and a local board, or the commissioner of education or designee with state board approval, to turn around a persistently low-achieving school. Repeals certain language regarding actions of an audit team in relation to a school under accountability sanctions. Directs an audit team auditing a persistently low-achieving school to include in its review and report (1) a determination of the school council and principal's ability to lead the intervention in the persistently low-achieving school and (2) a recommendation to the commissioner of education as to whether the council should be replaced, and whether the current principal should remain as principal in the school. Repeals language allowing authority for a low-performing school to be transferred to a "highly skilled educator"; adds new language providing that if the audit team recommends transferring the school council's authority, the team may recommend that (1) such authority be transferred to the commissioner of education, who must designate staff to manage the school, and/or (2) the council members be replaced by the commissioner of education.
Requires an audit team auditing the district of a persistently low-achieving school to include in its review and report a determination of the district's ability to manage the intervention in the persistently low-achieving school. Requires the commissioner of education, within 30 days of receiving the reports of the school and district audits, to act on the recommendations in the reports and other relevant data. Existing law permits the school council of a low-performing school to appeal the commissioner's action on the audit team' recommendations; new provision additionally allows the local board to appeal the commissioner's action, and requires the state board to hold a special meeting for action on the appeal if the state board is not scheduled to meet within 30 days of receipt of an appeal of the commissioner's decision.
Existing legislation allows powers, duties and authority for an underperforming school to be transferred to the local superintendent or a highly skilled educator; new provisions replace such language with references to transfer of powers, duties and authority to local superintendent, commissioner of education, or his/her designee.
Requires persistently low-achieving schools to select one of five intervention options: (1) "external management option" (day-to-day operations transferred to a for-profit or nonprofit education management organization (EMO); provides the EMO may make personnel decisions; (2) "restaffing option" (replacement of principal and school-based decision making council unless recommended otherwise, retention of no more than 50% of school staff, development and implementation of an action plan using research-based school improvement initiatives to improve student performance); (3) "school closure option" (transfer of students to district schools meeting accountability measures, reassignment of school staff, potential nonrenewal of contracts, dismissal, demotion, or a combination of such personnel actions); (4) "transformation option" (replacement of principal and of school council unless the audit report recommends otherwise, institution of an extensive set of specified strategies designed to turn around the identified school); (5) any other model recognized by the federal No Child Left Behind Act or its successor. Directs the state board to adopt rules establishing the process and procedures for implementing the enumerated intervention options.
Specifies that professionally negotiated contracts by a local board of education shall not take precedence over the requirements of the "restaffing", "school closure" and "transformation" options. Directs the state department of education to provide services and support to assist persistently low-achieving schools.
Directs the state department of education, based on the 2009 Advanced Placement results of schools participating in the "Advance Kentucky" initiative http://www.advancekentucky.com/Default.aspx, to include in the state's Race to the Top application a description of the intent to expand Advance Kentucky schools by 20 schools a year over a four-year period. Directs the state department of education to provide 50% of all program costs, with all additional costs to be covered by grants from philanthropy, local district funding, and other sources of funding, including legislative appropriation. http://www.lrc.ky.gov/record/10RS/HB176/bill.doc
Title: H.B. 176
Source: www.lrc.ky.gov
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| KY | Emergency Rule Adoption 01/2010 | P-12 | Establishes the processes to be followed during a school leadership assessment and district leadership assessment after a school is identified as low-achieving, per 2010 H.B. 176 (http://www.lrc.ky.gov/record/10RS/HB176/bill.doc). Defines "assessment team", "district leadership assessment", "needs assessment" and "school leadership assessment". Establishes rules to help identify the entity authorized to select an intervention option. Establishes reform activities permitted under each of the intervention options (external management, restaffing, school closure and transformation) established in H.B. 176. Establishes procedures for the commissioner of education to follow in selecting External Management Organizations for those schools undergoing the external management intervention option. http://www.lrc.ky.gov/kar/703/005/180reg.htm
Title: 703 KAR 5:180
Source: www.lrc.ky.gov
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| MA | Signed into law 01/2010 | P-12 | Repeals and replaces existing policies relating to Commissioner of Elementary and Secondary Education to designate a school as underperforming or chronically underperforming. Defines Commissioner's and State Board's authority and duties.
http://www.mass.gov/legis/bills/senate/186/st02/st02247.htm
Title: S.B. 2247; (NEW BILL)
Source: http://www.mass.gov
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| MI | Signed into law 01/2010 | P-12 | Part of Michigan's Race to the Top Legislation. Beginning in 2010, not later than September 1 of each year, the state superintendent is required to publish a list of the lowest achieving 5% of all public schools. Once a building is identified as being in the lowest 5%, the superintendent must issue an order placing those buildings under the supervision of the newly created state school reform and redesign officer (RRO). Within 90 days of receiving this order, the local school board must submit a redesign plan to the RRO. The plan must implement one of the 4 intervention models provided for in the American Recovery and Reinvestment Act (ARRA). The 4 models are: turnaround, restart, closure and transformation. The plan must also include an addendum to the collective bargaining agreement to alter any seniority system in place and suspend the work rules to allow for longer school days or years in the event that those methods are determined to be necessary for success.
If the RRO denies a plan or determines that a previously approved plan isn't working adequately, the school may be placed into the newly formed State School Reform and Redesign District. The RRO would then act as the superintendent of the district and impose one of the intervention models at the beginning of the next school. The RRO also may impose modifications to the collective bargaining agreement. The RRO may appoint a chief executive officer to administer a school or several school buildings at once.
http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2009-PA-0204.htm
Title: H.B. 4787 - Sec. 1280c
Source: http://www.legislature.mi.gov
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| TN | Signed into law 01/2010 | P-12 | Enacts the Tennessee First to the Top Act of 2010. From fiscal note: Authorizes the Commissioner of Education to move any public
school or local education agency (LEA) into or out of a newly created "Achievement School District" (ASD) if the school is in the fifth year of improvement status or at any time a Title I school meets the U.S. Department of Education's definition of "persistently lowest achieving schools." Authorizes the Commissioner to contract with an individual, government entity, or nonprofit entity to manage the day-to-day operations of the ASD. The Administrator of the ASD may apply to the Commissioner for a waiver of any state board rule that hinders the ability of the school or LEA to meet adequate yearly progress (AYP) benchmarks. Authorizes the administrator of the ASD to determine whether any teacher previously assigned to a school in the ASD will have the option of continuing to teach at that school. Any teacher not retained in the ASD will remain an employee of the LEA, subject to provisions in current law for dismissal. Eliminates current law restriction on use of specific teacher's effect on the educational progress of students in formal personnel evaluations. Schools or LEAs will remain in the ASD until achieving AYP for three consecutive years, at which time they will transition back to their pre-ASD status.
http://www.capitol.tn.gov/Bills/106/Fiscal/HB7010.pdf
Title: S.B. 7005A - H.B. 7010A
Source: http://www.capitol.tn.gov
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| Accountability--Sanctions/Interventions--Takeovers |
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| KY | Signed into law 01/2010 | P-12 | Amends accountability provisions in KRS 160.346. Defines "persistently low-achieving school". Defines "school intervention" as a process chosen by a school council, a superintendent and a local board, or the commissioner of education or designee with state board approval, to turn around a persistently low-achieving school. Repeals certain language regarding actions of an audit team in relation to a school under accountability sanctions. Directs an audit team auditing a persistently low-achieving school to include in its review and report (1) a determination of the school council and principal's ability to lead the intervention in the persistently low-achieving school and (2) a recommendation to the commissioner of education as to whether the council should be replaced, and whether the current principal should remain as principal in the school. Repeals language allowing authority for a low-performing school to be transferred to a "highly skilled educator"; adds new language providing that if the audit team recommends transferring the school council's authority, the team may recommend that (1) such authority be transferred to the commissioner of education, who must designate staff to manage the school, and/or (2) the council members be replaced by the commissioner of education.
Requires an audit team auditing the district of a persistently low-achieving school to include in its review and report a determination of the district's ability to manage the intervention in the persistently low-achieving school. Requires the commissioner of education, within 30 days of receiving the reports of the school and district audits, to act on the recommendations in the reports and other relevant data. Existing law permits the school council of a low-performing school to appeal the commissioner's action on the audit team' recommendations; new provision additionally allows the local board to appeal the commissioner's action, and requires the state board to hold a special meeting for action on the appeal if the state board is not scheduled to meet within 30 days of receipt of an appeal of the commissioner's decision.
Existing legislation allows powers, duties and authority for an underperforming school to be transferred to the local superintendent or a highly skilled educator; new provisions replace such language with references to transfer of powers, duties and authority to local superintendent, commissioner of education, or his/her designee.
Requires persistently low-achieving schools to select one of five intervention options: (1) "external management option" (day-to-day operations transferred to a for-profit or nonprofit education management organization (EMO); provides the EMO may make personnel decisions; (2) "restaffing option" (replacement of principal and school-based decision making council unless recommended otherwise, retention of no more than 50% of school staff, development and implementation of an action plan using research-based school improvement initiatives to improve student performance); (3) "school closure option" (transfer of students to district schools meeting accountability measures, reassignment of school staff, potential nonrenewal of contracts, dismissal, demotion, or a combination of such personnel actions); (4) "transformation option" (replacement of principal and of school council unless the audit report recommends otherwise, institution of an extensive set of specified strategies designed to turn around the identified school); (5) any other model recognized by the federal No Child Left Behind Act or its successor. Directs the state board to adopt rules establishing the process and procedures for implementing the enumerated intervention options.
Specifies that professionally negotiated contracts by a local board of education shall not take precedence over the requirements of the "restaffing", "school closure" and "transformation" options. Directs the state department of education to provide services and support to assist persistently low-achieving schools.
Directs the state department of education, based on the 2009 Advanced Placement results of schools participating in the "Advance Kentucky" initiative http://www.advancekentucky.com/Default.aspx, to include in the state's Race to the Top application a description of the intent to expand Advance Kentucky schools by 20 schools a year over a four-year period. Directs the state department of education to provide 50% of all program costs, with all additional costs to be covered by grants from philanthropy, local district funding, and other sources of funding, including legislative appropriation. http://www.lrc.ky.gov/record/10RS/HB176/bill.doc
Title: H.B. 176
Source: www.lrc.ky.gov
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| KY | Emergency Rule Adoption 01/2010 | P-12 | Establishes the processes to be followed during a school leadership assessment and district leadership assessment after a school is identified as low-achieving, per 2010 H.B. 176 (http://www.lrc.ky.gov/record/10RS/HB176/bill.doc). Defines "assessment team", "district leadership assessment", "needs assessment" and "school leadership assessment". Establishes rules to help identify the entity authorized to select an intervention option. Establishes reform activities permitted under each of the intervention options (external management, restaffing, school closure and transformation) established in H.B. 176. Establishes procedures for the commissioner of education to follow in selecting External Management Organizations for those schools undergoing the external management intervention option. http://www.lrc.ky.gov/kar/703/005/180reg.htm
Title: 703 KAR 5:180
Source: www.lrc.ky.gov
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| Accountability--School Improvement |
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| AK | Adopted 07/2010 | P-12 | The Department of Education & Early Development proposes to adopt regulation changes in Title 4 of the Alaska Administrative Code, 4 AAC 06.835, Designations, and 4 AAC 06.882, Ranking of schools, having to do with school improvement grants. ALASKA REG 219666
http://www.touchngo.com/lglcntr/akstats/aac/title04/chapter006/section835.htm
Title: 4 AAC 06.835, 882
Source: http://www.touchngo.com
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| NV | Adopted 07/2010 | P-12 | Establishes provisions relating to corrective actions for schools
http://www.leg.state.nv.us/NAC/NAC-385.html#NAC385Sec558
Title: NAC 385
Source: Westlaw/StateNet
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| TX | Adopted 07/2010 | P-12 | Makes various changes to state accountability provisions. Language below primarily from July 23, 2010 Texas Register.
97.1051: Amends definitions. Changes the definition of "campus closure" to remove references to "repurposing," which is now defined in statute.
97.1053: Purpose, updates statutory references in alignment with 2009 H.B. 3.
97.1055: Clarifies the process for assigning accreditation statuses during the period of transition to new H.B. 3 requirements. Adds new language regarding when an accreditation status may be raised or lowered based on the performance of the district or one or more campuses in the district. Also states how the statutory requirements related to a financial solvency review and projected deficit affect accreditation statuses. In addition, the adopted amendment incorporates current agency procedures for completing the asset-to-liability calculation for the purposes of charter financial accountability. Language is added, providing an additional method for districts to meet the notification requirements related to a lowered accreditation status.
97.1057: Accreditation Sanctions. Updates statutory references and adds information regarding the factors the commissioner must consider in determining whether to impose a particular sanction based on resource allocation practices.
97.1059: Standards for All Accreditation Sanction Determinations. Updates statutory references and adds language to reflect statutory requirements regarding the commissioner's obligation to review the performance of a district. Specifically, the commissioner must review at least annually the performance of a district for which the accreditation status has been lowered due to insufficient student performance. The adopted amendment also requires the commissioner to increase sanctions if a lack of improvement is shown unless there is good cause not to do so.
97.1061: Interventions and Sanctions for Campuses. Adds language to align with new statutory requirements related to campuses that satisfy current performance standards under TEC, §39.054(e), but that would not satisfy performance standards if the standards to be used for the following school year were applied to the current school year. Also adds language to align with new statutory requirements for intervening with and sanctioning campuses with performance below any standard under TEC, §39.054(e), including requirements relating to a hearing and a school community partnership team (SCPT). Adds new statutory language that allows the commissioner to accept certain interventions that a campus has implemented under federal accountability requirements in lieu of required state measures if the intervention measures are substantially similar.
97.1063: Campus Intervention Team; Reconstitution. Implements the provisions of HB 3 related to campuses below any standard under TEC, §39.054(e), and the assignment of a campus intervention team (CIT) to those campuses. Defines the duties and responsibilities of the CIT, including responsibilities to conduct a targeted on-site needs assessment relevant to the areas of insufficient performance or, if the commissioner determines necessary, a comprehensive on-site needs assessment. Also outlines requirements related to the development and submission of a school improvement plan (SIP) by a campus and establishes timelines for how long the CIT will be assigned to a campus. Outlines requirements related to the involvement of the board of trustees of a school district in conducting a hearing to notify the public of the insufficient performance of one or more campuses within the district, the improvements expected by the agency for the campus(es), and the intervention measures or sanctions that may be imposed under the subchapter if performance does not improve. Also details requirements related to public posting of the SIP and, as appropriate, modification of the SIP in response to public comment. Further notes that the commissioner may authorize a SIP or updated SIP developed under 19 TAC Chapter 97, Subchapter EE, to supersede the provisions of and satisfy the requirements of developing, reviewing, and revising a campus improvement plan under TEC, Chapter 11, Subchapter F. Also specifies actions that the commissioner may take if the commissioner determines that a campus for which an intervention is ordered is not fully implementing the CIT's recommendations or the SIP or updated SIP.
References and requirements related to the School Leadership Pilot Program are stricken from 19 TAC §97.1063 in alignment with changes in HB 3. Language is added to this section to clarify that, if assigned by the commissioner, a SCPT may supersede the authority of and satisfy the requirements of establishing and maintaining a campus-level planning and decision-making committee under TEC, Chapter 11, Subchapter F. The section title is also changed.
97.1064: Reconstitution, updates and relocates reconstitution requirements that previously were reflected in 19 TAC §97.1063. Continues to state the timelines under which a campus will be ordered to undergo reconstitution and describes the role of the CIT in updating and seeking approval of the SIP. Continues to include language regarding the authority of the CIT to determine which educators may be retained at a reconstituted campus but revises language in accordance with HB 3 to describe circumstances surrounding a CIT's determination related to the retention of the principal at a campus that is undergoing reconstitution. Continues to describe the authority of the commissioner to assign a monitor, conservator, management team, or board of managers to ensure and oversee district and campus-level activities related to required intervention and sanction activities and outlines factors the commissioner must take into consideration when appointing individuals to serve in these roles. References the authority of the commissioner to impose on a district or campus certain other sanctions that are reasonably required and addresses the role of the district in successful campus reconstitution.
97.1065: Campus Closure or Alternative Management. Changes the section title. Implements the provisions of HB 3 related to circumstances under which the commissioner may, or is required to, order certain sanctions for campuses with insufficient performance over multiple years. Specifically, revises the timeline under which the commissioner is required to order a sanction for certain campuses and adds repurposing, in addition to campus closure and alternative management, as one of the sanctions that must be ordered by the commissioner. Also establishes that repurposing, alternative management, or campus closure may be ordered for a multi-year unacceptable campus if students fail to demonstrate substantial improvement in the areas targeted by an updated SIP. Furthermore, establishes that re-purposing, alternative management, or campus closure will be ordered if a campus has been identified as unacceptable for the third, as opposed to second, consecutive year after reconstitution is required to be implemented, thus adding an additional year to the mandatory intervention timeline previously established in statute. Additionally, provides for a one-year waiver of these required sanctions if the commissioner determines that, based on significant improvement over the preceding two school years, the campus is likely to be acceptable in the following year. Also establishes the requirements that must be met before the commissioner can approve a plan for campus repurposing and includes parameters that may be considered by the commissioner when determining whether to order repurposing, alternative management, or campus closure when one of these sanctions is required. Also outlines requirements and procedures for the district to appeal the commissioner's order of repurposing, alternative management, or campus closure and outlines other sanction actions that the commissioner may impose to achieve the purposes outlined in TEC, Chapter 39, and 19 TAC Chapter 97, Subchapter EE.
97.1067: Updates statutory references in alignment with HB 3.
97.1069: Providers of Alternative Campus Management. Updates requirements to align with HB 3 by allowing the commissioner to solicit proposals from qualified for-profit entities to assume alternative management of a campus if a non-profit entity has not responded to the commissioner's request for qualifications.
97.1071: Special Program Performance; Intervention Stages. Updates statutory references in alignment with HB 3.
97.1073: Appointment of Monitor, Conservator, or Board of Managers. Updates statutory references to provide clarity and align with HB 3.
Sections 97.1051 and 97.1055 adopted as published in the July 23, 2010 Texas Register (pp 24-28 of 34): http://www.sos.state.tx.us/texreg/pdf/backview/0723/0723adop.pdf
The amendments to §§97.1053, 97.1057, 97.1059, 97.1063, 97.1065, 97.1067, 97.1069, 97.1071, and 97.1073; the repeal of §97.1061; and new §97.1061 and §97.1064 are adopted as published in the April 23, 2010 Texas Register (pp 18-32 of 98): http://www.sos.state.tx.us/texreg/pdf/backview/0423/0423prop.pdf
Title: 19 TAC 97.1051, 1053, 1055, 1057, 1059, 1061, 1063, 1064, 1065, 1067, 1069, 1071, 1073
Source: www.sos.state.tx.us
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| OK | Signed by Governor 06/2010 | P-12 | Amends law to require each school district identified as in need of improvement for four years to submit a plan for compliance with this section to the State Department of Education, in a manner prescribed by the Department. Beginning December 31, 2010, and annually each year thereafter, requires the State Department of Education to submit a report of the district plans received to the members of the Senate and House Education Committees.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB1617_ENR.RTF
Title: S.B. 1617
Source: http://webserver1.lsb.state.ok.us
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| GA | Signed into law 05/2010 | P-12 | 20-2-326 defines:
--"Career academy" as (1) a specialized charter school established by a partnership between one or more local boards of education and a technical school or college or (2) a small learning community where a student receives academic instruction at his/her assigned high school, along with work-based learning opportunities at an industry center or technical school or college
--"Chronically low-performing high school" as one (1) with a graduation rate below 60% for three consecutive years (using the National Governors Association methodology), or (2) that has not made adequate yearly progress (AYP) for three consecutive years
--"Choice technical high school" as a high school other than the one the student is assigned to by residence, designed to prepare a student for postsecondary education and employment. Provides a choice technical high school may be operated by a local school system or technical college. Also permits a choice technical high school to be operated as a charter school under a governance board comprised of parents, employers and representatives from the local school board
--"Focused program of study" as a rigorous academic core combined with (1) a focus in math and science, (2) a focus in humanities, fine arts and foreign language, or (3) a coherent sequence of career pathway courses that prepares a student for postsecondary education or immediate employment after high school graduation.
Also defines "small learning community" as a subset of high school students and teachers joined around a broad career or academic theme where teachers have common planning time to connect teacher assignments and assessments to college and career readiness standards. Provides that students voluntarily apply for enrollment in a small learning community but must be accepted, and such enrollment must be approved by the student's parent. Specifies that a small learning community also includes a career academy organized around a specific career theme and integrates academic and career instruction, provides work-based learning opportunities, and prepares students for postsecondary education and employment, in partnership with local employers, community organizations and postsecondary institutions.
New Section 20-2-328 directs the state board of education, subject to legislative appropriation, to establish a competitive grant program for local school systems to implement school reform measures in selected high schools. Requires the state board to establish grant criteria, which must include that priority for grants be given to chronically low-performing high schools. Directs the state board to develop, for high schools receiving a grant, an evidence-based model for serving at-risk students, which must focus on specified elements designed to increase student achievement; reduce dropout; help students and their parents set and achieve career and educational goals; and help students learn and apply study skills, coping skills and other habits that produce successful students and adults. Requires that the at-risk model program include:
(1) Diagnostic assessments
(2) A process for identifying at-risk students, closely monitored by the department of education to ensure that students are properly identified and receive timely and appropriate guidance and assistance, and to ensure no group is disproportionately represented
(3) An evaluation component in each high school to ensure programs provide students an opportunity to earn a high school diploma.
Identifies components the at-risk model program may include to facilitate 9th grade success, such as:
(1) Flexible scheduling to increase student time in language/arts and math to eliminate academic deficiencies
(2) Ninth grade student-teacher ratios no higher than those in any other grade in the high school
(3) Using effective teachers as leaders for teacher teams in 9th grade to improve instructional planning, delivery and reteaching strategies
(4) Assigning teacher mentors to meet frequently with students to provide planned lessons on study skills and other "habits of success" to help students become independent learners and help them receive the assistance they need to pass 9th grade
(5) Ninth grade career courses incorporating a series of miniprojects throughout the school year that require the application of grade-level reading, math and science skills to complete, require students to use a range of technology, and help students explore a range of educational and career options to help them formulate post high school goals and give them a reason to stay in school and work toward achieving their stated goals.
Requires the state board to adopt rules for chronically low-performing high schools receiving a reform grant, to make the high schools more relevant to and effective for all students. Requires that such rules encourage high schools to implement a comprehensive school reform research-based model that focuses on eight specified elements, including setting high expectations for all students and fostering collaboration among academic and career/technical teachers.
New Section 20-2-329 requires high schools receiving a reform grant per Section 20-2-328 to provide focused programs of study that, whether offered at a choice technical high school, a career academy, a traditional high school, or on site at a two- or four-year postsecondary institution:
(1) Are aligned with state board-set graduation requirements, including 4 years of math and 4 years of English with an emphasis on developing reading and writing skills to meet college and career readiness standards
(2) Implement a teacher adviser system
(3) Provide students in grades 9-12 with information on educational programs offered in high school, two- and four-year institutions, and through apprenticeship programs and how these programs can lead to a variety of career fields. Requires that districts offer opportunities for field trips, job shadowing and other means to help students and their parents in revising, if appropriate, the student's individual graduation plan.
(4) Enroll students by grade 9 into one of the following options for earning a high school diploma and preparing students for postsecondary education and a career which will include a structured program of academic study with in-depth studies in: (A) Mathematics and science; (B) Humanities, fine arts, and foreign language; or (C) A career pathway that leads to passing an employer certification exam in a high demand, high skill, or high wage career field or to an associate's degree or bachelor's degree.
(5) Implement the state board-developed at-risk model program
(6) Schedule annual conferences to help students and their parents set educational and career goals and create individual graduation plans
Directs the state board to adopt rules necessary to carry out the provisions of this bill.
http://www.legis.state.ga.us/legis/2009_10/pdf/hb400.pdf
Title: H.B. 400 - New Section 20-2-326, 328 and 329
Source:
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| MS | Signed into law 04/2010 | P-12 | Requires the Department of Education to provide assistance to certain schools not meeting adequate performance of accreditation standards. Requires schools at-risk to be identified by specified criteria. Authorizes evaluation teams to conduct on- site audits. Removes the requirement that evaluation reports identify personnel in need of improvement. Makes changes concerning pre-kindergarten districts, conservatorship, professional development, hiring of consultants, mentoring programs and other matters.
http://billstatus.ls.state.ms.us/documents/2010/pdf/HB/1000-1099/HB1097SG.pdf
Title: H.B. 1097
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 01/2010 | P-12 | Adds Chapter 18 (commencing with Section 53100) to the Education Code. Numbers below relate to new section numbers.
53100: For purposes of implementing the federal Race to the Top program, (1) authorizes the state superintendent and president of the state board to enter into a memorandum of understanding with a local education agency (LEA), and (2) directs participating LEAs to enter into a memorandum of understanding with the state superintendent and president of the state board.
53101: Directs the governor, state superintendent and state board to develop one or multiple plans to submit as part of a Race to the Top application. Requires that the plan address how the Race to the Top program funds and any other applicable federal funds will be used to provide resources to the low-achieving and persistently lowest-achieving schools as defined in statute, and provides that these resources may include professional development, technical assistance, and partnering with schools that have successfully transitioned from low- to higher-performing status. Provides legislative intent that funding for LEAs be the highest priority in the allocation of Race to the Top program funds.
53102: By January 2011, directs the state superintendent to contract for an independent evaluation of the implementation and impact of the state plan submitted in application for a federal Race to the Top Fund grant award. Requires that the legislative, governor and state board be provided an interim report by June 2012, and a final report by June 2014.
53201: Defines "low-achieving school" as any Title I school in improvement, corrective action or restructuring. Defines "persistently lowest-achieving school" as meeting any of a number of criteria. Some of these criteria include: the lowest 5% of low-achieving schools as measured by proficiency on NCLB assessments in reading/language arts and math; any secondary school eligible for but not receiving Title I funds that is in the lowest 5% as measured by proficiency on NCLB assessments in reading/language arts and math; and any of either such school (or any high school in improvement, corrective action, or restructuring) that has had a graduation rate below 60% in each of the previous three years.
53201.5: Requires the state superintendent to notify a local governing board, or governing body of a charter school, if any school in its jurisdiction has been identified as a persistently lowest-achieving school.
53202: Provides that for purposes of implementing the federal Race to the Top program, a local board must implement for any persistently lowest-achieving school the turnaround model, the restart model, school closure, or the transformation model (as described in Appendix C of the Notice of Final Priorities, Requirements, Definitions, Selection Criteria for the Race to the Top program published in Volume 74 of Number 221 of the Federal Register on November 18, 2009). Provides an exception. Establishes a hearing process for any school subject to an intervention prior to selection of an intervention. Establishes parameters to allow a school implementing the turnaround or transformation model to participate in a school-to-school partnership program by working with a mentor school that has successfully transitioned from a low-achieving school to a higher-achieving school. (Higher-achieving school must either have exited Program Improvement under NCLB, or increased (in statewide Academic Performance Index rankings) by two or more deciles over the last five years, using the most recent data available.) Requires the principal and, at the principal's discretion, the staff of a mentor school to provide guidance to a persistently lowest-achieving school to develop a reform plan, and provide guidance on how the mentor school transformed the culture of the school from low-achieving to higher-achieving and how that transformation could be replicated at the school implementing a turnaround or transformation model. To the extent such funds are available, requires the mentor school to receive federal funds for serving as a mentor school; as a condition of receipt of funds, requires the mentor school's principal (and staff, at the principal's discretion), to meet regularly with the assigned persistently lowest-achieving school for at least three years.
53203: Directs regional consortia to provide technical assistance and support to LEAs with one or more persistently lowest-achieving schools in implementing any interventions for persistently lowest-achieving schools. Identifies 11 areas that such technical assistance may address, including:
(1) Identifying staff recruitment and retention strategies
(2) Identifying strategies to provide increased instructional time
(3) Implementing professional development activities identified in the state's Race to the Top proposal
(4) Developing a new governance structure, which may include establishment of a turnaround office in the LEA or the department, that a school implementing the turnaround model
will report to
(5) Developing social-emotional and community-oriented services (including parental involvement strategies)
(6) Identifying, reviewing, and recommending quality charter school operators, charter management organizations, or education management organizations that can operate a persistently lowest-achieving school
(7) Identifying higher-achieving schools in the district, including charter schools, to relocate pupils attending a school that is scheduled for closure
(8) Developing a rigorous, transparent and equitable teacher and principal evaluation system that includes student growth data and other factors such as multiple observation-based assessments that all schools implementing the turnaround or transformation model may use
(9) Identifying strategies to identify and reward school leaders, teachers, and other staff who, in implementing the transformation model, have increased pupil achievement and high school graduation rates and have identified and removed those, who, after ample opportunities, have been provided for them to improve their professional practice, have not done so
(10) Identifying and approving mentor schools
(11) Consistent with the collective bargaining agreement, assisting an LEA in:
(a) meeting federal guidelines that encourage the state to ensure that persistently lowest-achieving schools are not required to accept a teacher without mutual consent of the teacher and principal, regardless of the teacher's seniority.
(b) Implementing schoolsite-based teacher hiring decisions
(c) Giving persistently lowest-achieving schools first priority in selecting from the qualified district applicant pool, among those teachers who have specifically applied to work at the school.
Pages 8-13 of 32: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Section 8
Source: www.leginfo.ca.gov
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| IA | Signed into law 01/2010 | P-12 | Excerpts from the fiscal note: modifies Iowa Code to meet the requirements of the federal Race to the Top (RTTT) initiative. . . [e]nactment of the Bill will qualify school districts with persistently lowest achieving schools eligible to receive U.S. Department of Education School improvement grants. The Bill provides the following:
• Eliminates the repeal of Iowa's Charter School legislation. Under current law, Code Chapter 256F will be repealed July 1, 2011.
• Eliminates the cap on the number of charter schools that may be authorized in the State.
• Creates Innovation Zone schools consisting of two or more school districts and an area education agency with the goal of improving student learning.
• Directs the Department of Education director to require persistently lowest-achieving schools to implement at least one of the interventions mandated by the U.S. Department of Education.
Assumptions: If the State of Iowa is awarded a RTTT grant, the Department of Education would retain 50.0% of the award and the remaining 50.0% would be allocated to participating school districts. Any administration, implementation, and additional staff costs incurred by the Department as a result of the RTTT requirements would be funded with RTTT grant funds. Additionally, it is assumed that the Department would also cover school district staff training costs as a result of the RTTT initiative through RTTT grant funds.
Fiscal Impact: No State General Fund impact is anticipated. If Iowa is awarded a Race to the Top grant, the estimated federal grant could total between $60.0 - $175.0 million between FY 2011 – FY 2014. If Iowa is awarded School Improvement grants for the persistently lowest achieving schools, the estimated grant could total approximately $18.0 million (maximum of $500,000 per eligible school).
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=BillInfo&Service=Billbook&ga=83&hbill=SF2033
Title: S.B. 2033
Source: http://coolice.legis.state.ia.us
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| KY | Signed into law 01/2010 | P-12 | Amends accountability provisions in KRS 160.346. Defines "persistently low-achieving school". Defines "school intervention" as a process chosen by a school council, a superintendent and a local board, or the commissioner of education or designee with state board approval, to turn around a persistently low-achieving school. Repeals certain language regarding actions of an audit team in relation to a school under accountability sanctions. Directs an audit team auditing a persistently low-achieving school to include in its review and report (1) a determination of the school council and principal's ability to lead the intervention in the persistently low-achieving school and (2) a recommendation to the commissioner of education as to whether the council should be replaced, and whether the current principal should remain as principal in the school. Repeals language allowing authority for a low-performing school to be transferred to a "highly skilled educator"; adds new language providing that if the audit team recommends transferring the school council's authority, the team may recommend that (1) such authority be transferred to the commissioner of education, who must designate staff to manage the school, and/or (2) the council members be replaced by the commissioner of education.
Requires an audit team auditing the district of a persistently low-achieving school to include in its review and report a determination of the district's ability to manage the intervention in the persistently low-achieving school. Requires the commissioner of education, within 30 days of receiving the reports of the school and district audits, to act on the recommendations in the reports and other relevant data. Existing law permits the school council of a low-performing school to appeal the commissioner's action on the audit team' recommendations; new provision additionally allows the local board to appeal the commissioner's action, and requires the state board to hold a special meeting for action on the appeal if the state board is not scheduled to meet within 30 days of receipt of an appeal of the commissioner's decision.
Existing legislation allows powers, duties and authority for an underperforming school to be transferred to the local superintendent or a highly skilled educator; new provisions replace such language with references to transfer of powers, duties and authority to local superintendent, commissioner of education, or his/her designee.
Requires persistently low-achieving schools to select one of five intervention options: (1) "external management option" (day-to-day operations transferred to a for-profit or nonprofit education management organization (EMO); provides the EMO may make personnel decisions; (2) "restaffing option" (replacement of principal and school-based decision making council unless recommended otherwise, retention of no more than 50% of school staff, development and implementation of an action plan using research-based school improvement initiatives to improve student performance); (3) "school closure option" (transfer of students to district schools meeting accountability measures, reassignment of school staff, potential nonrenewal of contracts, dismissal, demotion, or a combination of such personnel actions); (4) "transformation option" (replacement of principal and of school council unless the audit report recommends otherwise, institution of an extensive set of specified strategies designed to turn around the identified school); (5) any other model recognized by the federal No Child Left Behind Act or its successor. Directs the state board to adopt rules establishing the process and procedures for implementing the enumerated intervention options.
Specifies that professionally negotiated contracts by a local board of education shall not take precedence over the requirements of the "restaffing", "school closure" and "transformation" options. Directs the state department of education to provide services and support to assist persistently low-achieving schools.
Directs the state department of education, based on the 2009 Advanced Placement results of schools participating in the "Advance Kentucky" initiative http://www.advancekentucky.com/Default.aspx, to include in the state's Race to the Top application a description of the intent to expand Advance Kentucky schools by 20 schools a year over a four-year period. Directs the state department of education to provide 50% of all program costs, with all additional costs to be covered by grants from philanthropy, local district funding, and other sources of funding, including legislative appropriation. http://www.lrc.ky.gov/record/10RS/HB176/bill.doc
Title: H.B. 176
Source: www.lrc.ky.gov
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| KY | Emergency Rule Adoption 01/2010 | P-12 | Establishes the processes to be followed during a school leadership assessment and district leadership assessment after a school is identified as low-achieving, per 2010 H.B. 176 (http://www.lrc.ky.gov/record/10RS/HB176/bill.doc). Defines "assessment team", "district leadership assessment", "needs assessment" and "school leadership assessment". Establishes rules to help identify the entity authorized to select an intervention option. Establishes reform activities permitted under each of the intervention options (external management, restaffing, school closure and transformation) established in H.B. 176. Establishes procedures for the commissioner of education to follow in selecting External Management Organizations for those schools undergoing the external management intervention option. http://www.lrc.ky.gov/kar/703/005/180reg.htm
Title: 703 KAR 5:180
Source: www.lrc.ky.gov
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| MA | Signed into law 01/2010 | P-12 | Repeals and replaces existing policies relating to Commissioner of Elementary and Secondary Education to designate a school as underperforming or chronically underperforming. Defines Commissioner's and State Board's authority and duties.
http://www.mass.gov/legis/bills/senate/186/st02/st02247.htm
Title: S.B. 2247; (NEW BILL)
Source: http://www.mass.gov
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| TN | Signed into law 01/2010 | P-12 | Enacts the Tennessee First to the Top Act of 2010. From fiscal note: Authorizes the Commissioner of Education to move any public
school or local education agency (LEA) into or out of a newly created "Achievement School District" (ASD) if the school is in the fifth year of improvement status or at any time a Title I school meets the U.S. Department of Education's definition of "persistently lowest achieving schools." Authorizes the Commissioner to contract with an individual, government entity, or nonprofit entity to manage the day-to-day operations of the ASD. The Administrator of the ASD may apply to the Commissioner for a waiver of any state board rule that hinders the ability of the school or LEA to meet adequate yearly progress (AYP) benchmarks. Authorizes the administrator of the ASD to determine whether any teacher previously assigned to a school in the ASD will have the option of continuing to teach at that school. Any teacher not retained in the ASD will remain an employee of the LEA, subject to provisions in current law for dismissal. Eliminates current law restriction on use of specific teacher's effect on the educational progress of students in formal personnel evaluations. Schools or LEAs will remain in the ASD until achieving AYP for three consecutive years, at which time they will transition back to their pre-ASD status.
http://www.capitol.tn.gov/Bills/106/Fiscal/HB7010.pdf
Title: S.B. 7005A - H.B. 7010A
Source: http://www.capitol.tn.gov
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| Adult Basic Education |
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| CA | Signed into law 07/2010 | P-12 | Adds Section 44251.2, which provides that a credential, permit, certificate or other document that is lawfully issued by the Commission on Teacher Credentialing remains in force in accordance with existing laws and regulations, and is exempt from new laws and regulations, unless sections of the education code are specifically amended to the contrary. Revises Section 44260.2 relating to minimum requirements for the preliminary adult education teaching credential, to distinguish between requirements for academic and nonacademic subjects. Revises Section 44260.3, to recast the minimum requirements for the 5-year clear
designated subjects adult education teaching credential. Repeals Section 44260.8, which includes health education in the clear designated subjects teaching credential, and computer technology in the teaching credential for vocational education or adult education. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1351-1400/ab_1374_bill_20100706_chaptered.pdf
Title: A.B. 1374
Source: www.leginfo.ca.gov
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| LA | Signed into law 06/2010 | P-12
Community College
Postsec. | Eliminates the division of adult and community education within the Dept. of Education and transfers the responsibility for adult education programs from Board of Elementary and Secondary Education (BESE) to Louisiana Board of Supervisors for Community and Technical Colleges (LCTCS).
http://www.legis.state.la.us/billdata/streamdocument.asp?did=711341
Title: S.B. 297
Source: http://www.legis.state.la.us
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| LA | Signed into law 06/2010 | P-12
Community College | Students who are 16 to 18 years old and are enrolled in an adult education program shall be considered to be in compliance with the school attendance provisions. Defines "effective" adult education program. Eliminate the division of adult and community education within the Department of Education and transfers the responsibility to the Board of Supervisors of Community and Technical Colleges. Outlines responsibilities for adult education programs by the Board of Supervisors.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722559
Title: H.B. 1055
Source: http://www.legis.state.la.us/
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| TX | Adopted 06/2010 | P-12 | Primarily from Texas Register:
Amends provisions to accommodate the 2009 General Appropriations Act (SB 1), which requires that a new funding formula be allocated based on need for persons beyond the age of compulsory attendance who have not received a high school diploma and paid based on student performance and contact hours. (Statutory authority for rule action relating to adult education remains with the state board of education.) Rules relating to definitions, use of funds, essential program components, and the advisory committee are amended. New rules are added to address the new funding structure to be implemented beginning with school year 2010-2011, including allocation of funds, payment of funds and match requirements. New rules are also added to establish provisions relating to potential grantees, revocation and recovery of funds.
The proposed rule actions would reflect changes resulting from the General Appropriations Act, Senate Bill (SB) 1, Article III, Rider 46, 81st Texas Legislature, 2009. Adopted as published in the April 2, 2010 Texas Register (pp 10-13 of 43): http://www.sos.state.tx.us/texreg/pdf/backview/0402/0402prop.pdf
Title: 19 TAC 89.21, 22, 23, 28, 29, 30, 31, 32, 33, 34, 35
Source: www.sos.state.tx.us
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| NH | Rule Adoption 02/2010 | P-12
Postsec.
Community College | Allows students enrolled in day high school programs to enroll in adult high school programs. Increases the number of credits needed for graduation from an adult high school to 20. Clarifies the awarding of credit through correspondence courses and completion of course competencies. Provides local programs with the authority to set attendance policies and to move the approval process for GED testing of 16 of 17 years olds from the Department of Education to local school districts or the agency overseeing a student's home schooling program.
Title: Ed 700
Source: Lexis-Nexis/StateNet
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| NJ | Signed into law 01/2010 | Postsec.
Community College | Dedicates a percentage of funds from the Supplemental Workforce Fund for Basic Skills to the State Community College Consortium for Workforce and Economic Development, a part of the Council of County Colleges, to provide basic skills training to qualified displaced, disadvantaged or employed workers.
http://www.njleg.state.nj.us/2008/Bills/A4500/4325_R1.PDF
Title: A.B. 4325
Source: http://www.njleg.state.nj.us
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| NJ | Signed into law 01/2010 | Postsec.
Community College | Establishes NJ PLACE program to facilitate college credit for registered apprenticeship programs.
http://www.njleg.state.nj.us/2008/Bills/A4500/4327_R1.PDF
Title: A.B. 4327
Source: Lexis-Nexis/StateNet
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| Assessment |
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| CA | Vetoed 09/2010 | P-12 | Requires the superintendent of public instruction, by April 1, 2011, to contract for an independent evaluation of the Standardized Testing and Reporting Program (STAR Program). Requires that numerous specified aspects of the STAR Program be evaluated, and that the evaluator provide recommendations on specified issues. Requires the superintendent to provide the evaluation report to the legislature, the governor, and the state board of education by November 1, 2011. Requires the state department of education to use federal funds to contract for the evaluation. Makes the operation of these provisions contingent upon an appropriation for their purposes in the annual Budget Act or another statute. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0351-0400/ab_391_bill_20100901_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5yw3k72vi9zrh?&_c=d|yvcee9xanplikz|z5yxksmilkmaj8&_ce=1289861539.831a21ff301f0477718185a375228e53
Title: A.B. 391
Source: www.leginfo.ca.gov
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| AK | Adopted 08/2010 | P-12 | Amends the Alaska Administrative Code, 4 AAC 06. 715(b), regarding Work Ready/College Ready transitional skills curriculum and benchmark assessments. Provides that in each school year that the state obtains the license to allow districts to administer the WorkKeys curriculum and assessments, a district may provide students in grade 6 and 8 with the opportunity to take, or require those students to take, the WorkKeys assessments in (1) applied mathematics; (2) reading for information; and (3) locating information.
Title: 4 AAC 06.715
Source:
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| IL | Signed into law 07/2010 | P-12 | Repeals policies relating to the Annual Consumer Education Proficiency Test, for students in grades 9-12 who elected to take the test. Students who demonstrated proficiency on the test were excused from the receiving instruction in consumer education as a prerequisite for high school graduation. http://www.ilga.gov/legislation/publicacts/96/PDF/096-1061.pdf
Title: S.B. 3608
Source: www.ilga.gov
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| TN | Signed into law 07/2010 | P-12 | Requires a student's score on a Tennessee Comprehensive Assessment Program (TCAP) test to comprise 15%-20% of the student's final grade for the subject to which the test corresponds. Also sets a new testing window: no earlier than first Monday on or after April 22 and not prior to the completion of 150 days of instruction.
http://wapp.capitol.tn.gov/apps/billinfo/BillSummaryArchive.aspx?BillNumber=SB3427&ga=106
Title: S.B. 3427
Source: http://www.capitol.tn.gov
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| AK | Adopted Text or Summary of Text 06/2010 | P-12 | The Department of Education & Early Development proposes to adopt regulation changes in Title 4 of the Alaska Administrative Code, 4 AAC 06.775(i) having to do with the Nonstandardized Assessment Administrative Manual. The district's special education director or superintendent must approve the determination that a student is eligible for the nonstandardized assessment. If eligible, the district must apply to the state department of education for approval of a nonstandardized assessment. The district must file the request for approval no later than September 30 of the school year in which the student expects to graduate. If approved, the district must administer the assessment as provided in the Participation Guidelines and sent it to the department for review no later than March 15. The department will follow the procedures described in the Guidelines to determine whether the student has passed the assessment and they will evaluate the nonstandardized assessment under the department's document Alaska Nonstandardized Assessment Administrative Manual, dated June 2005 and adopted by reference.
http://www.touchngo.com/lglcntr/akstats/aac/title04/chapter006/section775.htm
Title: 4 AAC 06.775
Source: http://www.touchngo.com/lglcntr/akstats
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| FL | Signed into law 06/2010 | P-12 | Establishes a waiver from the results of end of course (EOC) assessments for certain students with disabilities. Requires restraint or seclusion incident reports to include age, grade, and ethnicity. Establishes an auditory-oral education program. Adds services by a certified listening and spoken language specialist to the special education services that may be provided to a child with disabilities. Requires the state department of education to review and revise the matrix of services for exceptional students and implement any changes by the 2012-13 school year.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011
Title: H.B. 1255 - Sec. 8, 10, 15, 16
Source: http://www.myfloridahouse.gov
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| FL | Signed into law 06/2010 | P-12 | Amends the formula for calculating school grades to include end-of-course (EOC) assessments taken by middle school students and middle school student attainment of industry certification. Provides that student performance on statewide assessments determine school grades for purposes of differentiated accountability and Opportunity Scholarship Program eligibility (Sec. 6). Requires that performance of students designated as hospital/homebound be assigned to their home school (Sec. 29).
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011
Title: H.B. 1255 - Sec. 6, 29
Source: http://www.myfloridahouse.gov/
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| LA | Signed into law 06/2010 | P-12 | Relates to the test type options as part of the Louisiana Educational Assessment Program. Beginning with the 1998-1999 2010-2011 school year, the Louisiana Educational Assessment Program shall include one criterion-referenced test, one national norm-referenced test, or one augmented norm-referenced test, which shall be given to students statewide in grades three, five, six, seven, and nine. The National Assessment of Educational Progress shall be administered, if it is available, to at least a sample of fourth and eighth grade students.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=715439
Title: S.B. 83
Source: http://www.legis.state.la.us
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| NH | Signed into law 06/2010 | P-12
Postsec. | Requires early childhood programs and postsecondary institutions to submit a report to the department of education containing information on pupil indicators
in the following areas:
(a) Attendance rates.
(b) Annual and cumulative drop-out rates of high school pupils and annual drop-out rates for pupils in grades 7 and 8.
(c) School environment indicators, such as safe-schools data.
(d) Number and percentage of graduating pupils going on to post-secondary education, military service, and advanced placement participation.
(e) Performance on state tests administered pursuant to RSA 193-C and other standardized tests administered at local option.
(f) Expulsion and suspension rates, including in-school and out-of-school suspensions, which shall be reported for each school year.
(g) Number and percentage of classes taught by highly qualified teachers.
(h) Teacher and administrative turnover rates at the school and district levels.
Requires the department of education to collect and integrate such information into the data warehouse. Requires early childhood programs and postsecondary institutions to participate in the unique pupil identification system.
http://www.gencourt.state.nh.us/legislation/2010/SB0503.html
Title: S.B. 503
Source: http://www.gencourt.state.nh.us
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| CO | Signed into law 05/2010 | P-12
Postsec.
Community College | Amends several provisions of the Preschool to Postsecondary Education Alignment Act to specifically incorporate visual arts and performing arts education into the standards, assessments, and postsecondary and workforce readiness program that the state board of education and local education providers adopt.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/177FD55E4CCFB7F6872576B00057D6E7?open&file=1273_enr.pdf
Title: H.B. 1273
Source: http://www.leg.state.co.us
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| OK | Signed into law 05/2010 | P-12 | If a school district is unable to administer the tests online to all students taking the test for the first time and all students retaking the test during the testing window time set by the Board, allows the school district to elect to administer any of the tests to students retaking the test at any time not more than two weeks prior to the start of the testing window time set by the Board.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB1799_ENR.RTF
Title: S.B. 1799
Source: http://webserver1.lsb.state.ok.us
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| SC | Signed into law 05/2010 | P-12 | Requires the state department of education, for the 2010-2011 school year, to suspend the writing assessments in grades 3, 4, 6 and 7; Provides that writing assessments may be administered only to students in grades 5 and 8 and that writing assessments may not be used in Education Accountability Act growth calculations. http://www.scstatehouse.gov/sess118_2009-2010/bills/4823.htm
Title: H.J.R. 4823 - Sec. 3
Source: http://www.scstatehouse.gov
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| SC | Signed into law 05/2010 | P-12 | Permits high schools to offer state-funded WorkKeys (i.e., a job skill assessment system) to 10th grade students using funds appropriated for the assessment of PSAT or PLAN; Provides that the selection of the test for each student should be informed by the student's individual graduation plan, cluster selection, guidance counselor advisement, and parent or legal guardian consent. http://www.scstatehouse.gov/sess118_2009-2010/bills/4823.htm
Title: H.J.R. 4823 - Sec. 4
Source: http://www.scstatehouse.gov
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| SC | Signed into law 05/2010 | P-12 | Directs the state Department of Education, in collaboration with the Education Oversight Committee, to convene a task force to include, but not be limited to, district level instructional and assessment personnel to examine the feasibility of shifting from the use of the High School Apprenticeship Program (HSAP) to end-of-course assessments for meeting federal assessment requirements; Requires the task force to, at a minimum, examine the utility of the HSAP and end-of-course assessment programs and the benefits and information each provides as well as implementation considerations, costs factors, and appropriate transition timelines the state encounters in shifting from HSAP to end-of-course assessments for federal purposes; Requires the task force to submit its findings to the Senate Finance Committee, Senate Education Committee, House Ways and Means Committee, House Education and Public Works Committee, the State Board of Education, and the Education Oversight Committee by January 15, 2011. http://www.scstatehouse.gov/sess118_2009-2010/bills/4823.htm
Title: H.J.R. 4823 - Sec. 7
Source: http://www.scstatehouse.gov
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| FL | Signed into law 04/2010 | P-12 | Redefines the Florida Comprehensive Assessment Test in math and reading as end-of-course exams. Provides that: (1) Beginning with students entering grade 9 in the 2010-2011 school year, in addition to the Algebra I credit requirement, one of the 4 credits in mathematics must be geometry or a series of courses equivalent to geometry as approved by the state board of education; (2) Beginning with students entering grade 9 in the 2010-2011 school year, the end-of-course assessment requirements must be met in order for a student to earn the required credit in Algebra I; (3) Beginning with students entering grade 9 in the 2011-2012 school year, the end-of-course assessment requirements must be met in order for a student to earn the required credit in geometry; and (4) Beginning with students entering grade 9 in the 2012-2013 school year, in addition to the Algebra I and geometry credit requirements, one of the 4 credits in mathematics must be Algebra II or a series of courses equivalent to Algebra II as approved by the state board.
Further provides that: (1) Beginning with students entering grade 9 in the 2011-2012 school year, one of the 3 credits in science must be Biology I or a series of courses equivalent to Biology I as approved by the state board; (2) Beginning with students entering grade 9 in the 2011-2012 school year, the end-of-course assessment requirements must be met in order for a student to earn the required credit in Biology I; and (3) Beginning with students entering grade 9 in the 2013-2014 school year, one of the 3 credits must be Biology I or a series of courses equivalent to Biology I as approved by the state board, one credit must be chemistry or physics or a series of courses equivalent to chemistry or physics as approved by the state board, and one credit must be an equally rigorous course, as determined by the state board.
For courses that require statewide, standardized EOC assessments, a minimum of 30% of a student's course grade shall be comprised of performance on the statewide, standardized EOC assessment. A student with a disability, for whom the IEP committee determines that an end-of-course (EOC) assessment cannot accurately measure the student's abilities, taking into consideration all allowable accommodations, must have the EOC assessment results waived for the purpose of determining the student's course grade and credit. In addition, in order to earn high school credit for an Algebra I, Geometry or Biology I course, a middle school student must pass EOC assessments.
http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0004er.html&Directory=session/2010/Senate/bills/billtext/html/
Title: S.B. 4 - Sec. 1-4
Source: http://www.flsenate.gov
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| FL | Signed into law 04/2010 | P-12 | Statewide Assessment Program - Discontinues the 9th and 10th grade math Florida Comprehensive Assessment Test (FCAT) and the high school math and science FCAT for the 2011-2012 school year; Requires all students currently enrolled in Algebra l (or equivalent) to take the end-of-course (EOC) assessment (30% of the final grade for 9th graders beginning in 2010-2011); Requires the 2010-2011 writing and science FCAT to be administered at least once in high school, middle school and in elementary school; Requires students enrolled in grades 6-8 in the 2010-2011 school year who earned credit during the 2007-2008 and 2009-2010 school years and have not taken 10th grade math FCAT to Algebra l EOC during the 2010-2011 school year; Provides that beginning with the 2011-2012 school year, 9th graders must pass Algebra I EOC to earn credit; In the 20112012 school year, all students enrolled in Geometry and/or biology must take EOC (will be 30% of final grade for 9th graders beginning in the 2011-2012 school year); Beginning in the 2012-2013 school year, 9th graders must pass EOC in Geometry and/or Biology to earn credit.
Directs the commissioner of education, contingent upon funding, to establish an implementaion schedule for the development and administration of additional statewide, standardized EOC in English/Language Arts II (priority), Algebra II, chemistry, physics, earth/space science, US History, and world history.
Equivalent Scores for EOC Assessments - Directs the commissioner of education to analyze the content and equivalent data sets for nationally recognized high school achievement tests and industry certification tests under the Industry Certification Funding List, pursuant to rules adopted by the state board of Education, to assess if equivalent scores for EOC assessment scores can be determined for passage of an EOC assessment.
http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0004er.html&Directory=session/2010/Senate/bills/billtext/html/
Title: S.B. 4 - Sec. 8
Source: http://www.flsenate.gov
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| ID | Signed into law 04/2010 | P-12
Postsec. | Creates the Mastery Advancement Pilot Program (MAPP) to provide students with the opportunity and incentive to move more rapidly through the curriculum. Directs the State Department of Education to accept and approve applications to the program. Participating school districts will be selected based upon a variety of variables including size and region with a total of 21 school districts and 3 charter school districts. Participation of the MAPP is entirely voluntary. Participating students are required to achieve a specified score on an end-of-course assessment. Students that complete all the necessary requirements for graduation at least one year in advance of their traditional graduation date will be eligible to earn a Mastery Advancement Scholarship. Students graduating early will receive 35% of their school district's annual average daily attendance rate, with 35% also being dispersed to the school district, and the remaining 30% being remitted back to the General Fund. Sunsets 7/1/16
http://www.legislature.idaho.gov/legislation/2010/H0493.htm
Title: H.B. 493
Source: http://www.legislature.idaho.gov
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| OR | Rule Adoption 04/2010 | P-12 | Amends rules relating to alternative assessment, transitional counselors, restricted transitional administrators, reinstatement of licenses and fingerprinting in regards to licensing of teachers and school administrators.
http://arcweb.sos.state.or.us/rules/OARS_500/OAR_581/581_022.html
Title: OAR 584-050-0015, 584-050-0100, 584-052-0030, 584- 070-0111,584-080-0153, 584-090-0050
Source: http://arcweb.sos.state.or.us
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| ID | Signed into law 03/2010 | Postsec. | The Idaho Comprehensive Literacy Assessment has been given to each Idaho prospective
kindergarten through 8th grade teacher since 2002 and places responsibility for the development
of the assessment with the state board of education. This legislation will redirect the
responsibility of the assessment to the individual institutions and will provide for the requirement
of accountability from those institutions. Additionally the assessment will be required for teacher
preparation programs for kindergarten through grade twelve. Chapter 309
http://www.legislature.idaho.gov/legislation/2010/H0637.pdf
Title: H.B. 637
Source: http://www.legislature.idaho.gov
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| OR | Rule Adoption 03/2010 | P-12 | Specifies requirements for development of Oregon Statewide Assessment for public school students.
http://arcweb.sos.state.or.us/rules/OARS_500/OAR_581/581_tofc.html
Title: OAR 581-022-0620
Source: http://arcweb.sos.state.or.us/
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| UT | Signed into law 03/2010 | P-12 | Provides for the statewide assessment of students in grades 2-12 in basic skills courses using criterion-referenced tests or online computer adaptive tests, as determined by the state board of education. Eliminates the requirement to administer a statewide norm-referenced test in grades 3, 5 and 8. Allows the state board of education to exempt a district or charter school from one or more of the Utah Performance Assessment System for Students (U-PASS) testing requirements if the district or charter school pilots an assessment system that incorporates certain elements. Eliminates a cap on the number of school districts and charter schools that may participate in a pilot assessment system. Extends the pilot assessment systems through July 1, 2015. http://le.utah.gov/~2010/bills/sbillenr/sb0016.pdf
Title: S.B. 16
Source: le.utah.gov
| |
| UT | Signed into law 03/2010 | P-12
Postsec. | Section 1: Directs the state board, by December 31, 2010, to review mandates provided for in administrative rule, to determine whether some could be waived to remove funding pressures on public schools temporarily.
Sections 2-4: Eliminates the requirement to administer criterion-referenced tests to students in grade 2. Directs the state board, before the October 2010 Education Interim Committee meeting, to present its plan for a pilot program for the 2010-11 and 2011-12 school years to (1) replace the 10th-grade basic skills competency test with computer adaptive testing of basic skills, and (2) administer the ACT exam to high school students. Directs the state board to implement such a pilot program during the 2010-11 and 2011-12 school years. Exempts districts and charter schools from administering the 10th-grade basic skills competency test during the the 2010-11 and 2011-12 school years. Directs the state board to re-direct the money saved by not administering the 10th-grade basic skills competency test to fund implementation of the pilot program during the 2010-11 and 2011-12 fiscal years. Exempts a student from the 10th-grade basic skills competency test requirement if the student was in 10th grade in the 2008-09 or 2009-10 school years and did not pass the competency test (10th-grade basic skills competency test functions as exit exam unless certain waivers apply).
Section 5: Exempts local boards from the requirement to develop and administer activity disclosure statements for high school-level extracurricular activities (as called for in Section 53A-3-420) until the 2012-13 school year.
Section 6: Exempts the state board, until the 2012-13 school year, from the requirements called for in Section 53A-3-602.5 to annually (1) develop a school performance report for schools, districts and charter schools, and (2) collect and electronically report specified performance data for schools, districts and charter schools.
Section 7: Exempts a school district from certain requirements related to the disposal of textbooks until the 2012-13 school year.
Section 8: Until the 2012-13 school year, releases districts from the requirement in Section 53A-13-107 that an annual presentation on adoption be given to students in grades 7-12.
Section 9: Until the 2012-13 school year, releases districts from the requirement in Section 53A-14-107 regarding alignment of primary instructional materials aligned with the core curriculum adopted under Section 53A-1-402.
http://le.utah.gov/~2010/bills/hbillenr/hb0166.pdf
Title: H.B. 166
Source: le.utah.gov
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| VA | Signed into law 03/2010 | P-12 | Requires each local school board to include in its annual report to the Board of Education the number of students who passed the state Workplace Readiness Skills assessment.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB630ER+pdf
Title: S.B. 630
Source: http://leg1.state.va.us/
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| CA | Signed into law 01/2010 | P-12 | Numbers below relate to Section numbers in Education Code.
60601: Extends repeal date on Chapter 5 of Education Code, "California Assessment of Academic Achievement", to January 2014.
60604.5: Adds new section establishing legislative intent that the reauthorized statewide pupil assessment program include:
(a) A plan for transitioning to a system of high-quality assessments, as defined in the federal Race to the Top guidance and regulations
(b) Alignment with the new college- and career-ready, internationally-benchmarked English language arts and math standards developed by the newly-established Academic Content Standards Commission
(c) Any common assessments aligned with the aforementioned standards
and conforms to the assessment requirements of any reauthorization of the federal Elementary and Secondary Education Act or its successor.
60605.7: Adds new section requiring that the state participate in the Common Core State Standards Initiative.
60605.8: Adds new section establishing the Academic Content Standards Commission to develop academic content standards in language arts and mathematics. Specifies that the standards be internationally benchmarked, and be geared toward college- and career-readiness by high school graduation; requires that at least 85% of these standards be the common core academic standards developed by the consortium sponsored by the National Governors Association and the Council of Chief State School Officers. Requires that these standards be presented to the state board by July 15, 2010, and that the state board accept or reject the standards by August 2, 2010. Directs the superintendent and state board to develop a schedule and implementation plan for integrating the academic content standards adopted pursuant to this section into the state educational system.
60605.9: Adds new section releasing instructional materials aligned with new content standards from requirement that criteria be approved at least 30 months prior to the date that the materials
are to be approved for adoption.
Pages 13-17 of 32: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Sections 9, 12, 14, 15, 16
Source: www.leginfo.ca.gov
| |
| Assessment--Accommodations |
| |
| CA | Vetoed 09/2010 | P-12 | From bill summary: Requires that any primary language assessment developed by the department and administered to limited English proficient students, as identified pursuant to existing law, on or after July 1, 2013, be included in the state's assessment system or any successor system, and in the state's federal and state accountability system and any successor system. Requires the results of the primary language assessment to be used in any successor measure or results reported for the state's assessment systems and in any other successor measure. Also requirse the results to be used in any measure, index or results reported for the state's federal and state accountability system, or any successor system. Identifies the accommodations and modifications for English language learners that must be included in any successor system to the state assessment system adopted on or after July 1, 2013
Provides these provisions would become operative on July 1, 2013. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0901-0950/sb_930_bill_20100827_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z65dmak883loy0/0/0?&_c=d|yvcee9xanplikz|z65p1zm6c0d0km&_ce=1290123755.b9c0c7a073748e62e8692973710bbfd4
Title: S.B. 930
Source: www.leginfo.ca.gov
| |
| MS | Signed into law 04/2010 | P-12 | Requires local school districts to use certain accommodations to preserve integrity and validity of student assessment test.
http://billstatus.ls.state.ms.us/documents/2010/pdf/HB/0600-0699/HB0631SG.pdf
Title: H.B. 631
Source: http://billstatus.ls.state.ms.us
| |
| VA | Signed into law 02/2010 | P-12 | Requires the Board of Education to conduct an audit of any school division that utilizes the Virginia Grade Level Alternative assessment instrument, in grades three through eight, for more than three percent of its students with disabilities population in those grades in any given school year.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+HB304ER+pdf
Title: H.B. 304
Source: http://leg1.state.va.us
| |
| NY | Adopted 01/2010 | P-12 | Amends section 100.5 to extend the Regents Competency Test (RCT) safety net provision for an additional year, thereby allowing students with disabilities who first enter grade 9 prior to September 2011 and who fail one or more of the required Regents exams to instead meet testing requirements for the local diploma by passing the corresponding RCT(s) for English or mathematics, or their equivalent, or the department-approved alternatives to the RCTs. Adopted as published in the September 30, 2009 Register (pages 15-18 of 62): http://www.dos.state.ny.us/info/register/2009/sep30/pdfs/rules.pdf
Title: Title 8 NYCRR Section 100.5
Source: www.dos.state.ny.us
| |
| Assessment--College Entrance Exams |
| |
| IL | Signed into law 07/2010 | P-12
Community College | On July 1, 2010, subject to appropriation, directs the state community college board to extend the College and Career Readiness Pilot Program for an additional 3 years and to include an additional 7 sites (or as
many as are allowed by available funding), as evidenced by the effectiveness of the current program. Provides that if funds are not appropriated for the program in any of these 3 additional years, the community college board must extend the program for an additional year. Two of the existing goals of the program are to (1) diagnose college readiness by developing a system to align ACT scores to specific community college courses in developmental and freshman curricula, and (2) provide resources and academic support to high school students to enrich the senior year through remedial or advanced coursework, and other interventions. Adds new provisions requiring that college placement exams also be aligned to developmental and freshman community college courses/curricula, and calling for enrichment of the junior year of high school (in addition to the senior year). Provides that the 1st year of the extended program begins with the high school classes of 2011 and 2012, the 2nd year with the high school classes of 2012 and 2013, and the 3rd year with the high school classes of 2013 and 2014 (or with later classes if funds are not appropriated for the program in a given fiscal year.)
Removes as a criterion for program participation a community college's willingness to submit developmental and introductory courses to ACT for analysis of college placement. Removes a provision directing the state board to work with ACT to analyze up to 10 courses at each participating community college to determine student placement and college readiness. Specifies that the "college readiness team" at each site must include, among other roleplayers, the chief academic officer, the chief student services officer, an institutional researcher, faculty, and counselors or advisers from the community college and high school. Clarifies that one means of evaluating program effectiveness is a comparison of college entrance exams or college placement scores, or both, within each group of students. Repeals provision directing the state community college board to work with participating community colleges and high schools to establish operational processes and a budget for college and career readiness pilot programs, including employment of a college and career readiness coordinator at each community college site. Directs the state community college board to report its findings and recommendations to the senate and house by December 31, 2013. http://www.ilga.gov/legislation/publicacts/96/PDF/096-1300.pdf
Title: S.B. 3705
Source: www.ilga.gov
| |
| Assessment--Computer Based |
| |
| UT | Signed into law 03/2010 | P-12 | Provides for the statewide assessment of students in grades 2-12 in basic skills courses using criterion-referenced tests or online computer adaptive tests, as determined by the state board of education. Eliminates the requirement to administer a statewide norm-referenced test in grades 3, 5 and 8. Allows the state board of education to exempt a district or charter school from one or more of the Utah Performance Assessment System for Students (U-PASS) testing requirements if the district or charter school pilots an assessment system that incorporates certain elements. Eliminates a cap on the number of school districts and charter schools that may participate in a pilot assessment system. Extends the pilot assessment systems through July 1, 2015. http://le.utah.gov/~2010/bills/sbillenr/sb0016.pdf
Title: S.B. 16
Source: le.utah.gov
| |
| UT | Signed into law 03/2010 | P-12
Postsec. | Section 1: Directs the state board, by December 31, 2010, to review mandates provided for in administrative rule, to determine whether some could be waived to remove funding pressures on public schools temporarily.
Sections 2-4: Eliminates the requirement to administer criterion-referenced tests to students in grade 2. Directs the state board, before the October 2010 Education Interim Committee meeting, to present its plan for a pilot program for the 2010-11 and 2011-12 school years to (1) replace the 10th-grade basic skills competency test with computer adaptive testing of basic skills, and (2) administer the ACT exam to high school students. Directs the state board to implement such a pilot program during the 2010-11 and 2011-12 school years. Exempts districts and charter schools from administering the 10th-grade basic skills competency test during the the 2010-11 and 2011-12 school years. Directs the state board to re-direct the money saved by not administering the 10th-grade basic skills competency test to fund implementation of the pilot program during the 2010-11 and 2011-12 fiscal years. Exempts a student from the 10th-grade basic skills competency test requirement if the student was in 10th grade in the 2008-09 or 2009-10 school years and did not pass the competency test (10th-grade basic skills competency test functions as exit exam unless certain waivers apply).
Section 5: Exempts local boards from the requirement to develop and administer activity disclosure statements for high school-level extracurricular activities (as called for in Section 53A-3-420) until the 2012-13 school year.
Section 6: Exempts the state board, until the 2012-13 school year, from the requirements called for in Section 53A-3-602.5 to annually (1) develop a school performance report for schools, districts and charter schools, and (2) collect and electronically report specified performance data for schools, districts and charter schools.
Section 7: Exempts a school district from certain requirements related to the disposal of textbooks until the 2012-13 school year.
Section 8: Until the 2012-13 school year, releases districts from the requirement in Section 53A-13-107 that an annual presentation on adoption be given to students in grades 7-12.
Section 9: Until the 2012-13 school year, releases districts from the requirement in Section 53A-14-107 regarding alignment of primary instructional materials aligned with the core curriculum adopted under Section 53A-1-402.
http://le.utah.gov/~2010/bills/hbillenr/hb0166.pdf
Title: H.B. 166
Source: le.utah.gov
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| Assessment--Formative/Interim |
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| GA | Signed into law 05/2010 | P-12 | 20-2-326 defines:
--"Career academy" as (1) a specialized charter school established by a partnership between one or more local boards of education and a technical school or college or (2) a small learning community where a student receives academic instruction at his/her assigned high school, along with work-based learning opportunities at an industry center or technical school or college
--"Chronically low-performing high school" as one (1) with a graduation rate below 60% for three consecutive years (using the National Governors Association methodology), or (2) that has not made adequate yearly progress (AYP) for three consecutive years
--"Choice technical high school" as a high school other than the one the student is assigned to by residence, designed to prepare a student for postsecondary education and employment. Provides a choice technical high school may be operated by a local school system or technical college. Also permits a choice technical high school to be operated as a charter school under a governance board comprised of parents, employers and representatives from the local school board
--"Focused program of study" as a rigorous academic core combined with (1) a focus in math and science, (2) a focus in humanities, fine arts and foreign language, or (3) a coherent sequence of career pathway courses that prepares a student for postsecondary education or immediate employment after high school graduation.
Also defines "small learning community" as a subset of high school students and teachers joined around a broad career or academic theme where teachers have common planning time to connect teacher assignments and assessments to college and career readiness standards. Provides that students voluntarily apply for enrollment in a small learning community but must be accepted, and such enrollment must be approved by the student's parent. Specifies that a small learning community also includes a career academy organized around a specific career theme and integrates academic and career instruction, provides work-based learning opportunities, and prepares students for postsecondary education and employment, in partnership with local employers, community organizations and postsecondary institutions.
New Section 20-2-328 directs the state board of education, subject to legislative appropriation, to establish a competitive grant program for local school systems to implement school reform measures in selected high schools. Requires the state board to establish grant criteria, which must include that priority for grants be given to chronically low-performing high schools. Directs the state board to develop, for high schools receiving a grant, an evidence-based model for serving at-risk students, which must focus on specified elements designed to increase student achievement; reduce dropout; help students and their parents set and achieve career and educational goals; and help students learn and apply study skills, coping skills and other habits that produce successful students and adults. Requires that the at-risk model program include:
(1) Diagnostic assessments
(2) A process for identifying at-risk students, closely monitored by the department of education to ensure that students are properly identified and receive timely and appropriate guidance and assistance, and to ensure no group is disproportionately represented
(3) An evaluation component in each high school to ensure programs provide students an opportunity to earn a high school diploma.
Identifies components the at-risk model program may include to facilitate 9th grade success, such as:
(1) Flexible scheduling to increase student time in language/arts and math to eliminate academic deficiencies
(2) Ninth grade student-teacher ratios no higher than those in any other grade in the high school
(3) Using effective teachers as leaders for teacher teams in 9th grade to improve instructional planning, delivery and reteaching strategies
(4) Assigning teacher mentors to meet frequently with students to provide planned lessons on study skills and other "habits of success" to help students become independent learners and help them receive the assistance they need to pass 9th grade
(5) Ninth grade career courses incorporating a series of miniprojects throughout the school year that require the application of grade-level reading, math and science skills to complete, require students to use a range of technology, and help students explore a range of educational and career options to help them formulate post high school goals and give them a reason to stay in school and work toward achieving their stated goals.
Requires the state board to adopt rules for chronically low-performing high schools receiving a reform grant, to make the high schools more relevant to and effective for all students. Requires that such rules encourage high schools to implement a comprehensive school reform research-based model that focuses on eight specified elements, including setting high expectations for all students and fostering collaboration among academic and career/technical teachers.
New Section 20-2-329 requires high schools receiving a reform grant per Section 20-2-328 to provide focused programs of study that, whether offered at a choice technical high school, a career academy, a traditional high school, or on site at a two- or four-year postsecondary institution:
(1) Are aligned with state board-set graduation requirements, including 4 years of math and 4 years of English with an emphasis on developing reading and writing skills to meet college and career readiness standards
(2) Implement a teacher adviser system
(3) Provide students in grades 9-12 with information on educational programs offered in high school, two- and four-year institutions, and through apprenticeship programs and how these programs can lead to a variety of career fields. Requires that districts offer opportunities for field trips, job shadowing and other means to help students and their parents in revising, if appropriate, the student's individual graduation plan.
(4) Enroll students by grade 9 into one of the following options for earning a high school diploma and preparing students for postsecondary education and a career which will include a structured program of academic study with in-depth studies in: (A) Mathematics and science; (B) Humanities, fine arts, and foreign language; or (C) A career pathway that leads to passing an employer certification exam in a high demand, high skill, or high wage career field or to an associate's degree or bachelor's degree.
(5) Implement the state board-developed at-risk model program
(6) Schedule annual conferences to help students and their parents set educational and career goals and create individual graduation plans
Directs the state board to adopt rules necessary to carry out the provisions of this bill.
http://www.legis.state.ga.us/legis/2009_10/pdf/hb400.pdf
Title: H.B. 400 - New Section 20-2-326, 328 and 329
Source:
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| KY | Signed into law 03/2010 | P-12 | Relates to adolescent reading skills. Expresses legislative intent that all middle and high school students have the skills necessary to read complex materials in specific core subjects and comprehend and apply information. Requires every middle and high school to (1) provide explicit instruction to students lacking skills in how to read, learn, and analyze information in key subjects, and (2) ensure that teachers have the skills to help all students develop critical strategies and skills for subject-based reading. Directs the department of education to provide technical assistance to districts to identify teaching strategies to improve reading skills needed to understand subject area concepts and content. Directs the education professional standards board to review and revise the teacher certification and licensure requirements as necessary to ensure that all teachers are prepared to improve students' subject reading skills. Also directs the department of education to work with state and national educators and subject matter experts to identify student reading skills in each subject area that align with the state content standards and identify teaching strategies in each subject area that can be used explicitly to develop the necessary reading skills. Further directs the department to encourage the development of comprehensive middle and high school adolescent reading plans to be incorporated into the curricula of each subject area to improve all students' reading comprehension.
Expands the duties of the Collaborative Center for Literacy Development: Early Childhood through Adulthood. Requires the center to (1) help middle and high schools develop comprehensive adolescent reading plans and (2) maintain a repository of comprehension best practices in the teaching of each subject area and a list of classroom-based diagnostic reading comprehension assessments that measure student progress in developing students' reading comprehension skills. http://www.lrc.ky.gov/record/10RS/SB163/bill.doc
Title: S.B. 163
Source: www.lrc.ky.gov
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| Assessment--Value Added |
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| PA | Veto overridden: legislature has overridden governor's veto 11/2010 | P-12 | Section 221 requires the state department fo publish specific value-added assessment data (statistical analysis of test results) on its website for both the district and individual school levels, along with instruction to assist the public in understanding and interpreting the data.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2009&sessInd=0&billBody=H&billTyp=B&billNbr=0101&pn=4389
Title: H.B. 101
Source: http://www.legis.state.pa.us
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| At-Risk (incl. Dropout Prevention) |
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| CA | Signed into law 09/2010 | P-12 | From bill analysis: Modifies the criteria for determining "at risk" for purposes of eligibility to participating in a California Partnership Academy (CPA) as follows: (1) Defines irregular attendance to mean absence from school 20 percent or more of the school year; (2) Adds the following to the existing indicators to be considered in making the determination "at risk:"
(a) Scoring "below basic" or "far below basic" in math and English language arts on standardized tests administered through the Standardized Testing and Reporting (STAR) Program.
(b) Maintaining a grade point average of 2.2 or below or the equivalent of a C minus.
Deletes provisions that specify the academic criteria applying to non-at-risk pupils participating in a CPA, and deletes the requirement that students be provided a laboratory class related to the academy's occupational field. Requires an assurance that each CPA pupil will be provided with:
(a) Instruction in at least three academic subjects each school term that prepares the pupil for a high school diploma, and where possible and appropriate, meets subject requirements for admission to the California State University (CSU) and the University of California (UC).
(b) Career technical education courses at each grade level that are part of an occupational course sequence that targets comprehensive skills.
Deletes the authority of the superintendent of public instruction to issue a maximum of 155 grants per year for purposes of planning partnership academies. Requires districts, whenever practical, to provide a second planning period for the CPA teacher. Specifies that a CPA pupils must be provided with an employer-based internship or work experience in the summer following 11th grade or during 12th grade.
Makes provisions of this bill operative on July 1, 2011, and requires implementation of this bill commencing with the 2011-12 school year.
http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1351-1400/sb_1354_bill_20100930_chaptered.pdf
Title: S.B. 1354
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2010 | P-12 | From bill summary: Requires the department of education, contingent on federal funding for this purpose and in consultation with the department of finance and the legislative analyst's office, to prepare the California Longitudinal Pupil Achievement Data System (CALPADS) to include data on a quarterly rate of pupil attendance. Requires that CALPADS be capable of issuing to local educational agencies periodic reports on district, school, class and individual pupil rates of absence and chronic absentees. States legislative intent to support the development of early warning systems to identify and support individual pupils who are at risk of academic failure or of dropping out of school.
Existing law requires the superintendent of public instruction annually to submit to the governor, the legislature, and the state board of education a report on dropouts using the data produced by CALPADS.
New provision requires the report to include chronic absentee rates when that data is available. Makes implementation of the provisions regarding the inclusion of pupil attendance data in CALPADS contingent upon the appropriation of federal funds specifically for such purposes. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1351-1400/sb_1357_bill_20100930_chaptered.pdf
Title: S.B. 1357
Source: www.leginfo.ca.gov
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| IL | Signed into law 08/2010 | P-12 | Amends definition of "dropout". Previous language allowed student in any grades 1-12 to be classified as a dropout; new provision limits dropouts to students enrolled in grades 9-12. Adds that a student may not be listed as a dropout due to expulsion, aging out or removal for medical non-compliance. Specifies that a child known to be home-schooled or continuing school in another country may not be classified as a dropout. 46-48 of 51: http://www.ilga.gov/legislation/96/SB/PDF/09600SB3681lv.pdf
Title: S.B. 3681 - Section 105 ILCS 5/26-2a
Source: www.ilga.gov
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| IL | Adopted 08/2010 | P-12 | P.A. 96-106 (S.B. 1796), effective July 30, 2009, establishes the Illinois Hope and Opportunity Pathways through Education (IHOPE) program with the goal of re-enrolling high school dropouts into programs that will enable these individuals to earn their high school diplomas. The legislation directs the state board to implement and administer the program, including approving IHOPE plans developed by regional offices of education and/or the Chicago School District, and adopting rules setting forth the requirements for the development of the IHOPE Plan and fund distribution process, and other rules.
From Illinois Register: New Part 210, Subpart A, sets forth the requirements for an IHOPE program, whose plan for the program must be approved by the state board of education for it to be eligible to receive general state aid or an incentive grant. The requirements for that plan are contained in Section 210.70 and criteria for review and approval of the plan are in Section 210.75. The requirements protect the rights of students who choose to enroll in IHOPE programs by ensuring that:
• before individuals can be enrolled in an IHOPE program, they, along with their parents or guardians if they are less than 18 years old, receive information about the program
• each student has a learning plan (Individual Instructional Plan) that addresses his/her individual needs and goals
• the IHOPE program and school district awarding the high school diploma work in cooperation to provide services to students who had an Individualized Education Program in the last high school they attended; and
• school records are retained by the district of residence awarding the diploma in accordance with the Illinois School Student Records Act [105 ILCS 10] and the state board of education's rules governing Student Records (23 Ill. Adm. Code 375).
The rules also require that individuals providing instruction be certified in Illinois and that personnel providing support services be properly qualified. Other provisions address continuation of programs beyond the initial approval year and suspension and revocation of program approval in certain circumstances. Subpart B of the rules establishes the process for applying for an incentive grant.
There is no appropriation in Fiscal Year 2011 for incentive grants; however, promulgating rules now for the application process will ensure that the grant process can begin immediately when funding is approved.
Pages 624-650 of 724: http://www.cyberdriveillinois.com/departments/index/register/register_volume34_issue32.pdf
Title: 23 IL ADC 210.10, 20, 30, 35, 40, 50, 60, 70, 75, 80, 90, 100, 110, 200, 210, 220, 230
Source: www.cyberdriveillinois.com
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| LA | Signed into law 08/2010 | P-12 | Students under the age of 18 who dropout prior to graduation and are ruled to be truant would be required to exercise one of the following options within 120 days of leaving school: 1) re-enroll in school and make progress towards completing requirements for graduation; 2) enroll in a high school equivalency diploma program; or 3) enlist in the armed forces for two years and earn a high school equivalency diploma.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722818
Title: S.B. 701
Source: http://www.legis.state.la.us
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| GA | Adopted 07/2010 | P-12 | Rule 160-4-8-.12, "Alternative Education Programs" has been repealed and a new rule adopted. Defines "alternative/non-traditional education program" as a program operating in affiliation with a school; a program does not report full-time equivalent (FTE) or receive an Adequate Yearly Progress (AYP) designation. Achievement data for students enrolled in the program are reported back to the school where the student is reported for FTE. Provides a program may be housed within a school, on the same site or at a different location. Provides that programs may include Attendance Recovery, Credit Recovery, Disciplinary Program, Early College, Evening School, and Open Campus.
Clarifies that an "Alternative/Non-traditional Education School" has an official school code and serves as the home school for students enrolled. The school receives an AYP designation; reports FTE counts for all enrolled students; and earns Quality Basic Education (QBE) formula funds directly. Defines "Community-based Alternative Education/Non-traditional Program" as a type of alternative education/non-traditional program where students are engaged in educationally relevant and meaningful learning experiences in the school and larger community. The academic curriculum is integrated into work-based learning and structured work experiences using partnerships among business, industry, government, community and school, including Performance Learning Centers. Defines "sparsity grant" as a grant provided to each LEA that is unable to offer its students or a portion of its students educational programs and services comparable to those which are typically being offered to students in the state; the inability to offer students comparable programs and services is attributable, at least in part, to the fact that the LEA has full-time equivalent counts less than base size specified in state law.
Requires each LEA to provide an alternative/non-traditional education program/school for students in grades 6-12 with appropriate due process, who have been suspended from his/her regular classroom. Permits LEAs to provide an alternative/non-traditional education program/school to serve a student who is eligible to remain in his/her regular classroom but is more likely to succeed in a non-traditional educational setting. Authorizes an LEA to provide an alternative/non-traditional education program/school jointly with one or more LEAs. Authorizes an LEA to contract with educational management organizations to provide a non-traditional/alternative education program/school. Sets requirements/parameters for such contracts. Permits an LEA to use sparsity grant funds for all alternative/non-traditional education program(s)/school(s), but specifies that funds must be used exclusively for salaries and benefits for certified positions and assistants/paraprofessionals working in the program/school. Requires that all alternative/non-traditional education programs/schools only provide curriculum aligned to Georgia Performance Standards (GPS); permits curriculum to be delivered through computer-assisted instruction and online courses. Requires that programs/schools participate in state testing program, provide counseling services, operate in full compliance with federal and state laws and state board rules governing special education students and students with special needs, provide teachers that meet the requirements of the Georgia Professional Standards Commission in all classes, adhere to maximum class size provisions, and allocate to all Alternative/Non-traditional Education Programs/Schools the same expenditure per segment(s) based on what the student earns at his or her Full Time Equivalent reporting school, including federal and state funds allocated to the LEA for the student.
For students in grades 9-12, permits LEAs to (1) award course credit based on demonstrated competency on course examination(s) for course work completed while enrolled in the program/school in lieu of the 150/135 clock hours of instruction and (2) determine the length of the school day in lieu of the school day length set in state board rule.
Establishes reporting requirements for alternative/non-traditional education programs/schools. Requires each LEA to maintain and annually report to the state department of education on each alternative/non-traditional education program/school. Requires each program/school school improvement plan to demonstrate how the alternative/non-traditional education program/school modified SBOE rules, including methods to measure competency as well as what is defined as a full school day. Requires LEAs to seek parental and public input before submitting a program/school's improvement plan to the department of education. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-8-.12.pdf
Title: 160-4-8-.12
Source: www.doe.k12.ga.us
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| NC | Signed into law 07/2010 | P-12 | Prior to the 2010-11 school year, directs the state board to:
(1) Develop a growth model establishing annual improvement goals in the four-year cohort graduation rate by local school administrative units.
(2) Establish as a short-term goal that local school administrative units meet the annual growth model goals for improvement in the four-year cohort graduation rate beginning with the graduating class of 2011 and continuing annually thereafter.
(3) Establish as statewide minimum goals four-year cohort graduation rates of 74% by 2014; 80% by 2016; and 90% by 2018.
(4) Establish as a long-term goal with benchmarks and recommendations to reach a statewide four-year cohort graduation rate of 100%.
Directs the state board to report annually to the Joint Legislative Education Oversight Committee beginning no later than November 15, 2010 on the aforementioned goals, benchmarks, and recommendations. Requires that the goals, benchmarks, and recommendations appropriately differentiate for students with disabilities and other student subgroups in each four-year cohort. Requires that the report include goals and benchmarks by local school administrative unit, the strategies and recommendations for achieving the goals and benchmarks, any evidence/data supporting the strategies and recommendations, and the identity of state board employees overseeing local school administrative units in achieving the goals and benchmarks. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1246v4.pdf
Title: S.B. 1246 - Improving Four-Year Cohort Graduation Rate
Source: http://www.ncga.state.nc.us
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| NC | Signed into law 07/2010 | P-12 | Provides that cooperative innovative high schools have the same exemptions from statutes and rules as charter schools, other than those pertaining to personnel. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1201v3.pdf
Title: S.B. 1201
Source: http://www.ncga.state.nc.us
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| NC | Signed into law 07/2010 | P-12 | Requires school districts to identify students who are at risk for academic failure and who are not successfully progressing toward grade promotion and graduation, beginning no later than the fourth grade. Identification shall occur as early as can reasonably be done and can be based on grades, observations, state assessments, and other factors, including reading on grade level, that impact student performance that teachers and administrators consider appropriate, without having to await the results of end-of-grade or end-of-course tests. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1248v4.pdf
Title: S.B. 1248
Source: http://www.ncga.state.nc.us
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| WV | Signed into law 07/2010 | P-12 | Establishes pilot programs for increased academic achievement. One pilot program requires the state superintendent to establish a special community development school pilot program for implementation in a public school with significant enrollments of disadvantaged, minority and underachieving students for the purpose of developing and implementing strategies that can be replicated. Other pilot programs are required to provide additional monetary payments to teachers, principals, and assistant principals based on certain circumstances such as employment in a school that is low performing, high poverty or high minority and other circumstances. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=sb2009%20enr.htm&yr=2010&sesstype=2X&i=2009
Title: S.B. 2009
Source: http://www.legis.state.wv.us
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| KS | Issued 06/2010 | P-12 | Creates a commission to study and reduce the Sunflower State's high school dropout rate.
http://governor.ks.gov/issues-a-initiatives/executive-orders/705-executive-order-10-04
Title: E.O. 10-04
Source: Governor's Office
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| LA | Signed into law 06/2010 | P-12 | Requires each local public school system to post the four-year cohort graduation rate for each high school and for the system as a whole on its Internet website. Districts must send a written notice to the parent or other legal guardian of high school students that contains the four-year cohort dropout rate of the school and the number of students in the school that have been identified as failing pursuant to the school and district accountability system.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722458
Title: S.B. 753
Source: http://www.legis.state.la.us/
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| CO | Signed into law 05/2010 | P-12
Postsec. | Relates to a data reporting request based on individual student identifiers, including dropouts, and those enrolled in literacy programs and college basic skills courses.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/42E285F47258D0C6872576AC0055EA3A?open&file=1171_enr.pdf
Title: H.B. 1171
Source: http://www.leg.state.co.us
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| CO | Signed into law 05/2010 | P-12 | Concerns successful transitions back to the public school system for juveniles in out-of-home placement who have demonstrated behavior that is detrimental to the safety or welfare of themselves or others during the previous twelve months.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/2BEB050086ADA620872576A80026B96A?open&file=1274_enr.pdf
Title: H.B. 1274
Source: http://www.leg.state.co.us
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| GA | Signed into law 05/2010 | P-12 | 20-2-326 defines:
--"Career academy" as (1) a specialized charter school established by a partnership between one or more local boards of education and a technical school or college or (2) a small learning community where a student receives academic instruction at his/her assigned high school, along with work-based learning opportunities at an industry center or technical school or college
--"Chronically low-performing high school" as one (1) with a graduation rate below 60% for three consecutive years (using the National Governors Association methodology), or (2) that has not made adequate yearly progress (AYP) for three consecutive years
--"Choice technical high school" as a high school other than the one the student is assigned to by residence, designed to prepare a student for postsecondary education and employment. Provides a choice technical high school may be operated by a local school system or technical college. Also permits a choice technical high school to be operated as a charter school under a governance board comprised of parents, employers and representatives from the local school board
--"Focused program of study" as a rigorous academic core combined with (1) a focus in math and science, (2) a focus in humanities, fine arts and foreign language, or (3) a coherent sequence of career pathway courses that prepares a student for postsecondary education or immediate employment after high school graduation.
Also defines "small learning community" as a subset of high school students and teachers joined around a broad career or academic theme where teachers have common planning time to connect teacher assignments and assessments to college and career readiness standards. Provides that students voluntarily apply for enrollment in a small learning community but must be accepted, and such enrollment must be approved by the student's parent. Specifies that a small learning community also includes a career academy organized around a specific career theme and integrates academic and career instruction, provides work-based learning opportunities, and prepares students for postsecondary education and employment, in partnership with local employers, community organizations and postsecondary institutions.
New Section 20-2-328 directs the state board of education, subject to legislative appropriation, to establish a competitive grant program for local school systems to implement school reform measures in selected high schools. Requires the state board to establish grant criteria, which must include that priority for grants be given to chronically low-performing high schools. Directs the state board to develop, for high schools receiving a grant, an evidence-based model for serving at-risk students, which must focus on specified elements designed to increase student achievement; reduce dropout; help students and their parents set and achieve career and educational goals; and help students learn and apply study skills, coping skills and other habits that produce successful students and adults. Requires that the at-risk model program include:
(1) Diagnostic assessments
(2) A process for identifying at-risk students, closely monitored by the department of education to ensure that students are properly identified and receive timely and appropriate guidance and assistance, and to ensure no group is disproportionately represented
(3) An evaluation component in each high school to ensure programs provide students an opportunity to earn a high school diploma.
Identifies components the at-risk model program may include to facilitate 9th grade success, such as:
(1) Flexible scheduling to increase student time in language/arts and math to eliminate academic deficiencies
(2) Ninth grade student-teacher ratios no higher than those in any other grade in the high school
(3) Using effective teachers as leaders for teacher teams in 9th grade to improve instructional planning, delivery and reteaching strategies
(4) Assigning teacher mentors to meet frequently with students to provide planned lessons on study skills and other "habits of success" to help students become independent learners and help them receive the assistance they need to pass 9th grade
(5) Ninth grade career courses incorporating a series of miniprojects throughout the school year that require the application of grade-level reading, math and science skills to complete, require students to use a range of technology, and help students explore a range of educational and career options to help them formulate post high school goals and give them a reason to stay in school and work toward achieving their stated goals.
Requires the state board to adopt rules for chronically low-performing high schools receiving a reform grant, to make the high schools more relevant to and effective for all students. Requires that such rules encourage high schools to implement a comprehensive school reform research-based model that focuses on eight specified elements, including setting high expectations for all students and fostering collaboration among academic and career/technical teachers.
New Section 20-2-329 requires high schools receiving a reform grant per Section 20-2-328 to provide focused programs of study that, whether offered at a choice technical high school, a career academy, a traditional high school, or on site at a two- or four-year postsecondary institution:
(1) Are aligned with state board-set graduation requirements, including 4 years of math and 4 years of English with an emphasis on developing reading and writing skills to meet college and career readiness standards
(2) Implement a teacher adviser system
(3) Provide students in grades 9-12 with information on educational programs offered in high school, two- and four-year institutions, and through apprenticeship programs and how these programs can lead to a variety of career fields. Requires that districts offer opportunities for field trips, job shadowing and other means to help students and their parents in revising, if appropriate, the student's individual graduation plan.
(4) Enroll students by grade 9 into one of the following options for earning a high school diploma and preparing students for postsecondary education and a career which will include a structured program of academic study with in-depth studies in: (A) Mathematics and science; (B) Humanities, fine arts, and foreign language; or (C) A career pathway that leads to passing an employer certification exam in a high demand, high skill, or high wage career field or to an associate's degree or bachelor's degree.
(5) Implement the state board-developed at-risk model program
(6) Schedule annual conferences to help students and their parents set educational and career goals and create individual graduation plans
Directs the state board to adopt rules necessary to carry out the provisions of this bill.
http://www.legis.state.ga.us/legis/2009_10/pdf/hb400.pdf
Title: H.B. 400 - New Section 20-2-326, 328 and 329
Source:
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| CO | Signed into law 04/2010 | P-12 | Expands the definition of high-risk student to include children with disabilities, migrant children, homeless children, children with a documented history of serious psychiatric or behavioral disorders, and children who are 2 or more years behind grade level as determined by statewide assessments or by other assessments approved by the department of education for this purpose.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/903A715DA3C47D20872576A80027B652?open&file=154_enr.pdf
Title: S.B. 154
Source: http://www.leg.state.co.us
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| ME | Signed into law 04/2010 | P-12 | Directs the Departments of Corrections, Education, Health and Human Services, and Labor to develop a jointly agreed-upon statewide coordinated services district system by June 1, 2010. The system shall coordinate and implement service delivery initiatives to increase high school graduation rates, reduce the number of youth in the juvenile justice system, reduce child abuse and neglect and increase employment opportunities for youth. http://www.mainelegislature.org/legis/bills/bills_124th/chapters/RESOLVE204.asp
Title: H.B. 1204
Source: http://www.mainelegislature.org
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| VA | Signed into law 04/2010 | P-12
Postsec.
Community College | Establishes college partnership laboratory schools by any public institution of higher education that operates an approved teacher education program. Provides that the schools shall be public schools established by a contract between the governing board of the school and the Board of Education. Provides that teachers working in such schools shall be employees of the institution of higher education and licensed by the Board or eligible for licensure. Relates to at-risk pupils and funding.
Intended to (1) stimulate the development of innovative programs for preschool through grade 12 students; (2) provide opportunities for innovative instruction and assessment; (3) provide teachers with a vehicle for establishing schools with alternative innovative instruction and school scheduling, management, and structure; (4) encourage the use of performance-based educational programs; (5) establish high standards for both teachers and administrators; (6) encourage greater collaboration between education providers from preschool to the postsecondary level; and (7) develop models for replication in other public schools.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+CHAP0871+pdf
Title: S.B. 736/H.B. 1389
Source: http://leg1.state.va.us
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| UT | Signed into law 03/2010 | P-12 | Adds Section 53A-17a-105.5. Defines "qualifying program" as (1) the at-risk flow through program; (2) the homeless and disadvantaged minority students program [both created in 53A-17a-121]; (3) the gifted and talented program; (4) the advanced placement program; (5) the concurrent enrollment program. Allows a district or charter school that receives a state allocation of less than $10,000 for a qualifying program to either (1) combine the funds with certain other program funds and use the combined funds in accordance with the program requirements for any of the qualifying programs that are combined; or (2) transfer the funds to a qualifying program for which the district or charter school received an allocation of funds that is greater than or equal to $10,000; and use the combined funds in accordance with the program requirements for the qualifying program to which the funds are transferred. Pages 5-6 of 6: http://le.utah.gov/~2010/bills/hbillenr/hb0149.pdf
Title: H.B. 149 - Section 3
Source: le.utah.gov
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| WA | Signed into law 03/2010 | P-12 | Regarding accountability and support for vulnerable students and dropouts. Requires the office of the superintendent of public instruction, by September 15, 2010, to develop and report recommendations for the development of a comprehensive, K-12 dropout reduction initiative designed to integrate multiple tiers of dropout prevention, intervention and technical assistance provided through federal and state programs and to support a K-12 dropout prevention, intervention and reengagement system. This work is to be completed in collaboration with the state-level building bridges work established established in RCW 28A.175.075. By December 1, 2010, the work group must make recommendations to the legislature and the governor about the infrastructure for coordinating services for vulnerable youth. These recommendations must address: adopting an official conceptual framework for all entities that can support coordinated planning and evaluation; creating a performance-based management system; developing a regional and county multi-partner youth consortia; developing specific integrated school-based services; launching a statewide media campaign; and developing a statewide database of available services for vulnerable youth. The Washington State Institute for Public Policy must annually calculate savings resulting from changes in the extended graduation rates from the prior school year. The superintendent of public instruction is to include the estimate in its annual dropout and graduation report beginning in 2010.
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202010/6403-S.SL.pdf
Title: S.B. 6403
Source: http://apps.leg.wa.gov
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| WV | Signed into law 03/2010 | P-12 | Implements the High School Graduation Improvement Act, which includes: (1) the continued exploration of diverse instructional delivery strategies to accommodate various learning styles that will focus on a statewide dropout intervention and prevention program to provide support for students having academic difficulties; (2) implementation of a statewide general credit recovery program; (3) improving the way career-technical education is offered; (4) creation of up to five additional juvenile drug courts; (5) investment of additional state funds and other resources in strategies and programs that engage disconnected and discouraged students in a positive learning environment, and; (6) development of plans by the various county boards that demonstrate how they will use available funds to implement the intent of the Act. In addition, beginning with the students who are freshmen during the 2011-12 school year, the bill increases the compulsory attendance age to 17 years of age. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=HB4593%20ENR.htm&yr=2010&sesstype=RS&i=4593
Title: H.B. 4593
Source: http://www.legis.state.wv.us
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| CO | Adopted 02/2010 | P-12 | Establishes criteria for identifying high priority and priority local education providers and implements the Student Re-engagement Grant Program.
http://www.sos.state.co.us/CCR/NumericalSubDocList.do?deptID=4&deptName=300 Department of Education&agencyID=109&agencyName=301 Colorado State Board of Education&ccrDocID=3074&ccrDocName=1 CCR 301-84 Rules Concerning Dropout Prevention and Student Re-engagement
Title: 1 CCR 301-84
Source: http://www.sos.state.co.us
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| AL | Signed into law 01/2010 | P-12 | Extends the life of the Alabama Select Commission on High School Graduation and Student Dropouts (created by Act No. 2009-229, SJR24, 2009 Regular Session) to December 31, 2010 (2009 S.J.R. 24 creating the commission directed the entity to provide a final report to the governor, lieutenant governor, speaker of the house and chief justice of the Alabama Supreme Court on or before December 31, 2009, at which point the commission was to be dissolved). Provides the total expenditures of the legislative members of the commission may not exceed $ 5,000.
Title: S.J.R. 21
Source: www.lexis.com
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| GA | Adopted 07/2010 | P-12 | Rule 160-4-8-.12, "Alternative Education Programs" has been repealed and a new rule adopted. Defines "alternative/non-traditional education program" as a program operating in affiliation with a school; a program does not report full-time equivalent (FTE) or receive an Adequate Yearly Progress (AYP) designation. Achievement data for students enrolled in the program are reported back to the school where the student is reported for FTE. Provides a program may be housed within a school, on the same site or at a different location. Provides that programs may include Attendance Recovery, Credit Recovery, Disciplinary Program, Early College, Evening School, and Open Campus.
Clarifies that an "Alternative/Non-traditional Education School" has an official school code and serves as the home school for students enrolled. The school receives an AYP designation; reports FTE counts for all enrolled students; and earns Quality Basic Education (QBE) formula funds directly. Defines "Community-based Alternative Education/Non-traditional Program" as a type of alternative education/non-traditional program where students are engaged in educationally relevant and meaningful learning experiences in the school and larger community. The academic curriculum is integrated into work-based learning and structured work experiences using partnerships among business, industry, government, community and school, including Performance Learning Centers. Defines "sparsity grant" as a grant provided to each LEA that is unable to offer its students or a portion of its students educational programs and services comparable to those which are typically being offered to students in the state; the inability to offer students comparable programs and services is attributable, at least in part, to the fact that the LEA has full-time equivalent counts less than base size specified in state law.
Requires each LEA to provide an alternative/non-traditional education program/school for students in grades 6-12 with appropriate due process, who have been suspended from his/her regular classroom. Permits LEAs to provide an alternative/non-traditional education program/school to serve a student who is eligible to remain in his/her regular classroom but is more likely to succeed in a non-traditional educational setting. Authorizes an LEA to provide an alternative/non-traditional education program/school jointly with one or more LEAs. Authorizes an LEA to contract with educational management organizations to provide a non-traditional/alternative education program/school. Sets requirements/parameters for such contracts. Permits an LEA to use sparsity grant funds for all alternative/non-traditional education program(s)/school(s), but specifies that funds must be used exclusively for salaries and benefits for certified positions and assistants/paraprofessionals working in the program/school. Requires that all alternative/non-traditional education programs/schools only provide curriculum aligned to Georgia Performance Standards (GPS); permits curriculum to be delivered through computer-assisted instruction and online courses. Requires that programs/schools participate in state testing program, provide counseling services, operate in full compliance with federal and state laws and state board rules governing special education students and students with special needs, provide teachers that meet the requirements of the Georgia Professional Standards Commission in all classes, adhere to maximum class size provisions, and allocate to all Alternative/Non-traditional Education Programs/Schools the same expenditure per segment(s) based on what the student earns at his or her Full Time Equivalent reporting school, including federal and state funds allocated to the LEA for the student.
For students in grades 9-12, permits LEAs to (1) award course credit based on demonstrated competency on course examination(s) for course work completed while enrolled in the program/school in lieu of the 150/135 clock hours of instruction and (2) determine the length of the school day in lieu of the school day length set in state board rule.
Establishes reporting requirements for alternative/non-traditional education programs/schools. Requires each LEA to maintain and annually report to the state department of education on each alternative/non-traditional education program/school. Requires each program/school school improvement plan to demonstrate how the alternative/non-traditional education program/school modified SBOE rules, including methods to measure competency as well as what is defined as a full school day. Requires LEAs to seek parental and public input before submitting a program/school's improvement plan to the department of education. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-8-.12.pdf
Title: 160-4-8-.12
Source: www.doe.k12.ga.us
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| WV | Signed into law 07/2010 | P-12 | Provides uniformity in alternative schools and requires a pilot program that will allow alternative schools in elementary and middle schools. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=sb2010%20enr.htm&yr=2010&sesstype=2X&i=2010
Title: S.B. 2010
Source: http://www.legis.state.wv.us
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| AK | Signed into law 06/2010 | P-12 | An Act relating to the provision of information regarding a student by a school district to the Department of Military and Veterans' Affairs, Alaska Challenge Youth Academy.
http://www.legis.state.ak.us/PDF/26/Bills/HB0360Z.PDF
Title: H.B. 360
Source: http://www.legis.state.ak.us
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| LA | Signed into law 06/2010 | P-12 | Relates to approval by the State Board of Elementary and Secondary Education of certain alternative schools and alternative education programs; relates to specific standards and criteria used by the board to approve schools; to provide guidelines for such report; to provide an effective date; and to provide for related matters.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722571
Title: H.B. 1225
Source: http://www.legis.state.la.us/
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| MO | Signed into law 06/2010 | P-12 | Requires regulations to be issued requiring contractors and subcontractors working on public works construction projects at public schools to establish and implement a random drug and alcohol testing program. The tests must be administered by a certified laboratory and must require notification to the employer and employee of the results of any positive drug and alcohol test. The school district must be notified of the action taken to protect the safety of the students as a result of a positive test. Cost of the program must be covered by the employer on the public works project.
http://www.house.mo.gov/content.aspx?info=/bills101/hb1543.htm
Title: H.B. 1543--Multiple Provisions
Source: http://www.house.mo.gov
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| WV | Signed into law 03/2010 | P-12 | Implements the High School Graduation Improvement Act, which includes: (1) the continued exploration of diverse instructional delivery strategies to accommodate various learning styles that will focus on a statewide dropout intervention and prevention program to provide support for students having academic difficulties; (2) implementation of a statewide general credit recovery program; (3) improving the way career-technical education is offered; (4) creation of up to five additional juvenile drug courts; (5) investment of additional state funds and other resources in strategies and programs that engage disconnected and discouraged students in a positive learning environment, and; (6) development of plans by the various county boards that demonstrate how they will use available funds to implement the intent of the Act. In addition, beginning with the students who are freshmen during the 2011-12 school year, the bill increases the compulsory attendance age to 17 years of age. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=HB4593%20ENR.htm&yr=2010&sesstype=RS&i=4593
Title: H.B. 4593
Source: http://www.legis.state.wv.us
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| Attendance |
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| CA | Signed into law 10/2010 | P-12 | Requires initial parental notification of child's status as truant to be made using the most cost-effective method possible, including e-mail or telephone. (Previous legislation required this notification to be made by first-class mail.)
Defines "conscientious effort", for purposes of defining a child as a habitual truant. (No child may be defined a habitual truant until truant three or more times per school year, and an appropriate district officer or
employee has made a conscientious effort to hold at least one conference with the pupil and his/her parent.)
Pages 25-26 of 52: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1601-1650/ab_1610_bill_20101019_chaptered.pdf
Title: A.B. 1610 - Truants
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2010 | P-12 | From bill analysis: Requires school districts to accept reasonable evidence that a pupil meets residency requirements for school attendance within the district. Specifies certain types of documents that must be considered reasonable evidence. Authorizes a school district, if a school employee believes a parent has provided false or unreliable evidence of residency, to make reasonable
efforts to determine whether the pupil actually meets the residency requirements. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1851-1900/ab_1854_bill_20100830_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5mm14q1dntlzg?&_c=d|yvcee9xanplikz|z5msx9bcq0v1fm&_ce=1285799198.823394ce30a65d9a394ec66f14aac0d9
Title: A.B. 1854
Source: www.leginfo.ca.gov/
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| CA | Signed into law 09/2010 | P-12 | From bill summary: Requires the department of education, contingent on federal funding for this purpose and in consultation with the department of finance and the legislative analyst's office, to prepare the California Longitudinal Pupil Achievement Data System (CALPADS) to include data on a quarterly rate of pupil attendance. Requires that CALPADS be capable of issuing to local educational agencies periodic reports on district, school, class and individual pupil rates of absence and chronic absentees. States legislative intent to support the development of early warning systems to identify and support individual pupils who are at risk of academic failure or of dropping out of school.
Existing law requires the superintendent of public instruction annually to submit to the governor, the legislature, and the state board of education a report on dropouts using the data produced by CALPADS.
New provision requires the report to include chronic absentee rates when that data is available. Makes implementation of the provisions regarding the inclusion of pupil attendance data in CALPADS contingent upon the appropriation of federal funds specifically for such purposes. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1351-1400/sb_1357_bill_20100930_chaptered.pdf
Title: S.B. 1357
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2010 | P-12 | From bill summary: Defines a chronic truant as any pupil absent from school without a valid excuse for 10% or more of the school days in one school year, from the date of enrollment to the current date, provided that the appropriate school district officer or employee has complied with specified provisions of law. Provides that a parent or guardian of a pupil in grades K-6 who is a chronic truant, who has failed to reasonably supervise and encourage the pupil's school attendance, and who has been offered language accessible support services to address the pupil's truancy, is guilty of a misdemeanor punishable by a fine of up to $2,000, or by imprisonment in a county jail for a period not exceeding one year, or by both that fine and imprisonment. Provides that a parent or guardian may not be punished for a violation of both these provisions and another specified law involving criminal liability for parents or guardians of truant children. Authorizes a superior court to establish a deferred entry of judgment program, meeting specified conditions, to adjudicate cases involving parents or guardians of elementary school pupils who are chronic truants. Authorizes a deferred entry of judgment program established under the bill to refer defendant parents or guardians for services, including but not limited to case management, mental and physical health services, parenting classes and support, substance abuse treatment, and child care and housing. Authorizes the deferment of entry of judgment in these cases upon the defendant's compliance with terms and conditions set forth by the court. Requires that funding for the deferred entry of judgment program come solely from nonstate sources. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1301-1350/sb_1317_bill_20100902_enrolled.pdf
Title: S.B. 1317
Source: www.leginfo.ca.gov
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| GA | Adopted 08/2010 | P-12 | Amends provisions related to student enrollment and withdrawal. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-5-1-.28.pdf
Title: GA ADC 160-5-1-.28
Source: www.doe.k12.ga.us
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| NC | Signed into law 07/2010 | P-12
Postsec.
Community College | Requires principals, community colleges and universities to authorize a minimum of two excused absences each academic year for religious observances required by the faith of a student or the student's parents; provides that the student's parents may be required to give the principal written notice of the request for an excused absence a reasonable time prior to the religious observance; mandates that the student be given the opportunity to make up any tests or other work missed due to an excused absence for a religious observance. http://www.ncga.state.nc.us/Sessions/2009/Bills/House/PDF/H357v4.pdf
Title: H.B. 357
Source: http://www.ncga.state.nc.us
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| NC | Signed into law 07/2010 | P-12 | Permits public school entry of child who does not turn 5 by August 31 of the school year but whose parent is an active duty member of U.S. armed forces who is the sole legal custodian of the child, and is stationed in another state, and is deployed for duty away from the permanent duty station, and child living with an adult in North Carolina as a result of deployment away would be eligible for school enrollment in the other state. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1246v4.pdf
Title: S.B. 1246 - Enrollment of Child under 5 Who Is Child of Military Personnel
Source: www.ncga.state.nc.us
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| GA | Vetoed 06/2010 | P-12 | Requires a parent whose child is of compulsory school age and who becomes a new resident of a local school system to enroll his/her child in a public or private school within 15 days of such new residency (or by the start date of school if such new residency occurs prior to such start date). Provides that failure to do so constitutes a violation of this Code section. Authorizes local school system officials or other persons to make and file a report to the appropriate enforcement agency regarding any parent whose child (1) is subject to mandatory attendance requirements but not attending school or (2) has accumulated 30 days of unexcused absences. Requires local school systems to cooperate in the investigation and prosecution of mandatory attendance violations.
Bill text: http://www.legis.state.ga.us/legis/2009_10/pdf/sb239.pdf
Governor's veto message: SB 239 ensures that families moving from one school district to another register their children for school in a timely manner. Unfortunately, the language of a floor amendment seeking to safeguard homeschooling families instead accomplished the opposite; as written, the bill would actually require homeschooling families to enroll their children in a public or private school upon moving to a new school district. Because of this unintended consequence, I VETO SB 239. From http://gov.georgia.gov/00/press/detail/0,2668,78006749_160096907_160291947,00.html
Title: S.B. 239 - Section 2
Source: www.legis.state.ga.us
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| LA | Signed into law 06/2010 | P-12
Community College | Students who are 16 to 18 years old and are enrolled in an adult education program shall be considered to be in compliance with the school attendance provisions. Defines "effective" adult education program. Eliminate the division of adult and community education within the Department of Education and transfers the responsibility to the Board of Supervisors of Community and Technical Colleges. Outlines responsibilities for adult education programs by the Board of Supervisors.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722559
Title: H.B. 1055
Source: http://www.legis.state.la.us/
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| LA | Signed into law 06/2010 | P-12 | Prevents a city, parish, or other local public school board from denying admission or readmission to students of suitable age who resides within the geographic boundaries of the school system unless such student is legally excluded from attending school.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722519
Title: H.B. 421
Source: http://www.legis.state.la.us/
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| NH | Signed into law 05/2010 | P-12 | Makes various changes to the laws on truancy; provides for excused absences, parental responsibility and petitions for children in need of services.
http://www.gencourt.state.nh.us/legislation/2010/HB0154.html
Title: H.B. 154
Source: http://www.gencourt.state.nh.us
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| TN | Signed into law 05/2010 | P-12 | Authorizes a prosecutor to allow parents or guardians of children violating truancy laws to attend parent education training and parent-teacher conferences as an alternative to criminal prosecution. - Amends TCA Title 49, Chapter 6, Part 30
http://www.capitol.tn.gov/Bills/106/Bill/SB3246.pdf
Title: S.B. 3246
Source: http://www.capitol.tn.gov
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| WI | Signed into law 05/2010 | P-12 | If a pupil attending the school district under open enrollment (OEP) is habitually truant (absent from school without an acceptable
excuse for part or all of five or more school days during any semester) during either semester in the current school year, the school board may then prohibit the pupil from attending school in the school district under the OEP in the succeeding semester or school year. (Act No. 304)
http://www.legis.state.wi.us/2009/data/SB-342.pdf
Title: S.B. 342
Source: http://www.legis.state.wi.us
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| KY | Signed into law 04/2010 | P-12 | Requires the state board of education or any agency designated by the state board to manage interscholastic athletics to promulgate administrative regulations that permit the hiring of a nonteaching or noncertified person in a coaching position. Requires that a person employed in a coaching position be a high school graduate and at least 21 years old, and submit to a background check. Requires that the administrative regulations specify post-hire requirements for persons employed in coaching positions. Authorizes a local school board to specify post-hire requirements for personnel employed in coaching positions in addition to those specified in administrative regulations. Encourages the state board of education or any agency designated by the state board to manage interscholastic athletics to schedule athletic competitions outside the regularly scheduled school day. Permits a student on a school-sponsored athletic team competing during the school day in a regional or state tournament sanctioned by the state board or other agency designated to manage interscholastic athletics to be counted present during the days of the competition, for up to two days a year. http://www.lrc.ky.gov/record/10RS/HB327/bill.doc
Title: H.B. 327
Source: www.lrc.ky.gov
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| NE | Signed into law 03/2010 | P-12 | Children are eligible for kindergarten if they are 5 years old by July 31, beginning with the 2012-13 school year. Previously, the cutoff date was Oct. 15. The bill includes an exception for children who turn 5 between Aug. 1 and Oct. 15 if they perform adequately on a school assessment. The bill also requires school boards to adopt an assessment procedure to determine if a child is capable of kindergarten-level work.
http://www.nebraskalegislature.gov/FloorDocs/Current/PDF/Final/LB1006.pdf
Title: L.B. 1006
Source: http://www.nebraskalegislature.gov/
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| VA | Signed into law 03/2010 | P-12 | Clarifies that, in addition to the attendance officer, school personnel, and volunteers, the school principal or his designee is responsible for notifying parents concerning students' nonattendance at school; provides that the school principal or his designee is also responsible for arranging the conference with parents and in developing the student's attendance plan.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB196ER+pdf
Title: S.B. 196
Source: http://leg1.state.va.us
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| VA | Signed into law 03/2010 | P-12 | Requires local school boards to develop policies ensuring that any student's absence because of the observance of a religious holiday be recorded as excused on the student's attendance record and that a student not be deprived of any award or of eligibility or opportunity to compete for any award or of the right to take an alternate test or examination for any which were missed because of such absence.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB361ER+pdf
Title: S.B. 361
Source: http://leg1.state.va.us
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| IL | Signed into law 01/2010 | P-12 | Requires the department of human services to operate a comprehensive professional development system called the Gateways to Opportunity program. Directs the department of human services to award Gateways to Opportunity credentials to early care and education, school-age, and youth development practitioners, based on a variety of professional achievements in field experience, knowledge and skills, educational attainment and training accomplishments. Specifies the Gateways to Opportunity program must identify professional knowledge guidelines that define what all practitioners working with children and youth need to know and be able to do to support children's and youth's development, school readiness and school success
Provides that a child who has attended a private preschool and attended a kindergarten class at that school taught by an appropriately certified teacher, who will turn 6 on or before December 31, may attend 1st grade in a public school at the beginning of that school year, upon an assessment of the child's readiness. http://www.ilga.gov/legislation/96/HB/PDF/09600HB0806lv.pdf
Title: H.B. 806
Source: www.ilga.gov
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| KY | Adopted 01/2010 | P-12 | Adds section providing definitions of: "full day of attendance" (student in attendance at least 65% of regularly-scheduled school day), "tardy" (student absent less than 35% of the regularly-scheduled school day), "half-day absence" (student absent 35-84% of regularly-scheduled school day), and "full-day absence" (student absent 85% or more of regularly-scheduled school day). According to the fiscal impact statement in the proposed rule change, "This change could increase individual local districts' average daily attendance (ADA) calculation, thus increasing SEEK [Support Education
Excellence in Kentucky] payments to districts[;] however, any increases will still remain subject to the aggregate SEEK appropriation."
Eliminates withdrawal code "W09" for a student who has graduated or completed a 504 plan or an individual education plan prior to the end of the school term or year. Adds the following withdrawal codes for indicating student enrollment status:
W28 - student has reached the maximum age for education services without receiving a diploma or certificate of attainment
C01 - student completes the school year in the school of the most current enrollment
G01 - student graduates in less than 4 years
G02 - student graduates in 4 years
G03 - student graduates in 5 or more years
G04 - studento graduates in 6 or more years
NS - student completed the prior year with a C01 and was expected to enroll in the district but did not enroll by October 1 of the current year whose enrollment elsewhere cannot be substantiated.
Adds that each student's ethnicity must be designated as either Hispanic/Latino or not Hispanic/Latino. Also clarifies that more than one racial codes may be applied to an individual student. Separates out "Pacific Islander" from "Asian" as a unique racial code. http://www.lrc.ky.gov/kar/702/007/125reg.htm
Title: 702 KAR 7:125
Source: www.lrc.ky.gov
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| Attendance--Compulsory |
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| NC | Signed into law 07/2010 | P-12 | Permits public school entry of child who does not turn 5 by August 31 of the school year but whose parent is an active duty member of U.S. armed forces who is the sole legal custodian of the child, and is stationed in another state, and is deployed for duty away from the permanent duty station, and child living with an adult in North Carolina as a result of deployment away would be eligible for school enrollment in the other state. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S1246v4.pdf
Title: S.B. 1246 - Enrollment of Child under 5 Who Is Child of Military Personnel
Source: www.ncga.state.nc.us
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| LA | Signed into law 06/2010 | P-12 | Revises compulsory school attendance, and habitual student absence or tardiness policies.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722786
Title: S.B. 309
Source: http://www.legis.state.la.us/
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| WV | Signed into law 03/2010 | P-12 | Implements the High School Graduation Improvement Act, which includes: (1) the continued exploration of diverse instructional delivery strategies to accommodate various learning styles that will focus on a statewide dropout intervention and prevention program to provide support for students having academic difficulties; (2) implementation of a statewide general credit recovery program; (3) improving the way career-technical education is offered; (4) creation of up to five additional juvenile drug courts; (5) investment of additional state funds and other resources in strategies and programs that engage disconnected and discouraged students in a positive learning environment, and; (6) development of plans by the various county boards that demonstrate how they will use available funds to implement the intent of the Act. In addition, beginning with the students who are freshmen during the 2011-12 school year, the bill increases the compulsory attendance age to 17 years of age. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=HB4593%20ENR.htm&yr=2010&sesstype=RS&i=4593
Title: H.B. 4593
Source: http://www.legis.state.wv.us
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| MI | Signed into law 01/2010 | P-12 | Part of Michigan's Race to the Top Legislation. Beginning with students in the 6th grade in the 2009-2010 school year, the compulsory attendance law is raised from 16 to 18. The law continues to allow exemptions for home schooled students, private school students and students completing graduation requirements before age 18. Also, the new law gives parents the option of submitting a waiver to allow the student to drop out at age 16.
http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2009-PA-0204.htm
Title: H.B. 4787 - Sec. 1561, 1596
Source: http://www.legislature.mi.gov
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| Attendance--Statutory Ages (Upper and Lower) |
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| HI | Signed into law 06/2010 | P-12 | Repeals portion of section 302A-1134 that barred a student age 17 or older from entering grade 9, and that barred a student age 18 or older from entering grade 10. Replaces with language that provides that no student who is age 20 or older on the first instructional day of school is eligible to attend school, but allows a student who turns 20 after the first instructional day to attend the remainder of the school year. http://www.capitol.hawaii.gov/session2010/Bills/HB2077_CD1_.HTM
Title: H.B. 2077
Source: www.capitol.hawaii.gov
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| IL | Signed into law 01/2010 | P-12 | Requires the department of human services to operate a comprehensive professional development system called the Gateways to Opportunity program. Directs the department of human services to award Gateways to Opportunity credentials to early care and education, school-age, and youth development practitioners, based on a variety of professional achievements in field experience, knowledge and skills, educational attainment and training accomplishments. Specifies the Gateways to Opportunity program must identify professional knowledge guidelines that define what all practitioners working with children and youth need to know and be able to do to support children's and youth's development, school readiness and school success
Provides that a child who has attended a private preschool and attended a kindergarten class at that school taught by an appropriately certified teacher, who will turn 6 on or before December 31, may attend 1st grade in a public school at the beginning of that school year, upon an assessment of the child's readiness. http://www.ilga.gov/legislation/96/HB/PDF/09600HB0806lv.pdf
Title: H.B. 806
Source: www.ilga.gov
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| Attendance--Truancy |
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| CA | Signed into law 10/2010 | P-12 | Requires initial parental notification of child's status as truant to be made using the most cost-effective method possible, including e-mail or telephone. (Previous legislation required this notification to be made by first-class mail.)
Defines "conscientious effort", for purposes of defining a child as a habitual truant. (No child may be defined a habitual truant until truant three or more times per school year, and an appropriate district officer or
employee has made a conscientious effort to hold at least one conference with the pupil and his/her parent.)
Pages 25-26 of 52: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1601-1650/ab_1610_bill_20101019_chaptered.pdf
Title: A.B. 1610 - Truants
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2010 | P-12 | From bill summary: Defines a chronic truant as any pupil absent from school without a valid excuse for 10% or more of the school days in one school year, from the date of enrollment to the current date, provided that the appropriate school district officer or employee has complied with specified provisions of law. Provides that a parent or guardian of a pupil in grades K-6 who is a chronic truant, who has failed to reasonably supervise and encourage the pupil's school attendance, and who has been offered language accessible support services to address the pupil's truancy, is guilty of a misdemeanor punishable by a fine of up to $2,000, or by imprisonment in a county jail for a period not exceeding one year, or by both that fine and imprisonment. Provides that a parent or guardian may not be punished for a violation of both these provisions and another specified law involving criminal liability for parents or guardians of truant children. Authorizes a superior court to establish a deferred entry of judgment program, meeting specified conditions, to adjudicate cases involving parents or guardians of elementary school pupils who are chronic truants. Authorizes a deferred entry of judgment program established under the bill to refer defendant parents or guardians for services, including but not limited to case management, mental and physical health services, parenting classes and support, substance abuse treatment, and child care and housing. Authorizes the deferment of entry of judgment in these cases upon the defendant's compliance with terms and conditions set forth by the court. Requires that funding for the deferred entry of judgment program come solely from nonstate sources. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1301-1350/sb_1317_bill_20100902_enrolled.pdf
Title: S.B. 1317
Source: www.leginfo.ca.gov
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| GA | Vetoed 06/2010 | P-12 | Requires a parent whose child is of compulsory school age and who becomes a new resident of a local school system to enroll his/her child in a public or private school within 15 days of such new residency (or by the start date of school if such new residency occurs prior to such start date). Provides that failure to do so constitutes a violation of this Code section. Authorizes local school system officials or other persons to make and file a report to the appropriate enforcement agency regarding any parent whose child (1) is subject to mandatory attendance requirements but not attending school or (2) has accumulated 30 days of unexcused absences. Requires local school systems to cooperate in the investigation and prosecution of mandatory attendance violations.
Bill text: http://www.legis.state.ga.us/legis/2009_10/pdf/sb239.pdf
Governor's veto message: SB 239 ensures that families moving from one school district to another register their children for school in a timely manner. Unfortunately, the language of a floor amendment seeking to safeguard homeschooling families instead accomplished the opposite; as written, the bill would actually require homeschooling families to enroll their children in a public or private school upon moving to a new school district. Because of this unintended consequence, I VETO SB 239. From http://gov.georgia.gov/00/press/detail/0,2668,78006749_160096907_160291947,00.html
Title: S.B. 239 - Section 2
Source: www.legis.state.ga.us
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| LA | Signed into law 06/2010 | P-12 | Revises compulsory school attendance, and habitual student absence or tardiness policies.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722786
Title: S.B. 309
Source: http://www.legis.state.la.us/
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| NH | Signed into law 05/2010 | P-12 | Makes various changes to the laws on truancy; provides for excused absences, parental responsibility and petitions for children in need of services.
http://www.gencourt.state.nh.us/legislation/2010/HB0154.html
Title: H.B. 154
Source: http://www.gencourt.state.nh.us
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| ID | Signed into law 04/2010 | P-12 | Amends existing law relating to education to revise the definition of "habitual truant," to provide for a certain designee and to provide that a child who is an habitual truant shall come under the purview of the Juvenile Corrections Act if he or she was within the age of compulsory attendance at the time of the violation. Chapter 278
http://www.legislature.idaho.gov/legislation/2010/H0545.pdf
Title: H.B. 545
Source: http://www.legislature.idaho.gov
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| VA | Signed into law 03/2010 | P-12 | Clarifies that, in addition to the attendance officer, school personnel, and volunteers, the school principal or his designee is responsible for notifying parents concerning students' nonattendance at school; provides that the school principal or his designee is also responsible for arranging the conference with parents and in developing the student's attendance plan.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB196ER+pdf
Title: S.B. 196
Source: http://leg1.state.va.us
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| Background Checks |
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| IL | Signed into law 12/2010 | P-12 | Authorizes a fee, not to exceed the cost of the background check, to be charged to applicants seeking employment as a substitute teacher. Provides that in order to substitute teach in the public schools, a person holding valid certification must register as a substitute teacher with the regional superintendent of schools in each educational service region where the person will be employed. Specifies that the registrant is responsible for:
--The payment of fees to register the certificate for its period of validity
--Authorization of a state-level background check (and for the payment of the related costs)
--Evidence of physical fitness and freedom from communicable disease.
Places responsibility for recordkeeping for substitute teacher certification, background checks and physical exam results on regional superintendents. Directs a regional superintendent of schools to issue a signed and sealed certificate of authorization to the substitute teacher verifying that he/she has completed the registration process and criminal background check and has a physical examination and negative tuberculin test on file, and is approved to substitute teach in the educational service region. Requires that this certificate be presented to all prospective employing school districts in the educational service region, and that each employing district maintain a photocopy of the certificate with employment records for the substitute teacher. Requires that persons wishing to substitute teach in more than one educational service region register as a substitute teacher with each appropriate regional superintendent of schools. Provides that if the substitute teacher has been issued a signed and sealed certificate of authorization from another regional
superintendent of schools, the registering entity may photocopy the certificate for its files and verify the substitute teacher's registration status.
Bill becomes effective January 1, 2011.
Bill text: http://www.ilga.gov/legislation/96/HB/PDF/09600HB5863lv.pdf
Governor's veto message: http://www.ilga.gov/legislation/96/HB/PDF/09600HB5863gms.pdf
Title: H.B. 5863
Source: www.ilga.gov
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| CA | Signed into law 09/2010 | P-12 | Applies specified background check procedures to heritage schools, which serve children between the ages of 5 and 18 who attend a public or private full-time school, and offer foreign language education or tutoring and cultural education relating to a foreign country.
Requires heritage schools to maintain membership in a state or national cultural or language association, comply with relevant applicable local regulations, and not operate out of a residential home. Requires the director of a heritage school to undergo at least 15 hours of health and safety training, and requires employees and volunteers of the heritage school to be in good health, as verified by a health screening performed by a licensed physician and surgeon. Exempts a heritage school from licensure by the state department of social services as a child day care center. Requires a heritage school to provide a notice to the parent of a pupil enrolling in the school stating that the school is exempt from child care licensure and that attendance at a heritage school does not satisfy state compulsory education requirements.
Establishes the Heritage Enrichment Resource Fund. Authorizes the superintendent to expend moneys deposited in the fund, upon appropriation by statute.
http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1101-1150/sb_1116_bill_20100924_chaptered.pdf
Title: S.B. 1116
Source: www.leginfo.ca.gov
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| CA | Signed into law 08/2010 | P-12 | Existing law requires the commission on teacher credentialing to send on a monthly basis to each private school a list of all teachers who have had their state teaching credential revoked or suspended. New provision instead requires the commission to make available to each private school a listing of all credentialholders who have had final adverse action taken against their credential.
Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_2651-2700/ab_2685_bill_20100823_chaptered.pdf
Bill analysis: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_2651-2700/ab_2685_cfa_20100803_103810_sen_floor.html
Title: A.B. 2685
Source: www.leginfo.ca.gov
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| CA | Signed into law 07/2010 | P-12 | Amends Section 45125.01. Adds to existing provision allowing a single district or county superintendent to act on behalf of multiple districts to run a background check if a person is an applicant for employment, or is employed on a part-time or substitute basis, in a position not requiring certification qualifications in multiple school districts within a county. New provision extends this provision to include background checks on noncertificated candidates assuming a paid or volunteer position.
Amends Section 49024. Specifies that a parent volunteering in a classroom or on a field trip, or a community member providing noninstructional services, is included in the definition of "nonteaching volunteer aide" (and as such, is not required to obtain an Activity Supervisor Clearance Certificate from the Commission on Teacher Credentialing). Adds that the requirement to obtain a certificate does not
apply to a candidate who is required by the school district to clear a Department of Justice and FBI criminal background check prior to beginning the paid or volunteer activities.
http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0301-0350/ab_346_bill_20100709_chaptered.pdf
Title: A.B. 346
Source: www.leginfo.ca.gov
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| NC | Signed into law 07/2010 | P-12 | Requires superintendents to report to the state board of education on career employees who resign without the written agreement of the superintendent and have been recommended for dismissal; Provides that the employee will be viewed as having consented to: (1) having written notice of the superintendent's intention to recommend dismissal placed in the employee's personnel file and (2) the release, upon request, to prospective employers of the fact that the superintendent has reported the employee to the state board and that pending a state board investigation to determine whether to pursue action against the employee's license, the employee will be deemed to have voluntarily surrendered his or her license for up to 45 days from the date of the resignation. http://www.ncga.state.nc.us/Sessions/2009/Bills/House/PDF/H1377v6.pdf
Title: H.B. 1377
Source: http://www.ncga.state.nc.us
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| NH | Signed into law 07/2010 | P-12 | This bill requires the superintendent to notify, in writing, all qualified education support personnel and non-certified school district employees who have completed their probationary employment period of the intent to continue or not to continue that employment into the next school year.
http://www.gencourt.state.nh.us/legislation/2010/HB1411.html
Title: H.B. 1411
Source: http://www.gencourt.state.nh.us
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| GA | Signed into law 05/2010 | P-12 | Replaces requirement that the department of education (DOE) annually send each school a list of all registered sex offenders with requirement that DOE provide each school with access to such information. http://www.legis.state.ga.us/legis/2009_10/pdf/hb651.pdf
Title: H.B. 651
Source: www.legis.state.ga.us
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| OK | Signed into law 05/2010 | P-12 | Allows a local board to request in writing to the state board that a national criminal history record check be conducted on any school employee and requires that one be conducted for a prospective employee.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB2199_ENR.RTF
Title: S.B. 2199
Source: http://webserver1.lsb.state.ok.us
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| SC | Signed into law 05/2010 | P-12 | Criminal Record Search: Requires individuals hired by a local school board to serve in any capacity in a public school to undergo a criminal record search conducted by the local school district using records maintained by the state law enforcement division; requires a local school board to adopt, by August 1, 2010, a written policy that specifies the required criminal record search as well as how the information received from the search impacts hiring decisions; the board policy must stipulate whether the district or the applicant assumes the cost of the criminal record search and must include, at a minimum (1) a prohibition of hiring individuals convicted of violent crimes as defined in state statute and (2) hiring recommendations relative to felony convictions and relevant just-cause examples as provided in state statute; directs the state law enforcement division, working with the department of education, to provide training to appropriate school district personnel regarding appropriate use of the information provided in criminal record searches.
Sex Offender Registry Check: Requires school districts to perform a national sex offender registry check on all district employees hired to serve in any capacity in a public school and all volunteers who work in a school on an interim or regular basis as mentors, coaches, or any other capacity, or volunteers who serve as student chaperones or any other capacity having direct interaction with students; directs the state law enforcement division, working with the department of education, to provide training to appropriate district personnel on the appropriate uses of the database; requires the board to adopt, by August 1, 2010, a written policy that specifies the sex offender registry check as well as how information received from the search impacts hiring decisions; requires the policy to include, at a minimum, a prohibition of hiring individuals required to register as sex offenders pursuant state statute. http://www.scstatehouse.gov/sess118_2009-2010/bills/4248.htm
Title: H.B. 4248
Source: http://www.scstatehouse.gov
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| KY | Signed into law 04/2010 | P-12 | Requires the state board of education or any agency designated by the state board to manage interscholastic athletics to promulgate administrative regulations that permit the hiring of a nonteaching or noncertified person in a coaching position. Requires that a person employed in a coaching position be a high school graduate and at least 21 years old, and submit to a background check. Requires that the administrative regulations specify post-hire requirements for persons employed in coaching positions. Authorizes a local school board to specify post-hire requirements for personnel employed in coaching positions in addition to those specified in administrative regulations. Encourages the state board of education or any agency designated by the state board to manage interscholastic athletics to schedule athletic competitions outside the regularly scheduled school day. Permits a student on a school-sponsored athletic team competing during the school day in a regional or state tournament sanctioned by the state board or other agency designated to manage interscholastic athletics to be counted present during the days of the competition, for up to two days a year. http://www.lrc.ky.gov/record/10RS/HB327/bill.doc
Title: H.B. 327
Source: www.lrc.ky.gov
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| KY | Signed into law 04/2010 | P-12 | Permits private, parochial and church schools to require a national and state criminal background check on each certified teacher once every five years of employment after the initial check. http://www.lrc.ky.gov/record/10RS/HB447/bill.doc
Title: H.B. 447
Source: www.lrc.ky.gov
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| TN | Signed into law 04/2010 | P-12 | Requires approval by the director of schools or the director's designee for a teacher to take personal leave on days when professional development, in-service training, or parent-teacher conferences are scheduled, according to a school calendar adopted by the local board of education prior to the commencement of the school year.
http://www.capitol.tn.gov/Bills/106/Bill/SB2630.pdf
Title: S.B. 2630
Source: http://www.capitol.tn.gov
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| AL | Signed into law 03/2010 | P-12 | Adds new Section 36-6-49.25. Relates to commercial driver licenses issued by the department of public safety. Effective July 2010, prohibits the issuance or renewal of a commercial driver's license with an endorsement authorizing the license holder to drive a school bus (S endorsement) if the person is required to register as a sex offender. Directs the department to revoke the commercial driver license with an S endorsement of any person convicted of any offense on or after July 1, 2010. Requires the department of public safety to search both the statewide registry and the National Sex Offender Public Registry before issuing a commercial driver license with an S endorsement to an applicant. Provides that a person driving a school bus and who does not have a valid commercial driver license with an S endorsement because the person is a convicted sex offender is guilty of a Class C felony.
Title: H.B. 144
Source: www.lexis.com
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| UT | Signed into law 03/2010 | P-12 | Modifies provisions regarding criminal background checks for employees of, or volunteers at, school districts, charter schools and private schools. Defines "contract employees" (staffing service employees) and includes them among school employees who must undergo background checks. Directs a district or charter school to require an employee to periodically submit to a criminal background check in accordance with state board or local board/charter school policies. Provides that a district, charter school or private school may require an applicant or employee to pay for the costs of a periodic criminal background check. Allows the state board of education to require an educator to submit to a criminal background check where reasonable cause exists. Requires a district or charter school to resolve any request for a review of a denial of or dismissal from employment through administrative procedures established by the school district or charter school. http://le.utah.gov/~2010/bills/hbillenr/hb0081.pdf
Title: H.B. 81
Source: le.utah.gov
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| AL | Signed into law 02/2010 | P-12 | Provides that after determining the state board's proposed July 2009 amendment to Rule 290-4-1, creating the "Alabama Educator Code of Ethics," was ambiguous and incapable of being enforced as currently drafted, the legislative joint committee disapproved the proposed rule change and proposed a revised rule to be adopted by the board. Provides the state board of education refused to accept the recommended amendment and resubmit the revised rule while continuing to support the original proposed rule. Provides that because the state board of education refused to accept the proposed amendment and resubmit the revised rule proposed by the Joint Committee, the decision of the Joint Committee to disapprove the proposed amendment to Rule 290-4-1, entitled "Education Accountability," is sustained.
Title: S.J.R. 9
Source: www.lexis.com
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| IL | Adopted 01/2010 | P-12 | Requires each applicant for issuance, renewal or registration of an Illinois certificate or for the addition of another credential (e.g., endorsement, approval, designation) to indicate whether he/she has ever had a certificate denied, suspended or revoked in Illinois or any other state. Pages 214-215 of 293: http://www.cyberdriveillinois.com/departments/index/register/register_volume34_issue5.pdf
Title: 23 IAC 25.485
Source: www.cyberdriveillinois.com
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| UT | Adopted 01/2010 | P-12 | Revised provision clarifies that the Utah State Office of Education (USOE) must review reports received from the department of public safety (DPS) regarding arrests/convictions of current or prospective licensees (prior language referred only to reviewing data received from employers on currently licensed educators). Requires current or prospective licensees who are arrested or convicted to immediately submit fingerprints to the DPS for a background check. Requires the USOE to place a flag on the licensee's CACTUS [licensed educator data] file indicating a background check issue, and to evaluate the need for potential licensing action. http://www.rules.utah.gov/publicat/bulletin/2009/20091101/33052.htm
Title: R277-516
Source: www.rules.utah.gov
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| Bilingual/ESL |
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| CA | Signed into law 10/2010 | P-12 | Primarily from bill summary: Repeals English Language Acquisition Program for students in grades 4-8. Requires the superintendent of public instruction to increase the amount of economic impact aid received by a school district by the amount the district received from the English Language Acquisition Program for the 2009–10 fiscal year. Continues in existence the English Language Development Professional Institutes and
authorizes a local educational agency to use economic impact aid funds for those purposes. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1601-1650/ab_1610_bill_20101019_chaptered.pdf
Title: A.B. 1610 - English Language Acquisition
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2010 | P-12 | From bill summary: Requires that any primary language assessment developed by the department and administered to limited English proficient students, as identified pursuant to existing law, on or after July 1, 2013, be included in the state's assessment system or any successor system, and in the state's federal and state accountability system and any successor system. Requires the results of the primary language assessment to be used in any successor measure or results reported for the state's assessment systems and in any other successor measure. Also requirse the results to be used in any measure, index or results reported for the state's federal and state accountability system, or any successor system. Identifies the accommodations and modifications for English language learners that must be included in any successor system to the state assessment system adopted on or after July 1, 2013
Provides these provisions would become operative on July 1, 2013. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0901-0950/sb_930_bill_20100827_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z65dmak883loy0/0/0?&_c=d|yvcee9xanplikz|z65p1zm6c0d0km&_ce=1290123755.b9c0c7a073748e62e8692973710bbfd4
Title: S.B. 930
Source: www.leginfo.ca.gov
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| IL | Signed into law 08/2010 | P-12 | Provides that one of the purposes of Article 14C of the School Code, "Transitional Bilingual Education", is to allow the state to directly or indirectly provide technical assistance and professional development to support transitional bilingual education programs statewide. Pages 22-23 of 51: http://www.ilga.gov/legislation/96/SB/PDF/09600SB3681lv.pdf
Title: S.B. 3681 - Section 105 ILCS 5/14C-1
Source: www.ilga.gov
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| IL | Adopted 08/2010 | P-12 | Addresses districts' plans for continuing services for students who leave a transitional bilingual education (TBE) program or a transitional program of instruction (TPI) without having achieved English proficiency. These new provisions help to more clearly identify district requirements under both state law (under which students must exit ELL programs after three years or until student achieves English proficiency, whichever comes first) and the federal mandate in the Equal Educational Opportunities Act (EEOA) (which requires districts to provide services that will enable limited English proficient (LEP) students to "overcome barriers" to educational achievement). Amends provisions to require uniform statewide exit criteria from the LEP subgroup for Annual Yearly Progress (AYP) purposes. Incorporates Spanish Language Arts standards by reference, and requires districts to include in their bilingual education plans for the 2011-12 school year a discussion of how they plan to align instruction to the standards, which must occur in the 2012-13 school year. Beginning in 2012-13, also requires that plans discuss how student performance will be measured and curriculum modified, as needed.
Pages 651-683 of 724: http://www.cyberdriveillinois.com/departments/index/register/register_volume34_issue32.pdf
Title: 23 IL ADC 228
Source: www.cyberdriveillinois.com
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| IL | Adopted 08/2010 | P-12 | Clarifies that teachers of children ages 3-5 in a transitional bilingual program or a transitional program of instruction administered by a district, either in an attendance center or a non-school-based facility, must meet the personnel qualifications and professional development requirements for transitional bilingual education established in rule. Also requires school district applications for preschool grants to provide a description of the steps to be taken to ensure that provisions specific to serving English language learners in preschool programs (Article 14C of the School Code [105 ILCS 5/Art. 14C] and 23 Ill. Adm. Code 228 (Transitional Bilingual Education)) are met. Pages 685-696 of 724: http://www.cyberdriveillinois.com/departments/index/register/register_volume34_issue32.pdf
Title: 23 IL ADC 235.20, 30, 120
Source: www.cyberdriveillinois.com
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| IL | Signed into law 07/2010 | P-12 | In provisions concerning the account of expenditures for transitional bilingual education programs, requires that at least 60% of state bilingual funds be used for instructional costs. http://www.ilga.gov/legislation/publicacts/96/PDF/096-1170.pdf
Title: S.B. 3635
Source: www.ilga.gov
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| Business Involvement |
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| WA | Signed into law 03/2010 | P-12 | Designates resource programs for science, technology, engineering, and mathematics instruction in K12 schools; requires the Superintendent of Public Instruction to designate schools to serve as resources and examples on how to combine a small, highly personalized learning community, an interdisciplinary curriculum with a strong focus on science, technology, engineering, and mathematics delivered through a project-based instructional approach, and active partnerships with business and the local community. Chapter 238
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2621.PL.pdf
Title: H.B. 2621
Source: http://apps.leg.wa.gov
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| Career/Technical Education |
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| CA | Signed into law 09/2010 | P-12 | From bill analysis: Modifies the criteria for determining "at risk" for purposes of eligibility to participating in a California Partnership Academy (CPA) as follows: (1) Defines irregular attendance to mean absence from school 20 percent or more of the school year; (2) Adds the following to the existing indicators to be considered in making the determination "at risk:"
(a) Scoring "below basic" or "far below basic" in math and English language arts on standardized tests administered through the Standardized Testing and Reporting (STAR) Program.
(b) Maintaining a grade point average of 2.2 or below or the equivalent of a C minus.
Deletes provisions that specify the academic criteria applying to non-at-risk pupils participating in a CPA, and deletes the requirement that students be provided a laboratory class related to the academy's occupational field. Requires an assurance that each CPA pupil will be provided with:
(a) Instruction in at least three academic subjects each school term that prepares the pupil for a high school diploma, and where possible and appropriate, meets subject requirements for admission to the California State University (CSU) and the University of California (UC).
(b) Career technical education courses at each grade level that are part of an occupational course sequence that targets comprehensive skills.
Deletes the authority of the superintendent of public instruction to issue a maximum of 155 grants per year for purposes of planning partnership academies. Requires districts, whenever practical, to provide a second planning period for the CPA teacher. Specifies that a CPA pupils must be provided with an employer-based internship or work experience in the summer following 11th grade or during 12th grade.
Makes provisions of this bill operative on July 1, 2011, and requires implementation of this bill commencing with the 2011-12 school year.
http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1351-1400/sb_1354_bill_20100930_chaptered.pdf
Title: S.B. 1354
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2010 | P-12 | From bill summary: Requires school facilities constructed or modernized with specified bond funds set aside for career technical education purposes to be used for career technical education purposes for a minimum of 5 years. Requires the governing board of an applicant school district to adopt a resolution stating the intent to use those facilities for career technical education purposes and provide certification of that use during the first year of occupation. Authorizes the governing board of a school district to seek a waiver of the career technical education use requirement from the state allocation board if the facility or educational program of the school district changes during the initial 5 years of use and specifies criteria by which to evaluate the waiver request. Requires the governing board of school districts with projects approved by the board to meet the evaluation criteria. Encourages school districts applying for a career technical education grant to include teachers of career technical education and members of the local career technical education advisory committee in the design and planning process. Authorizes up to 25% of the funds provided for equipment to be used for the purchase of items or equipment with a life expectancy of at least 5 years. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1351-1400/sb_1380_bill_20100831_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5mlr2sx995j5r?&_c=d|yvcee9xanplikz|z5msx9bcq0v1fm&_ce=1285799832.2acfab433c57fecabae78fd24c6be07f
Title: S.B. 1380
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2010 | Postsec. | Primarily from bill summary: Requires that Cal C grants (which may already only be used for occupational or technical training) be used only for areas of occupational or technical training identified by the Student Aid Commission (areas to be reviewed and updated at least every 5 years). Requires the commission to give priority in granting the awards to students pursuing occupational or technical training in areas that meet at least two of the following criteria: (1) high employment need; (2) high employment salary or wage projections; (3) high employment growth. Requires that such occupations be identified in consultation with the Employment Development Department using projections available through the Labor Market Information Data Library.
Requires that the commission publish on its Web site a current list of the areas of occupational or technical training meeting those specified criteria. Requires the Legislative Analyst's Office to submit a report to the governor and the legislature, containing specified data on the outcomes of the Cal Grant C Program, on or before April 1, 2014, and on or before April 1 of each even-numbered
year thereafter.
Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0951-1000/sb_957_bill_20100831_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z64x81xk9g1mnp?&_c=d|yvcee9xanplikz|z651jtjl0g7yaz&_ce=1290123979.df98a6fab85580644f8ef0a523c78ed9
Title: S.B. 957
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2010 | P-12 | Defines "linked learning programs". Authorizes the commission on teacher credentialing to convene a workgroup consisting of specified members to develop program standards for the issuance of a recognition of study for linked learning competence for holders of a single subject teaching credential who will be teaching pupils enrolled in linked learning programs. Encourages the California State University and other teacher preparation institutions to establish goals for increasing the number of teachers prepared through linked learning programs. Encourages Beginning Teacher Support and Assessment programs to provide appropriate support, mentoring, and assistance to beginning teachers teaching in linked learning programs, including candidates who are in externships. Authorizes the commission to work with the superintendent of public instruction to gather and post, on an appropriate Web site, best practices from school districts and schools on curriculum development and professional development relating to implementing and sustaining multiple pathway programs. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1201-1250/ab_1223_bill_20100901_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5yw6py5q1d0fz?&_c=d|yvcee9xanplikz|z5yxksmilkmaj8&_ce=1289861375.2301a19acd6b63f4d9c1302c2dbfa17d
Title: A.B. 1223
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2010 | P-12
Community College | From bill summary: Commencing with the 2012–13 fiscal year, requires as a condition of receiving federal funds provided under the Carl D. Perkins Vocational and Applied Technology Education Act of 1998, and to the extent permitted under federal law, that school districts, regional occupational centers or programs, and community college districts demonstrate that at least one-half of the course sequences offered are linked to high priority workforce needs in the career sectors identified by the Labor and Workforce Development Agency or the Labor Market Information Division of the Employment Development Department for the state of California, for the economic region established by the state where the regional occupational center or program, community college district, or school district is located, or for the county where the regional occupational center or program, community college district, or school district is located. Encourages school districts, regional occupational centers or programs, and community college districts to work with local workforce investment boards and the Labor Market Information Division of the Employment Development Department in the identification of career sectors of high priority.
Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0501-0550/sb_515_bill_20100831_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5mlgx1ovj9gm7?&_c=d|yvcee9xanplikz|z5msx9bcq0v1fm&_ce=1289862893.145413cb31d9cf94d9b48b30c4b3d670
Title: S.B. 515
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2010 | P-12 | From bill summary: Requires the Controller annually to allocate $8,000,000 from the Energy Resources Program Account, upon appropriation by the legislature, to the superintendent of public instruction for expenditure in the form of local grants to be allocated pursuant to the existing provisions for creating and maintaining partnership academies. Requires a grantee to implement or maintain a partnership academy that
focuses on employment in clean technology businesses and renewable energy businesses and provides skilled workforces for the products and services for energy and/or water conservation, renewable energy, pollution reduction or other technologies.
Require the State Energy Resources Conservation and Development Commission, in consultation with the state department of education, to develop guidelines, that would be exempted from the Administrative Procedure Act, to ensure that programs receiving grants reflect current state energy policies and priorities as well as provide skills and education linked to the needs of relevant industries.
Authorizes a school district to apply for planning grants for implementing a partnership academy, and allows the state superintendent to expend up to 5% of the funds transferred to the superintendent to pay the costs incurred in the administration of this program. Requires the state department of education, in consultation with the State Energy Resources Conservation and Development Commission, to provide a report to the legislature that includes a description of the curriculum and substance of the programs funded by grants awarded pursuant to these provisions, and specified data. Provides that the bill's provisions become inoperative on June 30, 2016, and, as of January 1, 2017, would repeal these provisions.
Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0651-0700/sb_675_bill_20100902_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z65dhsep4fto3d/0/0?&_c=d|yvcee9xanplikz|z65p1zm6c0d0km&_ce=1289863956.75c7a2b56873b223dec9ba973b2528bc
Title: S.B. 675
Source: www.leginfo.ca.gov
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| TX | Adopted 07/2010 | P-12 | Provides that students must be awarded at least one-half credit for each semester of a concurrent enrollment course successfully completed. Adds new math courses, including career and technical education (CTE) courses, to the list of courses that count for high school mathematics credit. Adopted as published in the April 2, 2010, issue of the Texas Register (pages 15-16 of 43): http://www.sos.state.tx.us/texreg/pdf/backview/0402/0402prop.pdf
Title: 19 TAC 111.52, 60, 61
Source: www.sos.state.tx.us
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| LA | Signed into law 06/2010 | P-12 | Relates to xaminations administered to students pursuing a career major curriculum and a career diploma. Requires that construction of end-of-course examination questions reflect content and method of instruction used for related courses.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722197
Title: S.B. 490
Source: http://www.legis.state.la.us/
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| LA | Signed into law 06/2010 | Postsec.
Community College | Revises Taylor Opportunity Program for Students requirements for students to receive a TOPS-Tech Award. For any student graduating from high school during the 2010-2011 school
year and thereafter, the student may, as an alternative requirement to ACT scores, have attained a silver level score on the assessments of the ACT WorkKeys system.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722790
Title: S.B. 486
Source: http://www.legis.state.la.us/
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| TN | Signed into law 06/2010 | P-12
Community College | Requires the Department of Labor and Workforce Development, in conjunction with the Department of Education, to develop, implement, and administer a program for the payment of the cost of licensing tests for adult students with financial need who
complete a high school diploma or a general educational development credential in a career and technical education program and who are required to take a test in order to become licensed for a career in their fields of study.
http://www.capitol.tn.gov/Bills/106/Bill/HB2645.pdf
Title: H.B. 2645
Source: http://www.capitol.tn.gov/
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| TX | Adopted 06/2010 | P-12 | Replaces references to "career and technology education" with "career and technical education". Adds provision stating purpose and goals of career and technical education. Names career and technical student organizations recognized by the U.S. Department of Education and Texas Education Agency.
Adopted as published in the December 25, 2009 Texas Register (pp 4-6 of 116): http://www.sos.state.tx.us/texreg/pdf/backview/1225/1225prop.pdf
Title: 19 TAC 75.1021, 1022, 1023, 1024, 1025, 1031
Source: www.sos.state.tx.us
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| CT | Signed into law 05/2010 | P-12 | Requires the state board of education to conduct a formal vote before closing or suspending operations of a vocational-technical school; Requires that at least 2 members of the state board have industrial, trade or technical school experience; Requires that on and after April 1, 2011, the state board have at least one member with experience in agriculture or be an alumni of or have served as an educator at a regional agricultural science and technology education center. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00076-R00SB-00379-PA.htm
Title: S.B. 379 - Sec. 1 and 2
Source: http://www.cga.ct.gov
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| CT | Signed into law 05/2010 | P-12 | Requires the state board of education to inspect the busses in operation at vocational-technical schools and to replace any school bus in service at a vocational-technical school that is 10 years or older; Requires the superintendent of the vocational-technical school system to report annually on such school bus replacement. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00076-R00SB-00379-PA.htm
Title: S.B. 379 - Sec. 5 and 6
Source: http://www.cga.ct.gov
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| GA | Signed into law 05/2010 | P-12 | Directs the state board to consider passage of an industry certification exam or state board-approved licensure exam when considering granting a student a variance from one or more portions of the high school graduation test. Provides that before granting a variance, a student must have failed to pass the relevant portion of the high school graduation test at least four times.
Page 8 of 8: http://www.legis.state.ga.us/legis/2009_10/pdf/hb400.pdf
Title: H.B. 400 - Amended Section 20-2-281
Source: www.legis.state.ga.us
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| MI | Signed into law 05/2010 | P-12 | Part of Michigan's Race to the Top Legisation; requires each pupil to review his or her educational development plan (EDP) in 8th grade and revise the plan as appropriate before entering high school; requires the EDP to also be based on high school readiness scores, and designed to assist pupils identify career development goals as they relate to academic requirements; permits a pupil to receive a high school diploma under a personal curriculum by successfully completing one semester of statistics or functions and data analysis, as an alternative to algebra II; provides that the legislation is effective July 1, 2011.
http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2010-PA-0080.htm
Title: S.B. 757
Source: http://www.legislature.mi.gov
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| MN | Signed into law 05/2010 | Postsec.
Community College | Requires MnSCU with business and industry groups and labor unions to study options for lower credit credentials recognized by employers that could be combined into an educational career path leading to a diploma or degree. The study must recognize the need for workers and other job training programs. Requires a report to the legislature.
https://www.revisor.mn.gov/bin/bldbill.php?bill=S0184.3.html&session=ls86
Title: S.F. 184
Source: https://www.revisor.mn.gov/
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| MN | Signed into law 05/2010 | Postsec.
Community College | Directs MnSCU to establish a pilot project with participating health care facilities for the training, education, and employment of certified surgical technologist through partnerships between MnSCU institutions with accredited surgical technologist programs and health care facilities within 25 miles of the institution. Requires a report to the legislature by January 1, 2013.
https://www.revisor.mn.gov/bin/bldbill.php?bill=S0184.3.html&session=ls86
Title: S.F. 184
Source: https://www.revisor.mn.gov/
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| RI | Signed into law 05/2010 | P-12 | Creates a special senate commission to study the funding of vocational schools in the state. Directs the commission to report its findings and recommendations by March 31, 2011. Provides the commission will expire on June 30, 2015. http://www.rilin.state.ri.us/PublicLaws/law10/res10/res10277.htm
Title: S.R. 2884
Source: www.rilin.state.ri.us
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| WI | Signed into law 05/2010 | P-12 | Requires the Center on Education and Work at the University of Wisconsin-Madison to establish a program for students enrolled in grades 7 to 12 to engage in webcam conversations about careers with individuals in this state who have careers in math, science, agricultural education, technology education, or information technology. Requires the center to develop criteria for choosing the classrooms that may participate in the program during a pilot period ending on May 15, 2011.
http://www.legis.state.wi.us/2009/data/SB-121.pdf
Title: S.B. 121
Source: http://www.legis.state.wi.us
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| WV | Signed into law 05/2010 | P-12 | Allows, upon application by a county board of education, the School Building Authority (SBA) to allocate and expend certain moneys for school major improvement projects for vocational programs at comprehensive middle schools. Defines "comprehensive middle school" as middle level education in grades 6-8 that provides students with engaging learning opportunities where students are provided connections between what they are learning and what they will learn in high school and beyond. Requires the SBA, when planning the construction of a middle or junior high school, to provide: (1) funding for comprehensive career technical education facilities to be located, when feasible, on the same site as the middle or junior high school under certain conditions and (2) technical assistance, upon application of a county board to construct comprehensive career technical education facilities at an existing middle or junior high school, in developing a plan for construction of the comprehensive career technical education facility. http://www.legis.state.wv.us/bill_status/bills_text.cfm?billdoc=SB373%20SUB1%20ENR.htm&yr=2011&sesstype=RS&i=373
Title: S.B. 373
Source: http://www.legis.state.wv.us
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| AZ | Signed into law 04/2010 | P-12 | Redefines a joint technical education course that is offered by a joint technical education district (JTED) as part of a program that is approved by the career and technical education division of the Arizona Department of Education and that meets the following requirements: 1) course is taught by an instructor certified to teacher career and technical education by the state board of education or by a postsecondary educational instution; (2) is part of a program that requires students to obtain a passing score on an examination that demonstrates a level of skill or competency for that program of study that is accepted by a vocation or an industry; and (3) is part of an approved joint technical education district program. Defines a JTED program as a sequence of courses that meets all of the following requirements: (a) Is taught by an instructor certified to teacher CTE; (b) requires an assessment that demonstrates a level of skill or competency in a vocation or industry that leads to certification and acceptance by that vocation or industry; (c) requires specialized equipment or instructional materials that exceed the scoe and cost of a standard educational course; (d) requires work-based learning components, career and technical student organization participation, and laboratory experience as demined by the Career and Technical Education Division of the Arizona Department of Education; (e) meets the standards of a CTE preparatory program as determined by the Career and Technical Education Division of the Arizona Department of Education; (f) had a defined pathway to career and postsecondary education; (g) is approved by the Career and Technical Education Division of the Arizona Department of Education based on the requirements prescribed in this paragraph within 120 days after the submission of all requirement documentation; (h) is certified by the JTED governing board to have met all the requirements prescribed in this article; and (i) is offered only to students in grades 9-12.
Requires the data submitted by each JTED include the graduation rate from the school district of residence of students who have completed a program in the joint district. Stipulates that JTEDs have the primary responsibility for providing CTE preparation programs designed to prepare students for advanced CTE or entry into the workforce. Stipulates the apportionment of the daily attendance and student enrollment for a pupil, except the amount apportioned cannot exceed 1.0 for either entity. Chapter 17.
http://www.azleg.gov/legtext/49leg/2r/bills/hb2128h.pdf
Title: H.B. 2128
Source: http://www.azleg.gov
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| OR | Signed into law 04/2010 | P-12 | Establishes Task Force on Education Career Preparation and Development for purpose of improving effectiveness of school teachers, administrators and counselors by building stronger connections between education career preparation institutions and employers of education professionals; sunsets task force on date of convening of next regular biennial legislative session; declares emergency, effective on passage.
Chapter 64
http://www.leg.state.or.us/10ss1/measpdf/hb3600.dir/hb3619.en.pdf
Title: H.B. 3619A
Source: http://www.leg.state.or.us
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| TN | Signed into law 04/2010 | P-12 | Requires the State Board of Education to study the integration of geographic information technology into career and technical education curriculum and the Department of Labor and Workforce Development to study the integration of geographic
information technology into adult education curriculum. Requires both entities to make a report to the Education Committees of the General Assembly on or before March 1, 2011.
http://www.capitol.tn.gov/Bills/106/Bill/SB2767.pdf
Title: S.B. 2767
Source: http://www.capitol.tn.gov
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| CO | Signed into law 03/2010 | Postsec.
Community College | Adds vocational programs to the educational programs that are offered by the department of corrections pursuant to the Correctional Education Program Act of 1990; Amends an objective of the Act to ensure that every person in a correctional facility who has an expectation of release from custody within five years receives adult basic education instruction if he or she lacks basic and functional literacy skills.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/175CD03D31D90049872576AB0059E514?open&file=1112_enr.pdf
Title: H.B. 1112
Source: http://www.leg.state.co.us
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| OR | Temporary Rule Adoption 03/2010 | P-12 | Amends rules relating to Career and Technical Education License (CTE) rules to support the redesign of CTE programs ODE has implemented. Establishes an "Instructor Appraisal Committee" to include at least one ODE recognized regional coordinator of career and technical education who may serve as the facilitator of the committee. Lists the possible career and technical education endorsements. Defines the three-year career and technical education teaching license.
http://arcweb.sos.state.or.us/rules/0410_Bulletin/0410_ch584_bulletin.html
Title: OAR 584-042-0002, -0006, -0009, -0021, -0031, -0044
Source: http://arcweb.sos.state.or.us
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| VA | Signed into law 03/2010 | P-12
Postsec. | Clarifies that the definition of vocational shall not include instructional programs intended solely for recreation, enjoyment, personal interest, or as a hobby, or courses or programs that prepare individuals to teach such pursuits.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+HB703ER+pdf
Title: H.B. 703/S.B. 598
Source: http://leg1.state.va.us
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| WV | Signed into law 03/2010 | P-12 | Implements the High School Graduation Improvement Act, which includes: (1) the continued exploration of diverse instructional delivery strategies to accommodate various learning styles that will focus on a statewide dropout intervention and prevention program to provide support for students having academic difficulties; (2) implementation of a statewide general credit recovery program; (3) improving the way career-technical education is offered; (4) creation of up to five additional juvenile drug courts; (5) investment of additional state funds and other resources in strategies and programs that engage disconnected and discouraged students in a positive learning environment, and; (6) development of plans by the various county boards that demonstrate how they will use available funds to implement the intent of the Act. In addition, beginning with the students who are freshmen during the 2011-12 school year, the bill increases the compulsory attendance age to 17 years of age. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=HB4593%20ENR.htm&yr=2010&sesstype=RS&i=4593
Title: H.B. 4593
Source: http://www.legis.state.wv.us
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| CA | Adopted 02/2010 | P-12 | Allows advanced industry certifications to meet one year of the three years of experience required for the Three-Year Preliminary CTE Teaching Credential, as determined by a Commission-approved program. Accepts one year of general education teaching experience toward the three years of experience required for the Three-Year Preliminary CTE Teaching Credential. Creates a teaching authorization for industry experts who may want to teach part-time for only a brief period as their skills are in high demand in the workplace on the recommendation made by the CTE advisory committee and approved by the Commission at the April 2009 Commission Meeting. Reduces the number of hours of full-time work experience required.
Title: Title 5 CCR Sections 80034.1, 80034.2, 80034.3, 80035, 80035.1,80035.5
Source:
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| AZ | Adopted 01/2010 | P-12 | Changes the provisional Career and Technical Education certificate to create the flexibility to meet the needs of all applicants.
http://www.azsos.gov/public_services/Title_07/title_07.PDF
Title: R7-2-607, -612
Source: http://www.azsos.gov/
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| CA | Signed into law 01/2010 | P-12 | Directs the department of education, by January 2011, to ensure that the data elements pertaining to success in the 21st century workforce described in the federal America COMPETES Act be collected for career technical education programs operated by a local educational agency. Page 6 of 32: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Section 3
Source: www.leginfo.ca.gov
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| TN | Signed into law 01/2010 | P-12 | Increases the maximum class size for career and technical education classes (CTE) from 25 to 35 students. Limits Basic Education Plan (BEP) funding of CTE classes to the amount provided for academic classes in grades 7-12. Increases the average class size for CTE classes from 20 to 30 students.
Link to fiscal note: http://www.capitol.tn.gov/Bills/106/Fiscal/HB7010.pdf
Title: S.B. 7005A - H.B. 7010A - Multiple Provisions
Source: http://www.capitol.tn.gov/
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| Career/Technical Education--Career Academies/Apprenticeship |
| |
| GA | Signed into law 05/2010 | P-12 | 20-2-326 defines:
--"Career academy" as (1) a specialized charter school established by a partnership between one or more local boards of education and a technical school or college or (2) a small learning community where a student receives academic instruction at his/her assigned high school, along with work-based learning opportunities at an industry center or technical school or college
--"Chronically low-performing high school" as one (1) with a graduation rate below 60% for three consecutive years (using the National Governors Association methodology), or (2) that has not made adequate yearly progress (AYP) for three consecutive years
--"Choice technical high school" as a high school other than the one the student is assigned to by residence, designed to prepare a student for postsecondary education and employment. Provides a choice technical high school may be operated by a local school system or technical college. Also permits a choice technical high school to be operated as a charter school under a governance board comprised of parents, employers and representatives from the local school board
--"Focused program of study" as a rigorous academic core combined with (1) a focus in math and science, (2) a focus in humanities, fine arts and foreign language, or (3) a coherent sequence of career pathway courses that prepares a student for postsecondary education or immediate employment after high school graduation.
Also defines "small learning community" as a subset of high school students and teachers joined around a broad career or academic theme where teachers have common planning time to connect teacher assignments and assessments to college and career readiness standards. Provides that students voluntarily apply for enrollment in a small learning community but must be accepted, and such enrollment must be approved by the student's parent. Specifies that a small learning community also includes a career academy organized around a specific career theme and integrates academic and career instruction, provides work-based learning opportunities, and prepares students for postsecondary education and employment, in partnership with local employers, community organizations and postsecondary institutions.
New Section 20-2-328 directs the state board of education, subject to legislative appropriation, to establish a competitive grant program for local school systems to implement school reform measures in selected high schools. Requires the state board to establish grant criteria, which must include that priority for grants be given to chronically low-performing high schools. Directs the state board to develop, for high schools receiving a grant, an evidence-based model for serving at-risk students, which must focus on specified elements designed to increase student achievement; reduce dropout; help students and their parents set and achieve career and educational goals; and help students learn and apply study skills, coping skills and other habits that produce successful students and adults. Requires that the at-risk model program include:
(1) Diagnostic assessments
(2) A process for identifying at-risk students, closely monitored by the department of education to ensure that students are properly identified and receive timely and appropriate guidance and assistance, and to ensure no group is disproportionately represented
(3) An evaluation component in each high school to ensure programs provide students an opportunity to earn a high school diploma.
Identifies components the at-risk model program may include to facilitate 9th grade success, such as:
(1) Flexible scheduling to increase student time in language/arts and math to eliminate academic deficiencies
(2) Ninth grade student-teacher ratios no higher than those in any other grade in the high school
(3) Using effective teachers as leaders for teacher teams in 9th grade to improve instructional planning, delivery and reteaching strategies
(4) Assigning teacher mentors to meet frequently with students to provide planned lessons on study skills and other "habits of success" to help students become independent learners and help them receive the assistance they need to pass 9th grade
(5) Ninth grade career courses incorporating a series of miniprojects throughout the school year that require the application of grade-level reading, math and science skills to complete, require students to use a range of technology, and help students explore a range of educational and career options to help them formulate post high school goals and give them a reason to stay in school and work toward achieving their stated goals.
Requires the state board to adopt rules for chronically low-performing high schools receiving a reform grant, to make the high schools more relevant to and effective for all students. Requires that such rules encourage high schools to implement a comprehensive school reform research-based model that focuses on eight specified elements, including setting high expectations for all students and fostering collaboration among academic and career/technical teachers.
New Section 20-2-329 requires high schools receiving a reform grant per Section 20-2-328 to provide focused programs of study that, whether offered at a choice technical high school, a career academy, a traditional high school, or on site at a two- or four-year postsecondary institution:
(1) Are aligned with state board-set graduation requirements, including 4 years of math and 4 years of English with an emphasis on developing reading and writing skills to meet college and career readiness standards
(2) Implement a teacher adviser system
(3) Provide students in grades 9-12 with information on educational programs offered in high school, two- and four-year institutions, and through apprenticeship programs and how these programs can lead to a variety of career fields. Requires that districts offer opportunities for field trips, job shadowing and other means to help students and their parents in revising, if appropriate, the student's individual graduation plan.
(4) Enroll students by grade 9 into one of the following options for earning a high school diploma and preparing students for postsecondary education and a career which will include a structured program of academic study with in-depth studies in: (A) Mathematics and science; (B) Humanities, fine arts, and foreign language; or (C) A career pathway that leads to passing an employer certification exam in a high demand, high skill, or high wage career field or to an associate's degree or bachelor's degree.
(5) Implement the state board-developed at-risk model program
(6) Schedule annual conferences to help students and their parents set educational and career goals and create individual graduation plans
Directs the state board to adopt rules necessary to carry out the provisions of this bill.
http://www.legis.state.ga.us/legis/2009_10/pdf/hb400.pdf
Title: H.B. 400 - New Section 20-2-326, 328 and 329
Source:
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| WA | Signed into law 03/2010 | P-12 | Establishes a farm internship program to provide for the employment of farm interns subject to certain limitations; provides that the application for such interns must be made by the farm upon specified forms; provides the required contents of the application; provides the qualifications for a farm program to receive certification; provides procedures for related workers' compensation; specifies the services to be rendered by an employee under such program. Chapter 160
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Senate%20Passed%20Legislature/6349-S.PL.pdf
Title: S.B. 6349
Source: http://apps.leg.wa.gov/
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| Choice of Schools--Charter Schools |
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| PA | Veto overridden: legislature has overridden governor's veto 11/2010 | P-12 | Exempts all school property owned by a charter school, cyber charter, or an associated nonprofit foundation, or owned by a nonprofit corporation or foundation and leased to a charter or cyber charter school or associated nonprofit from real estate taxes.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2009&sessInd=0&billBody=H&billTyp=B&billNbr=0101&pn=4389
Title: H.B. 101 - Section 1722-A
Source: http://www.legis.state.pa.us
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| NV | Adopted Regulations 10/2010 | P-12 | Revises various provisions relating to charter schools: Relates to one year renewal of license and fiscal condition of the charter .
Title: NAC 386.180, 240, 320, 325, 345, 350, 405
Source: http://www.leg.state.nv.us/NAC/CHAPTERS.HTMl
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| CA | Vetoed 09/2010 | P-12 | Requires a charter school to submit a renewal petition to the chartering authority no later than September 15 prior to the expiration of the charter, or by an earlier or later date if mutually agreed upon by the chartering authority and the charter school to accommodate local circumstances. Requires the governing board of a school district or a county board of education to approve or deny a charter renewal petition no later than December 15 prior to the expiration of the charter. Requires a charter school that elects to appeal the denial of its renewal application to submit the application to the county board or the state board, as applicable, within 30 days of the date of the denial. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_2501-2550/ab_2543_bill_20100831_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5mmchj7nopo6b?&_c=d|yvcee9xanplikz|z5msx9bcq0v1fm&_ce=1285799579.48ebb0e553436fe9cc5ef405f2acee33
Title: A.B. 2543
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2010 | P-12 | Specifies that charter schools are subject to state sunshine laws, the California Public Records Act and specified ethics and conflict-of-interest laws. Authorizes an individual to serve as a member of the governing body of a charter school and be employed in a separate position at that charter school. Requires a member of the governing body of a charter school to abstain from voting on any matter affecting his or her own employment or any personnel matter that uniquely affects a relative of the member. Makes provisions operative on July 1, 2011. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0551-0600/ab_572_bill_20100903_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5mlwf8hy7pkli?&_c=d|yvcee9xanplikz|z5msx9bcq0v1fm&_ce=1285799669.1f4a0538af041715c53d4add82796361
Title: A.B. 572
Source: www.leginfo.ca.gov
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| CA | Signed into law 08/2010 | P-12 | Makes clear that provisions protecting public school students' right to freedom of speech and of the press are also applicable to charter school students. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0401-0450/sb_438_bill_20100817_chaptered.pdf
Title: S.B. 438
Source: www.leginfo.ca.gov
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| FL | Signed into law 07/2010 | P-12 | Repeals Section 1002.335 creating the Florida Schools of Excellence Commission. Repeals provision related to appealing charter school applications to the Florida Schools of Excellence Commission. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7037er.docx&DocumentType=Bill&BillNumber=7037&Session=2010
Title: HB 7037 - Sec 23
Source: http://www.myfloridahouse.gov
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| NY | Signed into law 07/2010 | P-12 | Sunsets on September 1, 2013 the mandate that the board of regents and the board of trustees of the state university of New York (SUNY) issue a request for proposals (RFP). Provides that if after September 1, 2013 either the board of regents or the SUNY board of trustees have any charters that have not yet been issued, they may be issued pursuant to RFPs issued in each succeeding year, without limitation as to when such RFPs may be issued, on the number of charters that may be issued. http://assembly.state.ny.us/leg/?default_fld=%0D%0A&bn=S08017&Summary=Y&Actions=Y&Memo=Y&Text=Y
Title: S.B. 8017
Source: assembly.state.ny.us
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| AK | Signed into law 06/2010 | P-12 | An Act relating to charter school approval and funding. Establishes a charter school facilities construction, lease and major maintenance grant program. Chapter 91. MANIFEST ERRORS ON THIS BILL. WILL BE REVIEWED
http://www.legis.state.ak.us/basis/get_bill_text.asp?hsid=SB0235Z&session=26
Title: S.B. 235
Source: http://www.legis.state.ak.us
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| HI | Adopted 06/2010 | P-12 | The Department of Education has adopted Chapter 8-500, Hawaii Public Charter Schools Probation and Revocation Procedures.
Title: 8-500-1, 2, 3, 4, 5, 6
Source:
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| LA | Signed into law 06/2010 | P-12 | Revises charter school review and approval process.Provides relative to the process for submission, review, and approval of charter school proposals and renewal of charters; to provide relative to the use of local school board facilities and property by a chartering group; and to provide for related matters.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=714857
Title: S.B. 344
Source: http://www.legis.state.la.us
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| LA | Signed into law 06/2010 | P-12 | Updates and revises duties and responsibilities of the State Board of Elementary and Secondary Education when reviewing and approving a proposed charter school. Updates focus primarily on student discipline policies and plans, and enrollment preferences.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722592
Title: H.B. 1487
Source: http://www.legis.state.la.us/
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| LA | Signed into law 06/2010 | P-12 | Revises the process for submission, review, and approval of charter school proposals and renewal of charters.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722547
Title: H.B. 962
Source: http://www.legis.state.la.us/
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| OK | Signed into law 06/2010 | P-12 | Creates the empowered schools and school districts act. Allows a public school, zone, or district to submit empowerment plans to the state board. Plans must include information such as:
1. A statement of the mission of the school, zone, or district and why designation as an empowered school, zone, or district would enhance the ability of the school, zone, or district to achieve its mission;
2. A description of the innovations the school, zone, or district would implement, which may include, but not be limited to, innovations in school staffing, curriculum and assessment, class scheduling, use of financial and other resources, and faculty recruitment, employment, evaluation, and compensation;
3. A listing of the programs, policies, or operational documents within the school, zone, or district that would be affected by the innovations identified by the school, zone, or district and the manner in which they would be affected.
Details other expectations.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB2330_ENR.RTF
Title: S.B. 2330
Source: http://webserver1.lsb.state.ok.us
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| RI | Signed into law 06/2010 | P-12 | Rewrites charter school provisions. Establishes separate provisions for "district charter schools" (existing schools converting to charter status), "independent charter schools" (start-up charter schools created by nonprofit organizations or postsecondary institutions), and "mayoral academies" (schools created by a mayor). For each type of charter school, establishes legislative provisions relating to entities eligible to apply for a charter, procedure for creation of a charter school, process for consideration of a proposed charter, revocation of a charter, budgets and funding, and charter school reporting. http://www.rilin.state.ri.us/PublicLaws/law10/law10084.htm
Title: H.B. 7867, S.B. 2734
Source: www.rilin.state.ri.us
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| AZ | Signed into law 05/2010 | P-12 | Authorizes public universities or a community college district with an enrollment of at least 15,000 full-time students or a group of community college districts with a combine enrollment of at least 15,000 full-time students to sponsor a charter school. Limits the number of approved applications to two in fiscal year 2010-2011, three in fiscal year 2011-2012 and four in fiscal year 2012-2013. Requires the governing body of a charter school to transmit a copy of its proposed budget or the summary of the proposed budget and a notice of the public hearing to the state department of education for posting on the department's website no later than 10 days before the hearing and meeting. Stipulates that if the charter school maintains a website, then the governing body must post a copy of its proposed budget or the summary of the proposed budget and a notice of the public meeting. Chapter 332
http://www.azleg.gov/legtext/49leg/2r/bills/hb2725s.pdf
Title: H.B. 2725--Multiple Provisions
Source: http://www.azleg.gov
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| AZ | Signed into law 05/2010 | P-12 | Allows the state board of education or the state board for charter schools to approve a charter application if the proposed sponsor determines that the applicant is sufficiently qualified to operate a charter school and is applying to operate as a separate charter holder by considering whether: (1) The schools have separate governing boards, governing body membership, staff, facilities and student population. (2) Daily operations are carried out by different administrators. (3) The applicant intends to have an affiliation agreement for the purpose of providing enrollment preferences. (4) The applicant's charter management organization has multiple charter holders serving varied garde configurations on one physical site or nearby sites serving one community. (5) It is reconstituting an existing school site population at the same or a new site. (6) It is reconstituting an existing grade configuration from a prior charter holder with at least one grade remaining on the original site with the other grade or grades moving to a new site. Allows a charter school to give enrollment preference and reserve capacity to pupils who attended another charter schol if the charter school previously attended by the pupil has identical charter holder, board, and governing board membership as the enrolling school, provided that any school that elects to give enrollment preferences are treated as a single charter school for the purpose of establishing their support level weights. Chapter 305
http://www.azleg.gov/legtext/49leg/2r/bills/sb1282s.pdf
Title: S.B. 1282
Source: http://www.azleg.gov
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| CO | Signed into law 05/2010 | P-12 | Creates the Charter School and Charter Authorizer Standards Review Committee which is charged with making recommendations to the state board of education and the educational committees concerning standards for such schools and authorizers.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/DF1E0EFB0034EE8E8725770000706851?open&file=1412_enr.pdf
Title: H.B. 1412
Source: http://www.leg.state.co.us/
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| CO | Signed into law 05/2010 | P-12 | Authorizes a charter school to enter into contractual agreements with a board of cooperative services or another charter school for buildings and services; authorizes a board of cooperative services to contract with a district charter school or an institute charter school to provide services and buildings; authorizes charter schools to form charter school collaboratives to perform any function appropriately performed by a charter school; makes an appropriation.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/4EB57F2E2E9DC4B5872576B0007BD1F1?open&file=161_enr.pdf
Title: S.B. 161
Source: http://www.leg.state.co.us/
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| CT | Signed into law 05/2010 | P-12 | Requires the state board of education by July 1, 2011to adopt regulations to: (1) prohibit a charter school and any affiliated charter management organization operating such charter school from sharing board members with other charter schools and such charter management organizations; (2) require the disclosure of sharing management personnel; (3) prohibit unsecured, noninterest bearing transfers of state and federal funds between charter schools and from charter schools to charter management organizations; (4) define allowable direct or indirect costs and the methodology to be used by charter management organizations to calculate per pupil service fees; and (5) permit charter management organizations to collect private donations for purposes of distributing to charter schools.
http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 15
Source: http://www.cga.ct.gov
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| CT | Signed into law 05/2010 | P-12 | Permits a board of education for a priority school district to, through agreement with the organizations designated or elected as the exclusive representatives of the teachers' and administrators' units, convert an existing public school into an innovation school or establish a new school as an innovation school, for purposes of improving school performance and student achievement; defines "innovation school" and requires innovation schools to operate under an innovation plan; and directs the district superintendent to annually evaluate innovation schools. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 6
Source: http://www.cga.ct.gov
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| CT | Signed into law 05/2010 | P-12 | Elminates enrollment caps for high-performing charter schools. Statutory enrollment caps prohibit charter schools from enrolling (1) more than 250 students, or in the case of a K-8 charter school, more than 300 students, or (2) 25% of the enrollment of the school district in which the charter school is to be located, whichever is less. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 12
Source: http://www.cga.ct.gov
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| GA | Signed into law 05/2010 | P-12 | Existing legislation defines "high school cluster" as a high school and all its feeder middle and elementary schools, including both public and charter schools. New provision specifies that a local board must not act on a petition for a conversion charter for a high school cluster (just as it may already not act on a petition for a conversion charter school) until the petition has been agreed to by a majority of faculty, instructional staff members, and parents. Adds new provision that, alternatively, a local board must not act on a petition for a conversion charter for a high school cluster until such petition has been approved by a majority of the school councils in the high school cluster and agreed to by at least 60% of the faculty, instructional staff members and parents present at a public meeting called to determine whether to submit the petition to the local board for approval. Requires each school council in the high school cluster to appoint two representatives to a committee to conduct the vote. http://www.legis.state.ga.us/legis/2009_10/pdf/sb457.pdf
Title: S.B. 457
Source: www.legis.state.ga.us
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| GA | Signed into law 05/2010 | P-12 | 20-2-326 defines:
--"Career academy" as (1) a specialized charter school established by a partnership between one or more local boards of education and a technical school or college or (2) a small learning community where a student receives academic instruction at his/her assigned high school, along with work-based learning opportunities at an industry center or technical school or college
--"Chronically low-performing high school" as one (1) with a graduation rate below 60% for three consecutive years (using the National Governors Association methodology), or (2) that has not made adequate yearly progress (AYP) for three consecutive years
--"Choice technical high school" as a high school other than the one the student is assigned to by residence, designed to prepare a student for postsecondary education and employment. Provides a choice technical high school may be operated by a local school system or technical college. Also permits a choice technical high school to be operated as a charter school under a governance board comprised of parents, employers and representatives from the local school board
--"Focused program of study" as a rigorous academic core combined with (1) a focus in math and science, (2) a focus in humanities, fine arts and foreign language, or (3) a coherent sequence of career pathway courses that prepares a student for postsecondary education or immediate employment after high school graduation.
Also defines "small learning community" as a subset of high school students and teachers joined around a broad career or academic theme where teachers have common planning time to connect teacher assignments and assessments to college and career readiness standards. Provides that students voluntarily apply for enrollment in a small learning community but must be accepted, and such enrollment must be approved by the student's parent. Specifies that a small learning community also includes a career academy organized around a specific career theme and integrates academic and career instruction, provides work-based learning opportunities, and prepares students for postsecondary education and employment, in partnership with local employers, community organizations and postsecondary institutions.
New Section 20-2-328 directs the state board of education, subject to legislative appropriation, to establish a competitive grant program for local school systems to implement school reform measures in selected high schools. Requires the state board to establish grant criteria, which must include that priority for grants be given to chronically low-performing high schools. Directs the state board to develop, for high schools receiving a grant, an evidence-based model for serving at-risk students, which must focus on specified elements designed to increase student achievement; reduce dropout; help students and their parents set and achieve career and educational goals; and help students learn and apply study skills, coping skills and other habits that produce successful students and adults. Requires that the at-risk model program include:
(1) Diagnostic assessments
(2) A process for identifying at-risk students, closely monitored by the department of education to ensure that students are properly identified and receive timely and appropriate guidance and assistance, and to ensure no group is disproportionately represented
(3) An evaluation component in each high school to ensure programs provide students an opportunity to earn a high school diploma.
Identifies components the at-risk model program may include to facilitate 9th grade success, such as:
(1) Flexible scheduling to increase student time in language/arts and math to eliminate academic deficiencies
(2) Ninth grade student-teacher ratios no higher than those in any other grade in the high school
(3) Using effective teachers as leaders for teacher teams in 9th grade to improve instructional planning, delivery and reteaching strategies
(4) Assigning teacher mentors to meet frequently with students to provide planned lessons on study skills and other "habits of success" to help students become independent learners and help them receive the assistance they need to pass 9th grade
(5) Ninth grade career courses incorporating a series of miniprojects throughout the school year that require the application of grade-level reading, math and science skills to complete, require students to use a range of technology, and help students explore a range of educational and career options to help them formulate post high school goals and give them a reason to stay in school and work toward achieving their stated goals.
Requires the state board to adopt rules for chronically low-performing high schools receiving a reform grant, to make the high schools more relevant to and effective for all students. Requires that such rules encourage high schools to implement a comprehensive school reform research-based model that focuses on eight specified elements, including setting high expectations for all students and fostering collaboration among academic and career/technical teachers.
New Section 20-2-329 requires high schools receiving a reform grant per Section 20-2-328 to provide focused programs of study that, whether offered at a choice technical high school, a career academy, a traditional high school, or on site at a two- or four-year postsecondary institution:
(1) Are aligned with state board-set graduation requirements, including 4 years of math and 4 years of English with an emphasis on developing reading and writing skills to meet college and career readiness standards
(2) Implement a teacher adviser system
(3) Provide students in grades 9-12 with information on educational programs offered in high school, two- and four-year institutions, and through apprenticeship programs and how these programs can lead to a variety of career fields. Requires that districts offer opportunities for field trips, job shadowing and other means to help students and their parents in revising, if appropriate, the student's individual graduation plan.
(4) Enroll students by grade 9 into one of the following options for earning a high school diploma and preparing students for postsecondary education and a career which will include a structured program of academic study with in-depth studies in: (A) Mathematics and science; (B) Humanities, fine arts, and foreign language; or (C) A career pathway that leads to passing an employer certification exam in a high demand, high skill, or high wage career field or to an associate's degree or bachelor's degree.
(5) Implement the state board-developed at-risk model program
(6) Schedule annual conferences to help students and their parents set educational and career goals and create individual graduation plans
Directs the state board to adopt rules necessary to carry out the provisions of this bill.
http://www.legis.state.ga.us/legis/2009_10/pdf/hb400.pdf
Title: H.B. 400 - New Section 20-2-326, 328 and 329
Source:
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| HI | Signed into law 05/2010 | P-12 | Makes numerous changes related to charter school oversight and finance. Requires the charter school review panel to adopt a clear process with rigorous criteria (including student achievement as a significant factor) for charter schools to be authorized and reauthorized. Requires the charter school review panel to reauthorize a charter school no later than 4 years following the initial issue of the charter and every 6 years thereafter. Requires the charter school review panel to evaluate and investigate charter schools when concerns arise that necessitate the resolution or assistance with the resolution of legal, fiscal, health, safety and other serious issues. Requires the charter school administrative office to withhold up to 2% of the annual general fund allocation for its operational expenses, including salaries for staff and the executive director. Requires the charter school administrative office to annually report to the charter school review panel individual and aggregate expenditures of charter schools, clearly distinguishing between expenditures for operational and instructional purposes. Directs the office to develop a standardized method for charter schools to report expenditures and to determine which expenditures are for operational vs. instructional purposes. Provides that if any charter school fails to meet these reporting requirements, the office may retain a portion of that charter school's per-pupil allocation. Requires per-pupil allocation checks paid by the charter school administrative office to individual charter schools to be co-signed by the executive director of the charter school administrative office and an agent of the charter school review panel to encourage more intentional and well-informed financial decision-making. Increases the number of new start-up charter schools that may be authorized. Requires the department of education to make available vacant school facilities or portions of school facilities for use by charter schools, provided that the department may elect to use the facilities to support public education programs with preference given to instructional uses over administrative uses. Requires the department to notify the charter school review panel of the possibie availability of a public school as early as possible. Establishes a process for the selection of a charter school to use the vacant school facility. Provides circumstances under which the department must consider making all or portions of the school available for other educational purposes. Makes changes to charter school funding, including the creation of the charter schools account as a separate account in the state treasury, to further encourage fairness in funding and the availability of resources to charter schools. http://www.capitol.hawaii.gov/session2010/Bills/SB2589_CD1_.HTM
Title: S.B. 2589
Source: www.capitol.hawaii.gov
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| MN | Signed into law 05/2010 | P-12 | Requires charter schools that elect to provide a screening program to comply with the requirements of the early childhood health and development screening program. Requires charter schools that provide screening to inform families that apply for admission to the charter school. Requires charter schools that provide early childhood health and developmental screening to comply with the requirements of the program.
https://www.revisor.mn.gov/bin/bldbill.php?bill=S2505.1.html&session=ls86
Title: S.F. 2505
Source: https://www.revisor.mn.gov
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| NH | Signed into law 05/2010 | P-12 | Removes the prohibition on approval of new chartered public schools between July 1, 2009 and June 30, 2011 and authorizes the state board of education to issue approval of chartered public schools within that same time period. Changes the renewal term for a chartered public school from 7 years to 5 years.
http://www.gencourt.state.nh.us/legislation/2010/HB1495.html
Title: H.B. 1495
Source: http://www.gencourt.state.nh.us/
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| NY | Signed into law 05/2010 | P-12 | From New York Assembly "Summary of Provisions":
This legislation provides for the establishment of a new process to issue charters. The board of regents and the Board of Trustees of the State University of New York (SUNY Trustees) are each authorized to develop a request for proposals process for 260 new charters that provides for thoughtful review of charter applications and ensures that growth in charter schools is targeted, planned, and geared toward high-performance standards. One hundred thirty of the new charters would be issued on the recommendation of the SUNY Trustees, of which no more than 57 may be for charter schools located in New York City. Of the additional 130 charters issued by the board of regents, no more than 57 may be for charter schools to be located in New York City. The first request for proposals pursuant to this process will be issued by August 1, 2010 for a maximum of 32 charters for each the board of regents and the SUNY trustees. The board of regents and the SUNY trustees must issue a new request for proposals on January 1, 2011, for 33 charters each, on January 1, 2012 for 32 charters each, and on September 1, 2013 for 33 charters each.
Charter schools will have to meet enrollment and retention targets of students with disabilities, English language learners (ELLs), and students eligible for the free and reduced price lunch program (FRPLs) and undergo a rigorous public review process. A repeated failure to meet enrollment and retention targets could be grounds for revocation of a charter.
The board of regents and the SUNY Trustees must develop a scoring rubric to grant priority to applications that best demonstrate several objectives, including:
--increasing student achievement and decreasing student achievement gaps
--increasing high school graduation rates and focusing on serving specific high school student populations, including students at risk of dropping out, re-enrolled dropouts, and students with academic skills below grade level
--focusing on the academic achievement of middle school students
--utilizing high quality assessments
--using local instructional improvement systems that provide teachers, principals and administrators with the information they need to improve instructional practices, decisionmaking and overall effectiveness
--partnering with low performing public schools to share best educational practices and innovations
--demonstrating the management and leadership techniques to operate a thriving, financially viable charter school
--demonstrating the support of the school district in which the proposed charter school will be located and the intent to establsih an ongoing relationship with the school district.
New procedures are enacted for co-locations of charter schools in public school buildings in New York City. The chancellor would be required to develop a building usage plan for each co-located charter school, which would include information such as the actual allocation and sharing of classroom and administrative space, a proposal for the collaborative usage of shared resources (i.e., cafeterias, libraries, gymnasiums and recreational spaces such as playgrounds), building safety, and communication and collaborative decision-making strategies. An expedited appeal may be made regarding the determination to locate or co-locate a charter school in a public school building and the implementation of and compliance with the building usage plan. In addition, capital improvements or facility upgrades in excess of $5,000 made to a co-located charter school will require a matching capital improvement in the co-located non-charter public schools.
In addition to establishing a new standardized charter issuance process, certain changes to the management and operation of charter schools will apply to charters issued pursuant to the request for proposals process, such as prohibiting for-profit corporations or entities from applying for, managing or operating any new charter schools, requiring State Education Department (SED) approval of plans and specifications and compliance with SED facility health, sanitary and safety requirements. In addition, the term of charters issued will be comprised of up to five instructional years.
Several new measures are enacted to ensure greater accountability and transparency. Charter schools will be subject to audits of the state comptroller, and any comptroller audits must be included in the charter school's annual report. In addition, the charter school annual report, which currently includes academic data, financial statements, and the charter school report card, must be made more widely and publicly available. A new component is added to the annual report, requiring information on the charter school's efforts taken during the current year, and a plan for subsequent years; to meet or exceed enrollment and retention targets of students with disabilities, ELLs and FRPLs. The board of regent's annual report is also expanded to require a list of charter schools that closed in the previous year and the reasons for the closure. The board of regents is also required to annually review and make available to school districts the best practices employed by charter schools.
Charter schools will be subject to the provisions of the general municipal law regarding code of ethics, including disclosure of interest, to the same extent as all public school districts. In addition, a charter school's board of trustees must establish a process for conducting and publicizing monthly board meetings held at the charter school.
In addition, changes are made to the charter school law to provide that applicants may propose to establish schools to specifically serve students who are in need of special assistance and support, such as
students with disabilities and English language learners.
SED is required to develop a uniform application form for students applying to charter schools that will have to be made available by the charter school in the languages predominantly spoken in the community
where the charter school is located. In addition, the commissioner of education is required to issue regulations to ensure that the enrollment lottery is conducted in an equitable manner and that the time and location of the lottery is publicized in a manner that is consistent with the open meetings law.
http://assembly.state.ny.us/leg/?default_fld=%0D%0A&bn=A11310&Summary=Y&Actions=Y&Memo=Y&Text=Y
Title: A.B. 11310
Source: assembly.state.ny.us
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| NY | Signed into law 05/2010 | P-12 | Makes a clarification to A.B. 11310 regarding the approval and issuance process for charters approved by the SUNY trustees. http://assembly.state.ny.us/leg/?default_fld=%0D%0A&bn=A11311&Summary=Y&Actions=Y&Memo=Y&Text=Y
Title: A.B. 11311
Source: assembly.state.ny.us
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| OK | Signed into law 05/2010 | P-12 | Allows charter schools to be sponsored by a school district, technology center school district or higher education institution which has a school site listed on the school improvement list (under the Elementary and Secondary Education Act) or by the state board of education. Except for a charter school sponsored by the state board, a charter school created after the effective date of this act is required to give enrollment preference to eligible students who reside within the boundaries of the school district in which the charter school is located and who attend a school site listed on the school improvement list.A charter school sponsored by the State Board of Education is to limit admission to youth that are in the custody or supervision of the Office of Juvenile Affairs. Removes the cap on the number of charter schools. A similar bill, S.B. 1862, allows charter school sponsorship by federally recognized Indian tribes for the purpose of native language immersion instruction and removes the cap on the number of new charters established annually.H.B. 2753 also removes the cap.
http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB2753_ENR.RTF
Title: H.B. 2753
Source: http://webserver1.lsb.state.ok.us
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| MS | Signed into law 04/2010 | P-12 | Creates a New Start School Program. Requires a New Start School to be established in each public school that is considered failing. Provides for the conversion of underperforming schools into conversion charter schools, for contracts relating to such conversion, and for sources of funding. Allows a conversion charter school to apply for federal Race to the Top funding. Establishes provisions relating to professional development, employee evaluation, and per diem restrictions for school board members.
http://billstatus.ls.state.ms.us/documents/2010/pdf/SB/2200-2299/SB2293SG.pdf
Title: S.B. 2293
Source: http://billstatus.ls.state.ms.us
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| OK | Signed into law 04/2010 | P-12 | Requires that a charter school sponsored by a board of education of a school district be considered a local education agency for purposes of federal funding.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB2212_ENR.RTF
Title: S.B. 2212
Source: http://webserver1.lsb.state.ok.us
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| NM | Signed into law 03/2010 | P-12 | Requires a charter school, during its planning year, to file a minimum of three status reports with the chartering authority and the Department of Education for the purpose of demonstrating that the charter school's implementation progress is consistent with the conditions, standards and procedures of its approved charter.
http://nmlegis.gov/Sessions/10%20Regular/final/HB0074.pdf
Title: H.B. 74
Source: http://nmlegis.gov/
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| OR | Signed into law 03/2010 | P-12 | Prohibits a public charter school, a district school board or a public or private provider of educational services from offering money or other consideration to a student, parent or legal guardian of a student or another entity for benefit of a student, parent or legal guardian in return for the student electing to receive or receiving educational services from a specific provider or as promise of payment that provider used as incentive for the student to enroll in a program. Chapter 53
http://www.leg.state.or.us/10ss1/measpdf/hb3600.dir/hb3688.en.pdf
Title: H.B. 3688A
Source: http://www.leg.state.or.us
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| RI | Signed into law 03/2010 | P-12 | Allows for the expansion of charter public schools (from limit of 25 to limit of 35); permits the revocation of an existing public school charter if after three (3) years of operation the charter school has not demonstrated success. (After three (3) consecutive years of operation, is not a "high performing charter school," which is defined as a charter school that has demonstrated overall success, including: (i) Substantial progress in improving student achievement; and (ii) The management and leadership necessary to establish a thriving, financially viable charter school.) Public Law. No. 2010-3
http://www.rilin.state.ri.us/PublicLaws/law10/law10003.htm
Title: H.B. 7208, S.B. 2406
Source: http://www.rilin.state.ri.us
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| SD | Signed into law 03/2010 | P-12 | Provides for the establishment of a pilot charter school in the state if the Department of Education receives a federal grant under the American Recovery and Reinvestment Act to fund such school; provides the application plan process for any entity seeking to establish a charge school; provides that American Indian students from federally recognized tribes shall be given enrollment priority; provides no school established may generate or request local property tax revenue from the local school district.
http://legis.state.sd.us/sessions/2010/Bills/SB63ENR.pdf
Title: S.B. 63
Source: http://legis.state.sd.us
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| UT | Signed into law 03/2010 | P-12
Postsec.
Community College | Allows an individual or entity to enter into an agreement with a board of trustees of a higher education institution to establish and operate a charter school. Establishes procedures for state approval, opening and operation of a charter school chartered through an agreement with a higher education institution. Allows a fee to be charged for the board of trustees' costs in providing oversight of and technical support to the charter school. Specifies the responsibilities of a board of trustees that authorizes a charter school. Requires a campus board of directors of a college campus within the Utah College of Applied Technology to obtain approval from the Utah College of Applied Technology Board of Trustees before entering into an agreement to establish and operate a charter school. http://le.utah.gov/~2010/bills/sbillenr/sb0055.pdf
Title: S.B. 55
Source: le.utah.gov
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| UT | Signed into law 03/2010 | P-12 | Expands the membership of the state board of education by including a member of the state charter school board as a nonvoting member. Removes a statutory enrollment cap on charter schools. Allows the state board to approve an increase in charter school enrollment capacity, beginning in the 2012-13 school year, subject to legislative appropriation. Establishes state board and state charter school board procedures if the legislature does not appropriate funds for an increase in charter school enrollment capacity that has been tentatively approved by the state board. Modifies procedures for admitting students to charter schools and transferring from a charter school to a school district or another charter school. Modifies conflict of interest provisions applicable to charter school officers. Provides for the nomination by the state charter school board of members of a committee that reviews requests for loans to charter schools. http://le.utah.gov/~2010/bills/sbillenr/sb0188.pdf
Title: S.B. 188
Source: le.utah.gov
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| UT | Signed into law 03/2010 | P-12 | Removes a statutorily imposed cap on the maximum number of students who may be enrolled in charter schools each year. Allows the state board of education to approve an increase in charter school enrollment capacity in the 2012-13 school year or thereafter, subject to the legislature appropriating funds for the increase. http://le.utah.gov/~2010/bills/hbillenr/hb0149.pdf
Title: H.B. 149 - Section 1 and 2
Source: le.utah.gov
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| VA | Signed into law 03/2010 | P-12 | Requires the public charter school applicant to submit its proposed charter application to the Board of Education for review, comment, and a pre- certification recommendation prior to the submission of such application to a local school board; provides for a petition for reconsideration.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB737ER+pdf
Title: S.B. 737/H.B. 1390
Source: http://leg1.state.va.us
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| UT | Signed into law 02/2010 | P-12 | Provides that if monies appropriated to charter schools to replace local property taxes are less than the amount prescribed by a statutory funding formula, monies must be allocated among charter schools in proportion to each charter school's share of the total enrollment in charter schools. Also provides that if monies appropriated for charter school administrative costs are insufficient to provide the amount per student prescribed in statute, the appropriation must be allocated among charter schools in proportion to each charter school's share of the total enrollment in charter schools. Repeals Section 53A-17a-104, "Amount of state's contribution toward minimum school program" and 53A-21-501, "State contribution to capital outlay programs". http://le.utah.gov/~2010/bills/hbillenr/hb0001.pdf
Title: H.B. 1
Source: le.utah.gov
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| IA | Signed into law 01/2010 | P-12 | Excerpts from the fiscal note: modifies Iowa Code to meet the requirements of the federal Race to the Top (RTTT) initiative. . . [e]nactment of the Bill will qualify school districts with persistently lowest achieving schools eligible to receive U.S. Department of Education School improvement grants. The Bill provides the following:
• Eliminates the repeal of Iowa's Charter School legislation. Under current law, Code Chapter 256F will be repealed July 1, 2011.
• Eliminates the cap on the number of charter schools that may be authorized in the State.
• Creates Innovation Zone schools consisting of two or more school districts and an area education agency with the goal of improving student learning.
• Directs the Department of Education director to require persistently lowest-achieving schools to implement at least one of the interventions mandated by the U.S. Department of Education.
Assumptions: If the State of Iowa is awarded a RTTT grant, the Department of Education would retain 50.0% of the award and the remaining 50.0% would be allocated to participating school districts. Any administration, implementation, and additional staff costs incurred by the Department as a result of the RTTT requirements would be funded with RTTT grant funds. Additionally, it is assumed that the Department would also cover school district staff training costs as a result of the RTTT initiative through RTTT grant funds.
Fiscal Impact: No State General Fund impact is anticipated. If Iowa is awarded a Race to the Top grant, the estimated federal grant could total between $60.0 - $175.0 million between FY 2011 – FY 2014. If Iowa is awarded School Improvement grants for the persistently lowest achieving schools, the estimated grant could total approximately $18.0 million (maximum of $500,000 per eligible school).
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=BillInfo&Service=Billbook&ga=83&hbill=SF2033
Title: S.B. 2033
Source: http://coolice.legis.state.ia.us
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| MA | Signed into law 01/2010 | P-12 | Directs the department of education to study the possibility of allowing students living outside of the commonwealth who are eligible to attend public schools operating in the same geographic area as a charter school or a regional charter school to be eligible to attend the charter or regional charter school. (Section 14)
http://www.mass.gov/legis/bills/senate/186/st02/st02247.htm
Title: S.B. 2247; (NEW BILL)
Source: http://www.mass.gov
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| MA | Signed into law 01/2010 | P-12 | Directs the department education to draft a model policy for school districts regarding the grade placement and eligibility for high school graduation of students leaving a charter school and seeking to enroll in a district school. In drafting the model policy, the department shall confer with school districts and commonwealth charter schools. The model policy shall be made available not later than December 31, 2010. (Section 11)
http://www.mass.gov/legis/bills/senate/186/st02/st02247.htm
Title: S.B. 2247; (NEW BILL)
Source: http://www.mass.gov
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| MA | Signed into law 01/2010 | P-12 | Requires charter schools whose charter was granted before January 1, 2010 to have a recruitment and retention plan in effect for the 2011-2012 school year or at the time of its next charter renewal, whichever occurs first. (Section 12)
http://www.mass.gov/legis/bills/senate/186/st02/st02247.htm
Title: S.B. 2247; (NEW BILL)
Source: http://www.mass.gov
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| MA | Signed into law 01/2010 | P-12 | Repeals and replaces existing policies relating to charter schools.
http://www.mass.gov/legis/bills/senate/186/st02/st02247.htm
Title: S.B. 2247; (NEW BILL)
Source: http://www.mass.gov
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| MI | Signed into law 01/2010 | P-12 | Part of Michigan's Race to the Top Legislation. Provides for the creation of up to 10 new charter schools that will be known as "schools of excellence." These schools could be authorized by local and intermediate school districts, community colleges, and public universities. The first 5 new "schools of excellence" must be schools offering one or more high school grades (9-12). The legislation also provides for the creation of two K-12 cyber schools. These schools, which would also fall under the rubric of schools of excellence, are to provide full-time instruction to students through online learning, and the entities establishing them must demonstrate experience in serving urban and at-risk students through an educational model involving a significant cyber component. http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2009-PA-0205.htm
Title: S.B. 981 - Part 6E
Source: http://www.legislature.mi.gov
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| Choice of Schools--Charter Schools--Charter Districts |
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| FL | Signed into law 07/2010 | P-12 | Repeals 1003.62, which authorized the state board to enter into performance contracts with districts to establish them as academic performance-based charter school districts. Repeals references elsewhere in the education code to academic performance-based charter school districts. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7037er.docx&DocumentType=Bill&BillNumber=7037&Session=2010
Title: HB 7037 - Sec 26
Source: http://www.myfloridahouse.gov
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| OK | Signed into law 06/2010 | P-12 | Creates the empowered schools and school districts act. Allows a public school, zone, or district to submit empowerment plans to the state board. Plans must include information such as:
1. A statement of the mission of the school, zone, or district and why designation as an empowered school, zone, or district would enhance the ability of the school, zone, or district to achieve its mission;
2. A description of the innovations the school, zone, or district would implement, which may include, but not be limited to, innovations in school staffing, curriculum and assessment, class scheduling, use of financial and other resources, and faculty recruitment, employment, evaluation, and compensation;
3. A listing of the programs, policies, or operational documents within the school, zone, or district that would be affected by the innovations identified by the school, zone, or district and the manner in which they would be affected.
Details other expectations.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB2330_ENR.RTF
Title: S.B. 2330
Source: http://webserver1.lsb.state.ok.us
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| GA | Signed into law 05/2010 | P-12 | Existing legislation defines "high school cluster" as a high school and all its feeder middle and elementary schools, including both public and charter schools. New provision specifies that a local board must not act on a petition for a conversion charter for a high school cluster (just as it may already not act on a petition for a conversion charter school) until the petition has been agreed to by a majority of faculty, instructional staff members, and parents. Adds new provision that, alternatively, a local board must not act on a petition for a conversion charter for a high school cluster until such petition has been approved by a majority of the school councils in the high school cluster and agreed to by at least 60% of the faculty, instructional staff members and parents present at a public meeting called to determine whether to submit the petition to the local board for approval. Requires each school council in the high school cluster to appoint two representatives to a committee to conduct the vote. http://www.legis.state.ga.us/legis/2009_10/pdf/sb457.pdf
Title: S.B. 457
Source: www.legis.state.ga.us
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| Choice of Schools--Charter Schools--Closings |
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| HI | Adopted 06/2010 | P-12 | The Department of Education has adopted Chapter 8-500, Hawaii Public Charter Schools Probation and Revocation Procedures.
Title: 8-500-1, 2, 3, 4, 5, 6
Source:
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| RI | Signed into law 06/2010 | P-12 | Rewrites charter school provisions. Establishes separate provisions for "district charter schools" (existing schools converting to charter status), "independent charter schools" (start-up charter schools created by nonprofit organizations or postsecondary institutions), and "mayoral academies" (schools created by a mayor). For each type of charter school, establishes legislative provisions relating to entities eligible to apply for a charter, procedure for creation of a charter school, process for consideration of a proposed charter, revocation of a charter, budgets and funding, and charter school reporting. http://www.rilin.state.ri.us/PublicLaws/law10/law10084.htm
Title: H.B. 7867, S.B. 2734
Source: www.rilin.state.ri.us
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| NY | Signed into law 05/2010 | P-12 | From New York Assembly "Summary of Provisions":
This legislation provides for the establishment of a new process to issue charters. The board of regents and the Board of Trustees of the State University of New York (SUNY Trustees) are each authorized to develop a request for proposals process for 260 new charters that provides for thoughtful review of charter applications and ensures that growth in charter schools is targeted, planned, and geared toward high-performance standards. One hundred thirty of the new charters would be issued on the recommendation of the SUNY Trustees, of which no more than 57 may be for charter schools located in New York City. Of the additional 130 charters issued by the board of regents, no more than 57 may be for charter schools to be located in New York City. The first request for proposals pursuant to this process will be issued by August 1, 2010 for a maximum of 32 charters for each the board of regents and the SUNY trustees. The board of regents and the SUNY trustees must issue a new request for proposals on January 1, 2011, for 33 charters each, on January 1, 2012 for 32 charters each, and on September 1, 2013 for 33 charters each.
Charter schools will have to meet enrollment and retention targets of students with disabilities, English language learners (ELLs), and students eligible for the free and reduced price lunch program (FRPLs) and undergo a rigorous public review process. A repeated failure to meet enrollment and retention targets could be grounds for revocation of a charter.
The board of regents and the SUNY Trustees must develop a scoring rubric to grant priority to applications that best demonstrate several objectives, including:
--increasing student achievement and decreasing student achievement gaps
--increasing high school graduation rates and focusing on serving specific high school student populations, including students at risk of dropping out, re-enrolled dropouts, and students with academic skills below grade level
--focusing on the academic achievement of middle school students
--utilizing high quality assessments
--using local instructional improvement systems that provide teachers, principals and administrators with the information they need to improve instructional practices, decisionmaking and overall effectiveness
--partnering with low performing public schools to share best educational practices and innovations
--demonstrating the management and leadership techniques to operate a thriving, financially viable charter school
--demonstrating the support of the school district in which the proposed charter school will be located and the intent to establsih an ongoing relationship with the school district.
New procedures are enacted for co-locations of charter schools in public school buildings in New York City. The chancellor would be required to develop a building usage plan for each co-located charter school, which would include information such as the actual allocation and sharing of classroom and administrative space, a proposal for the collaborative usage of shared resources (i.e., cafeterias, libraries, gymnasiums and recreational spaces such as playgrounds), building safety, and communication and collaborative decision-making strategies. An expedited appeal may be made regarding the determination to locate or co-locate a charter school in a public school building and the implementation of and compliance with the building usage plan. In addition, capital improvements or facility upgrades in excess of $5,000 made to a co-located charter school will require a matching capital improvement in the co-located non-charter public schools.
In addition to establishing a new standardized charter issuance process, certain changes to the management and operation of charter schools will apply to charters issued pursuant to the request for proposals process, such as prohibiting for-profit corporations or entities from applying for, managing or operating any new charter schools, requiring State Education Department (SED) approval of plans and specifications and compliance with SED facility health, sanitary and safety requirements. In addition, the term of charters issued will be comprised of up to five instructional years.
Several new measures are enacted to ensure greater accountability and transparency. Charter schools will be subject to audits of the state comptroller, and any comptroller audits must be included in the charter school's annual report. In addition, the charter school annual report, which currently includes academic data, financial statements, and the charter school report card, must be made more widely and publicly available. A new component is added to the annual report, requiring information on the charter school's efforts taken during the current year, and a plan for subsequent years; to meet or exceed enrollment and retention targets of students with disabilities, ELLs and FRPLs. The board of regent's annual report is also expanded to require a list of charter schools that closed in the previous year and the reasons for the closure. The board of regents is also required to annually review and make available to school districts the best practices employed by charter schools.
Charter schools will be subject to the provisions of the general municipal law regarding code of ethics, including disclosure of interest, to the same extent as all public school districts. In addition, a charter school's board of trustees must establish a process for conducting and publicizing monthly board meetings held at the charter school.
In addition, changes are made to the charter school law to provide that applicants may propose to establish schools to specifically serve students who are in need of special assistance and support, such as
students with disabilities and English language learners.
SED is required to develop a uniform application form for students applying to charter schools that will have to be made available by the charter school in the languages predominantly spoken in the community
where the charter school is located. In addition, the commissioner of education is required to issue regulations to ensure that the enrollment lottery is conducted in an equitable manner and that the time and location of the lottery is publicized in a manner that is consistent with the open meetings law.
http://assembly.state.ny.us/leg/?default_fld=%0D%0A&bn=A11310&Summary=Y&Actions=Y&Memo=Y&Text=Y
Title: A.B. 11310
Source: assembly.state.ny.us
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| Choice of Schools--Charter Schools--Cyber Charters |
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| OK | Signed into law 06/2010 | P-12 | Requires that students enrolled in an online course or program that is offered by a school district or charter school that is not the district of residence or is not located in the district of residence of the student be provided the opportunity to take any test required pursuant to the Oklahoma School Testing Program Act or any other test generally required of students by the school district in which the student is enrolled at an alternative testing location approved by the State Board of Education. The alternative testing locations may be at sites that are not in the school district that is offering the online course or program or the district of residence. The entity offering the online course or program is responsible for any cost incurred in providing an alternative testing location and any additional cost of administering a test at an alternative testing location. In order to provide alternative testing locations at geographically dispersed sites, the school district or charter school offering the online course or program shall, at a minimum, provide not less than six alternative testing locations, with at least one location in each quadrant of the state and in each of the two metropolitan areas in the state. Additional alternative testing locations may be provided by the school district or charter school offering the online course or program.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB2318_ENR.RTF
Title: S.B. 2318
Source: http://webserver1.lsb.state.ok.us/
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| AZ | Signed into law 04/2010 | P-12 | Requires the state board of charter schools to charge a processing fee to any charter school amending their contract to participate in an Arizona Online Instruction (AOI) program; establishes the continuously appropriated charter online instruction processing fund; provides that the state board for charter schools use monies in the fund only for the processing of contract amendments for charter schools participating in online instruction programs. Chapter 160
http://www.azleg.gov/legtext/49leg/2r/bills/sb1039s.pdf
Title: S.B. 1039
Source: http://www.azleg.gov
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| OR | Signed into law 04/2010 | P-12 | Imposes requirements on virtual public charter schools related to budget and accounting system, tracking of student progress, administrator and teacher qualifications, student and school records and notification of enrollment and withdrawal; prohibits State Board of Education from waiving certain requirements of virtual public charter schools; specifies that virtual public charter school may increase number of students to whom online instruction is provided if school was granted waiver. Chapter 77
http://www.leg.state.or.us/10ss1/measpdf/hb3600.dir/hb3660.en.pdf
Title: H.B. 3660A
Source: http://www.leg.state.or.us
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| MI | Signed into law 01/2010 | P-12 | Part of Michigan's Race to the Top Legislation. Provides for the creation of up to 10 new charter schools that will be known as "schools of excellence." These schools could be authorized by local and intermediate school districts, community colleges, and public universities. The first 5 new "schools of excellence" must be schools offering one or more high school grades (9-12). The legislation also provides for the creation of two K-12 cyber schools. These schools, which would also fall under the rubric of schools of excellence, are to provide full-time instruction to students through online learning, and the entities establishing them must demonstrate experience in serving urban and at-risk students through an educational model involving a significant cyber component. http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2009-PA-0205.htm
Title: S.B. 981 - Part 6E
Source: http://www.legislature.mi.gov
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| Choice of Schools--Charter Schools--Finance |
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| CA | Signed into law 10/2010 | P-12 | From bill summary: Existing law authorizes a local educational agency, including a direct-funded charter school, to apply for any state categorical program funding included in the annual budget act on behalf of a school that begins operation in the 2008–09 to the 2012–13 fiscal years.
New legislation requires the superintendent of public instruction to allocate a supplemental categorical block grant for the 2010–11 fiscal year to a charter school that begins operation in the 2008–09, 2009–10, or 2010–11 fiscal year, and authorizes the charter school to use the block grant funds to be used for any educational purpose.
http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1601-1650/ab_1610_bill_20101019_chaptered.pdf
Title: A.B. 1610 - Charter School Facility Grant Program
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2010 | P-12 | Authorizes the California Department of Education (CDE) and the California School Financing Authority (CSFA) to assign and distribute the state's 2010 federal tax credit bond volume cap for qualified school construction bonds (QSCB). Authorizes charter schools to participate, and sets eligibility criteria and requirements for charter schools. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_2551-2600/ab_2560_bill_20100924_chaptered.pdf
Title: A.B. 2560
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2010 | P-12 | From bill analysis: Requires the state board of education to include school districts, county offices of education, charter schools and other agencies deemed eligible pursuant to state and federal law, in any application for federal aid to education, in any allocation of federal funds made pursuant to law, and in any rules and regulations adopted governing the allocation of those funds.
Bil text: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1651-1700/ab_1683_bill_20100830_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z64toun9texiy7?&_c=d|yvcee9xanplikz|z651jtjl0g7yaz&_ce=1286209518.ef82a5a73803871303f72f0746c9c7d3
Title: A.B. 1683
Source: www.leginfo.ca.gov
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| LA | Signed into law 06/2010 | P-12 | Provides the use of certain local revenues for computing and allocating the per pupil amount provided to all charter schools. Removes provisions requiring certain minimum per pupil funding amounts pursuant to the most recent legislatively approved minimum foundation program formula.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=721744
Title: H.B. 420
Source: http://www.legis.state.la.us/
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| RI | Signed into law 06/2010 | P-12 | Rewrites charter school provisions. Establishes separate provisions for "district charter schools" (existing schools converting to charter status), "independent charter schools" (start-up charter schools created by nonprofit organizations or postsecondary institutions), and "mayoral academies" (schools created by a mayor). For each type of charter school, establishes legislative provisions relating to entities eligible to apply for a charter, procedure for creation of a charter school, process for consideration of a proposed charter, revocation of a charter, budgets and funding, and charter school reporting. http://www.rilin.state.ri.us/PublicLaws/law10/law10084.htm
Title: H.B. 7867, S.B. 2734
Source: www.rilin.state.ri.us
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| AZ | Signed into law 05/2010 | P-12 | Provides admission of residents of other school districts; relates to tuition and nonresidents of the state; provides that a school district or a charter school shall not include pupils who are not residents of this state in the district's or charter school's student count and shall not obtain state funding for those pupils; provides exceptions. Chapter 331
http://www.azleg.gov/legtext/49leg/2r/bills/hb2722h.pdf
Title: H.B. 2722
Source: http://www.azleg.gov
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| HI | Signed into law 05/2010 | P-12 | Makes numerous changes related to charter school oversight and finance. Requires the charter school review panel to adopt a clear process with rigorous criteria (including student achievement as a significant factor) for charter schools to be authorized and reauthorized. Requires the charter school review panel to reauthorize a charter school no later than 4 years following the initial issue of the charter and every 6 years thereafter. Requires the charter school review panel to evaluate and investigate charter schools when concerns arise that necessitate the resolution or assistance with the resolution of legal, fiscal, health, safety and other serious issues. Requires the charter school administrative office to withhold up to 2% of the annual general fund allocation for its operational expenses, including salaries for staff and the executive director. Requires the charter school administrative office to annually report to the charter school review panel individual and aggregate expenditures of charter schools, clearly distinguishing between expenditures for operational and instructional purposes. Directs the office to develop a standardized method for charter schools to report expenditures and to determine which expenditures are for operational vs. instructional purposes. Provides that if any charter school fails to meet these reporting requirements, the office may retain a portion of that charter school's per-pupil allocation. Requires per-pupil allocation checks paid by the charter school administrative office to individual charter schools to be co-signed by the executive director of the charter school administrative office and an agent of the charter school review panel to encourage more intentional and well-informed financial decision-making. Increases the number of new start-up charter schools that may be authorized. Requires the department of education to make available vacant school facilities or portions of school facilities for use by charter schools, provided that the department may elect to use the facilities to support public education programs with preference given to instructional uses over administrative uses. Requires the department to notify the charter school review panel of the possibie availability of a public school as early as possible. Establishes a process for the selection of a charter school to use the vacant school facility. Provides circumstances under which the department must consider making all or portions of the school available for other educational purposes. Makes changes to charter school funding, including the creation of the charter schools account as a separate account in the state treasury, to further encourage fairness in funding and the availability of resources to charter schools. http://www.capitol.hawaii.gov/session2010/Bills/SB2589_CD1_.HTM
Title: S.B. 2589
Source: www.capitol.hawaii.gov
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| TX | Adopted 05/2010 | P-12 | Updates the financial accountability rating system by specifying new provisions that will be implemented beginning with ratings based on data from fiscal year 2008-09, including a new worksheet and calculations. Also incorporates open-enrollment charter schools into the School FIRST system. Adopted as proposed in the March 26, 2010 Register (pages 93-97 of 151): http://www.sos.state.tx.us/texreg/pdf/backview/0326/0326prop.pdf
Title: 19 TAC 109.1001, 1002, 1003, 1004, 1005
Source: www.sos.state.tx.us
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| CA | Adopted 04/2010 | P-12 | Relates to the State Charter School Facilities Incentive Grants Program. Adds definitions of "Academic Performance Index Growth" and "Adequate Yearly Progress". Adds language in 10177, "Eligible Applicant" allowing a charter school to appeal any response by the chartering authority's staff directly to the chartering authority's governing board, and clarifying that it is the charter school's responsibility, and not the authority's, to ensure that the good standing and compliance response letter is received by the stated deadline. Clarifies in 10178 that grant funds may not be used toward the same debt or project (purchase/construction/renovation) related to a project designated in a prior grant award. Adds language in 10181 that each application for grant funds must include (1) a description of how an award of grant funds for facilities will be used and (2) verification the charter school is in good standing with its chartering authority and in compliance with the terms of its charter at the time of application submission and without interruption throughout the term of the grant. Requires that this be provided directly from the chartering authority on a form provided by the Authority. Permits charter schools to appeal any response by the chartering authority's staff directly to the chartering authority governing board.
10182: Amends evaluation criteria to allow a charter school grant application to receive additional points if the applicant charter school is within 3 miles of any traditional public school (serving the same grade levels as the applicant charter school) that (1) did not meet all AYP criteria for the most recent year, and the applicant charter school did meet all AYP criteria for the most recent year and/or (2) did not meet its API Growth Target for Both Schoolwide and Subgroups for the most recent year, and the applicant charter school did meet its API Growth Target for Both Schoolwide and Subgroups for the most recent year. Also awards additional preference points to an applicant charter school that did not receive an award under the 2004 State Charter School Facilities Incentive Grants Program (Rounds 1-5).
10188: Adds provision that documentation of continued eligibility requires verification the subgrantee charter school is continuously in good standing with its chartering authority and continuously in compliance with the terms of its charter without interruption throughout the term of the grant. Requires that the Authority rely on information from the chartering authority regarding the school's good standing and compliance with the terms of its charter. Permits charter schools to appeal any response by the chartering authority's staff directly to the chartering authority's governing board, and makes it the charter school's responsibility, and not the Authority's, to ensure that the good standing and compliance response letter is received by the stated deadline.
10190: The Authority reserves the right to conduct site visits to any charter school facility or project receiving a grant pursuant to these provisions.
Title: Title 4 CCR Sec(s) 10175, 10176, 10177, 10178, 10179, 10180, 10181,10182, 10185, 10187, 10188, 10190
Source: www.lexis.com
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| OK | Signed into law 04/2010 | P-12 | Requires that a charter school sponsored by a board of education of a school district be considered a local education agency for purposes of federal funding.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB2212_ENR.RTF
Title: S.B. 2212
Source: http://webserver1.lsb.state.ok.us
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| CO | Signed into law 03/2010 | P-12 | Enacts the Public School Financial Transparency Act, which requires school districts, district charter schools, boards of cooperative education, the state charter school institute, and institute charter schools to post financial information on-line, in a downloadable format, for free public access.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/F10BD6CCC8325304872576A80026B22A?open&file=1036_enr.pdf
Title: H.B. 1036
Source: http://www.leg.state.co.us/
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| NM | Signed into law 03/2010 | P-12 | Requires local school boards and governing authorities of charter schools to establish finance subcommittees and audit committees. The finance subcommittee shall: (1) make recommendations to the local school board in the following areas: (a) financial planning, including reviews of the school district's revenue and expenditure projections; (b) review of financial statements and periodic monitoring of revenues and expenses; (c) annual budget preparation and oversight; and (d) procurement; and (2) serve as an external monitoring committee on budget and other financial matters.
http://nmlegis.gov/Sessions/10%20Regular/final/HB0227.pdf
Title: H.B. 227
Source: http://nmlegis.gov/
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| UT | Signed into law 03/2010 | P-12 | Modifies the state superintendent's annual report of the public school system by: (1) requiring reporting of data on average class sizes calculated in accordance with state board of education rule; (2) modifying the reporting of pupil-teacher ratios and (3) deleting the reporting of pupil-adult ratios. Rewrites statutory language on method for calculating school and district pupil-teacher ratios in the state superintendent's annual report. Requires data on pupil-teacher ratios to additionally be reported by district, and by state-level aggregate for charter schools and public schools. Requires the section of the state superintendent's annual report dealing with pupil-teacher ratios to indicate the Web site where pupil-teacher ratios for each school in the state may be accessed. Requires data on charter school funding, including state allocations and local expenditures, to be included in the state superintendent's annual report.
Specifies how average class size at the elementary and secondary school levels must be reported. Requires that special education classes and online classes be excluded when determining average class sizes at the elementary and secondary school levels. http://le.utah.gov/~2010/bills/sbillenr/sb0056.pdf
Title: S.B. 56
Source: le.utah.gov
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| UT | Signed into law 03/2010 | P-12 | Expands the membership of the state board of education by including a member of the state charter school board as a nonvoting member. Removes a statutory enrollment cap on charter schools. Allows the state board to approve an increase in charter school enrollment capacity, beginning in the 2012-13 school year, subject to legislative appropriation. Establishes state board and state charter school board procedures if the legislature does not appropriate funds for an increase in charter school enrollment capacity that has been tentatively approved by the state board. Modifies procedures for admitting students to charter schools and transferring from a charter school to a school district or another charter school. Modifies conflict of interest provisions applicable to charter school officers. Provides for the nomination by the state charter school board of members of a committee that reviews requests for loans to charter schools. http://le.utah.gov/~2010/bills/sbillenr/sb0188.pdf
Title: S.B. 188
Source: le.utah.gov
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| UT | Signed into law 02/2010 | P-12 | Provides that if monies appropriated to charter schools to replace local property taxes are less than the amount prescribed by a statutory funding formula, monies must be allocated among charter schools in proportion to each charter school's share of the total enrollment in charter schools. Also provides that if monies appropriated for charter school administrative costs are insufficient to provide the amount per student prescribed in statute, the appropriation must be allocated among charter schools in proportion to each charter school's share of the total enrollment in charter schools. Repeals Section 53A-17a-104, "Amount of state's contribution toward minimum school program" and 53A-21-501, "State contribution to capital outlay programs". http://le.utah.gov/~2010/bills/hbillenr/hb0001.pdf
Title: H.B. 1
Source: le.utah.gov
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| Choice of Schools--Choice/Open Enrollment |
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| CA | Signed into law 09/2010 | P-12 | From bill analysis: Precludes a pupil enrolled in a school through an interdistrict transfer provision from having to reapply for an interdistrict transfer and requires that a district allow a pupil to continue to attend the school in which he/she is enrolled, except as specified in terms and conditions for reapplication or revocation agreed to by the district of residence (DOR) and district of enrollment (DOE). Also prohibits a district from rescinding transfer permits for pupils entering grades 11 or 12. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_2401-2450/ab_2444_bill_20100924_chaptered.pdf
Title: A.B. 2444
Source: www.leginfo.ca.gov
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| NJ | Signed into law 09/2010 | P-12 | Creates the permanent Interdistrict Public School Choice Program. Directs the commissioner to create a program that will allow districts to become "choice districts" and allow students from outside district boundaries to transfer into them. Addresses desegregation orders and transportation costs.
http://www.njleg.state.nj.us/2010/Bills/AL10/65_.PDF
Title: A.B. 355
Source: http://www.njleg.state.nj.us
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| CA | Emergency Regulations 08/2010 | P-12 | This emergency rulemaking action establishes the process for determining the 1,000 California open enrollment schools from which students may apply to transfer to higher achieving schools within their school district or in another school district. The emergency rules specify the time by which a school district containing one of more of these 1,000 schools must notify parents of their children's rights to apply for a transfer. The emergency rules also specify that pupils enrolled in higher achieving schools as a result of transfers pursuant to these regulations need not reapply for enrollment in order to remain in attendance regardless of whether the pupil's previous school remains on the list of 1,000 open enrollment schools.
Title: Title 5 CCR Sec(s) 4700, 4701, 4702
Source: Westlaw/StateNet
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| TX | Adopted 07/2010 | P-12 | Makes various changes to state accountability provisions. Language below primarily from July 23, 2010 Texas Register.
97.1051: Amends definitions. Changes the definition of "campus closure" to remove references to "repurposing," which is now defined in statute.
97.1053: Purpose, updates statutory references in alignment with 2009 H.B. 3.
97.1055: Clarifies the process for assigning accreditation statuses during the period of transition to new H.B. 3 requirements. Adds new language regarding when an accreditation status may be raised or lowered based on the performance of the district or one or more campuses in the district. Also states how the statutory requirements related to a financial solvency review and projected deficit affect accreditation statuses. In addition, the adopted amendment incorporates current agency procedures for completing the asset-to-liability calculation for the purposes of charter financial accountability. Language is added, providing an additional method for districts to meet the notification requirements related to a lowered accreditation status.
97.1057: Accreditation Sanctions. Updates statutory references and adds information regarding the factors the commissioner must consider in determining whether to impose a particular sanction based on resource allocation practices.
97.1059: Standards for All Accreditation Sanction Determinations. Updates statutory references and adds language to reflect statutory requirements regarding the commissioner's obligation to review the performance of a district. Specifically, the commissioner must review at least annually the performance of a district for which the accreditation status has been lowered due to insufficient student performance. The adopted amendment also requires the commissioner to increase sanctions if a lack of improvement is shown unless there is good cause not to do so.
97.1061: Interventions and Sanctions for Campuses. Adds language to align with new statutory requirements related to campuses that satisfy current performance standards under TEC, §39.054(e), but that would not satisfy performance standards if the standards to be used for the following school year were applied to the current school year. Also adds language to align with new statutory requirements for intervening with and sanctioning campuses with performance below any standard under TEC, §39.054(e), including requirements relating to a hearing and a school community partnership team (SCPT). Adds new statutory language that allows the commissioner to accept certain interventions that a campus has implemented under federal accountability requirements in lieu of required state measures if the intervention measures are substantially similar.
97.1063: Campus Intervention Team; Reconstitution. Implements the provisions of HB 3 related to campuses below any standard under TEC, §39.054(e), and the assignment of a campus intervention team (CIT) to those campuses. Defines the duties and responsibilities of the CIT, including responsibilities to conduct a targeted on-site needs assessment relevant to the areas of insufficient performance or, if the commissioner determines necessary, a comprehensive on-site needs assessment. Also outlines requirements related to the development and submission of a school improvement plan (SIP) by a campus and establishes timelines for how long the CIT will be assigned to a campus. Outlines requirements related to the involvement of the board of trustees of a school district in conducting a hearing to notify the public of the insufficient performance of one or more campuses within the district, the improvements expected by the agency for the campus(es), and the intervention measures or sanctions that may be imposed under the subchapter if performance does not improve. Also details requirements related to public posting of the SIP and, as appropriate, modification of the SIP in response to public comment. Further notes that the commissioner may authorize a SIP or updated SIP developed under 19 TAC Chapter 97, Subchapter EE, to supersede the provisions of and satisfy the requirements of developing, reviewing, and revising a campus improvement plan under TEC, Chapter 11, Subchapter F. Also specifies actions that the commissioner may take if the commissioner determines that a campus for which an intervention is ordered is not fully implementing the CIT's recommendations or the SIP or updated SIP.
References and requirements related to the School Leadership Pilot Program are stricken from 19 TAC §97.1063 in alignment with changes in HB 3. Language is added to this section to clarify that, if assigned by the commissioner, a SCPT may supersede the authority of and satisfy the requirements of establishing and maintaining a campus-level planning and decision-making committee under TEC, Chapter 11, Subchapter F. The section title is also changed.
97.1064: Reconstitution, updates and relocates reconstitution requirements that previously were reflected in 19 TAC §97.1063. Continues to state the timelines under which a campus will be ordered to undergo reconstitution and describes the role of the CIT in updating and seeking approval of the SIP. Continues to include language regarding the authority of the CIT to determine which educators may be retained at a reconstituted campus but revises language in accordance with HB 3 to describe circumstances surrounding a CIT's determination related to the retention of the principal at a campus that is undergoing reconstitution. Continues to describe the authority of the commissioner to assign a monitor, conservator, management team, or board of managers to ensure and oversee district and campus-level activities related to required intervention and sanction activities and outlines factors the commissioner must take into consideration when appointing individuals to serve in these roles. References the authority of the commissioner to impose on a district or campus certain other sanctions that are reasonably required and addresses the role of the district in successful campus reconstitution.
97.1065: Campus Closure or Alternative Management. Changes the section title. Implements the provisions of HB 3 related to circumstances under which the commissioner may, or is required to, order certain sanctions for campuses with insufficient performance over multiple years. Specifically, revises the timeline under which the commissioner is required to order a sanction for certain campuses and adds repurposing, in addition to campus closure and alternative management, as one of the sanctions that must be ordered by the commissioner. Also establishes that repurposing, alternative management, or campus closure may be ordered for a multi-year unacceptable campus if students fail to demonstrate substantial improvement in the areas targeted by an updated SIP. Furthermore, establishes that re-purposing, alternative management, or campus closure will be ordered if a campus has been identified as unacceptable for the third, as opposed to second, consecutive year after reconstitution is required to be implemented, thus adding an additional year to the mandatory intervention timeline previously established in statute. Additionally, provides for a one-year waiver of these required sanctions if the commissioner determines that, based on significant improvement over the preceding two school years, the campus is likely to be acceptable in the following year. Also establishes the requirements that must be met before the commissioner can approve a plan for campus repurposing and includes parameters that may be considered by the commissioner when determining whether to order repurposing, alternative management, or campus closure when one of these sanctions is required. Also outlines requirements and procedures for the district to appeal the commissioner's order of repurposing, alternative management, or campus closure and outlines other sanction actions that the commissioner may impose to achieve the purposes outlined in TEC, Chapter 39, and 19 TAC Chapter 97, Subchapter EE.
97.1067: Updates statutory references in alignment with HB 3.
97.1069: Providers of Alternative Campus Management. Updates requirements to align with HB 3 by allowing the commissioner to solicit proposals from qualified for-profit entities to assume alternative management of a campus if a non-profit entity has not responded to the commissioner's request for qualifications.
97.1071: Special Program Performance; Intervention Stages. Updates statutory references in alignment with HB 3.
97.1073: Appointment of Monitor, Conservator, or Board of Managers. Updates statutory references to provide clarity and align with HB 3.
Sections 97.1051 and 97.1055 adopted as published in the July 23, 2010 Texas Register (pp 24-28 of 34): http://www.sos.state.tx.us/texreg/pdf/backview/0723/0723adop.pdf
The amendments to §§97.1053, 97.1057, 97.1059, 97.1063, 97.1065, 97.1067, 97.1069, 97.1071, and 97.1073; the repeal of §97.1061; and new §97.1061 and §97.1064 are adopted as published in the April 23, 2010 Texas Register (pp 18-32 of 98): http://www.sos.state.tx.us/texreg/pdf/backview/0423/0423prop.pdf
Title: 19 TAC 97.1051, 1053, 1055, 1057, 1059, 1061, 1063, 1064, 1065, 1067, 1069, 1071, 1073
Source: www.sos.state.tx.us
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| LA | Signed into law 06/2010 | P-12 | Establishes a school choice pilot program in certain parishes for certain students with special needs the opportunity to attend schools of their parents' choosing. Provides for the purpose of the program; ligibility requirements for participating students and nonpublic schools.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722085
Title: H.B. 216
Source: http://www.legis.state.la.us
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| AZ | Signed into law 05/2010 | P-12
Postsec. | Exempts private schools approved by the department of education's division of special education prescribed in the pupil's individualized education program from rules adopted by the state board of education prior to 11/24/09.
Changes the office of the county school superintendent from a local education service agency to a local education agency.
Removes requirement that district open enrollment policies be filed with the department of education and requires district policies for open enrollment to be posted on the district's website and available to the public upon request.
Reduces the amount of time pupils in grades seven and eight must be enrolled in an instructional program from 1068 hours to at least 1000 hours beginning in fiscal year 2010-2011.
Requires the board of regents, in consultation with the community college districts in Arizona, to develop and implement common equivalencies for specific levels of achievement on advanced placement examinations and international baccalaureate examinations offered in the state's high schools in order to award commensurate postsecondary academic credits at community colleges and public universities in the state.
Repeals the College and Career Readiness Task Force enacted last year. Chapter 332
http://www.azleg.gov/legtext/49leg/2r/bills/hb2725s.pdf
Title: H.B. 2725--Multiple Provisions
Source: http://www.azleg.gov/legtext/49leg/2r/bills/hb2725s.pdf
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| KS | Signed into law 05/2010 | P-12 | Relates to the enrollment in and attendance of pupils that are not residents of a school district, and the providing of transportation for such students; the school district providing the transportation is to notify the local board of education where the pupil resides prior to providing the transportation; under the provisions of the bill and for school finance purposes (except for transportation weighting) the non-resident student would be counted in the district in which the student is enrolled. School districts with territory located in Johnson, Sedgwick, Shawnee or Wyandotte counties are not allowed to exercise the authority granted in this bill; provides such student shall be charged for the costs of attendance. Bill removes the requirement that the State Board of Education review and approve new school building plans and clarifies that the law applies to renovation and resconstruction. Chapter 2010-149
http://www.kslegislature.org/bills/2010/2595.pdf
Title: H.B. 2595
Source: http://www.kslegislature.org
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| WI | Signed into law 05/2010 | P-12 | Requires a nonresident school district that is a union high school district (a district operating only grades 9 to 12) to give preference to pupils who are attending an underlying elementary school district (a district operating only grades Kindergarten to eight) of the nonresident school district under the Open Enrollment Program. (Act No. 303)
http://www.legis.state.wi.us/2009/data/SB-250.pdf
Title: S.B. 250
Source: http://www.legis.state.wi.us
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| WI | Signed into law 05/2010 | P-12 | If a pupil attending the school district under open enrollment (OEP) is habitually truant (absent from school without an acceptable
excuse for part or all of five or more school days during any semester) during either semester in the current school year, the school board may then prohibit the pupil from attending school in the school district under the OEP in the succeeding semester or school year. (Act No. 304)
http://www.legis.state.wi.us/2009/data/SB-342.pdf
Title: S.B. 342
Source: http://www.legis.state.wi.us
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| ME | Signed into law 04/2010 | P-12 | Enables school administrative units to establish and operate innovative, autonomous public schools that meet the requirements of the federal Race to the Top Assessment Program application. A school board may request waivers as necessary to implement an instructional model and associated curriculum that meet the standards of this section for innovation and autonomy. Any resident student in a school administrative unit is eligible to request enrollment in an innovative, autonomous public school. Enrollment may not be limited to a target population of students. A school board shall establish a method for selecting students when requests for enrollment exceed capacity.
An innovative, autonomous public school must demonstrate a system for accountability for student achievement that exceeds, but is not in conflict with, the state's accountability standards and the state's assessment system. http://www.mainelegislature.org/legis/bills/bills_124th/chapters/PUBLIC616.asp
Title: S.B. 706
Source: http://www.mainelegislature.org
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| CA | Signed into law 01/2010 | P-12 | Establishes the Open Enrollment Act. Creates new Sections 48350 and ff. of the Education Code, allowing students attending low-achieving schools to attend public schools in districts other than their district of residence. Provides no district may have more than 10% of its schools on the list of transfer-out schools. Provides that charter schools may not be included on a list of transfer-out schools. Establishes application procedures. Allows a school district of residence or transfer district to prohibit a student's transfer or limit the number of students who transfer if the local board determines such transfer would negatively impact the district's desegregation plan or racial/ethnic balance. Bars districts from adopting any other policies that prevent or discourage students from applying to transfer to another district. Specifies that students transferring districts must be enrolled in a school with a higher Academic Performance Index than the school in which the student was previously enrolled and must be selected through a random, unbiased process. Directs the state superintendent to contract for an independent evaluation of the open enrollment program. Directs the superintendent to provide a final evaluation report to the
Legislature, Governor, and state board on or before October 1, 2014. Pages 1-6 of 7: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf
Title: S.B. 4E - Open Enrollment
Source: www.leginfo.ca.gov
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| MA | Signed into law 01/2010 | P-12 | Directs the department of education to study the possibility of allowing students living outside of the commonwealth who are eligible to attend public schools operating in the same geographic area as a charter school or a regional charter school to be eligible to attend the charter or regional charter school. (Section 14)
http://www.mass.gov/legis/bills/senate/186/st02/st02247.htm
Title: S.B. 2247; (NEW BILL)
Source: http://www.mass.gov
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| Choice of Schools--Choice/Open Enrollment--Research |
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| TX | Adopted 07/2010 | P-12 | Makes various changes to state accountability provisions. Language below primarily from July 23, 2010 Texas Register.
97.1051: Amends definitions. Changes the definition of "campus closure" to remove references to "repurposing," which is now defined in statute.
97.1053: Purpose, updates statutory references in alignment with 2009 H.B. 3.
97.1055: Clarifies the process for assigning accreditation statuses during the period of transition to new H.B. 3 requirements. Adds new language regarding when an accreditation status may be raised or lowered based on the performance of the district or one or more campuses in the district. Also states how the statutory requirements related to a financial solvency review and projected deficit affect accreditation statuses. In addition, the adopted amendment incorporates current agency procedures for completing the asset-to-liability calculation for the purposes of charter financial accountability. Language is added, providing an additional method for districts to meet the notification requirements related to a lowered accreditation status.
97.1057: Accreditation Sanctions. Updates statutory references and adds information regarding the factors the commissioner must consider in determining whether to impose a particular sanction based on resource allocation practices.
97.1059: Standards for All Accreditation Sanction Determinations. Updates statutory references and adds language to reflect statutory requirements regarding the commissioner's obligation to review the performance of a district. Specifically, the commissioner must review at least annually the performance of a district for which the accreditation status has been lowered due to insufficient student performance. The adopted amendment also requires the commissioner to increase sanctions if a lack of improvement is shown unless there is good cause not to do so.
97.1061: Interventions and Sanctions for Campuses. Adds language to align with new statutory requirements related to campuses that satisfy current performance standards under TEC, §39.054(e), but that would not satisfy performance standards if the standards to be used for the following school year were applied to the current school year. Also adds language to align with new statutory requirements for intervening with and sanctioning campuses with performance below any standard under TEC, §39.054(e), including requirements relating to a hearing and a school community partnership team (SCPT). Adds new statutory language that allows the commissioner to accept certain interventions that a campus has implemented under federal accountability requirements in lieu of required state measures if the intervention measures are substantially similar.
97.1063: Campus Intervention Team; Reconstitution. Implements the provisions of HB 3 related to campuses below any standard under TEC, §39.054(e), and the assignment of a campus intervention team (CIT) to those campuses. Defines the duties and responsibilities of the CIT, including responsibilities to conduct a targeted on-site needs assessment relevant to the areas of insufficient performance or, if the commissioner determines necessary, a comprehensive on-site needs assessment. Also outlines requirements related to the development and submission of a school improvement plan (SIP) by a campus and establishes timelines for how long the CIT will be assigned to a campus. Outlines requirements related to the involvement of the board of trustees of a school district in conducting a hearing to notify the public of the insufficient performance of one or more campuses within the district, the improvements expected by the agency for the campus(es), and the intervention measures or sanctions that may be imposed under the subchapter if performance does not improve. Also details requirements related to public posting of the SIP and, as appropriate, modification of the SIP in response to public comment. Further notes that the commissioner may authorize a SIP or updated SIP developed under 19 TAC Chapter 97, Subchapter EE, to supersede the provisions of and satisfy the requirements of developing, reviewing, and revising a campus improvement plan under TEC, Chapter 11, Subchapter F. Also specifies actions that the commissioner may take if the commissioner determines that a campus for which an intervention is ordered is not fully implementing the CIT's recommendations or the SIP or updated SIP.
References and requirements related to the School Leadership Pilot Program are stricken from 19 TAC §97.1063 in alignment with changes in HB 3. Language is added to this section to clarify that, if assigned by the commissioner, a SCPT may supersede the authority of and satisfy the requirements of establishing and maintaining a campus-level planning and decision-making committee under TEC, Chapter 11, Subchapter F. The section title is also changed.
97.1064: Reconstitution, updates and relocates reconstitution requirements that previously were reflected in 19 TAC §97.1063. Continues to state the timelines under which a campus will be ordered to undergo reconstitution and describes the role of the CIT in updating and seeking approval of the SIP. Continues to include language regarding the authority of the CIT to determine which educators may be retained at a reconstituted campus but revises language in accordance with HB 3 to describe circumstances surrounding a CIT's determination related to the retention of the principal at a campus that is undergoing reconstitution. Continues to describe the authority of the commissioner to assign a monitor, conservator, management team, or board of managers to ensure and oversee district and campus-level activities related to required intervention and sanction activities and outlines factors the commissioner must take into consideration when appointing individuals to serve in these roles. References the authority of the commissioner to impose on a district or campus certain other sanctions that are reasonably required and addresses the role of the district in successful campus reconstitution.
97.1065: Campus Closure or Alternative Management. Changes the section title. Implements the provisions of HB 3 related to circumstances under which the commissioner may, or is required to, order certain sanctions for campuses with insufficient performance over multiple years. Specifically, revises the timeline under which the commissioner is required to order a sanction for certain campuses and adds repurposing, in addition to campus closure and alternative management, as one of the sanctions that must be ordered by the commissioner. Also establishes that repurposing, alternative management, or campus closure may be ordered for a multi-year unacceptable campus if students fail to demonstrate substantial improvement in the areas targeted by an updated SIP. Furthermore, establishes that re-purposing, alternative management, or campus closure will be ordered if a campus has been identified as unacceptable for the third, as opposed to second, consecutive year after reconstitution is required to be implemented, thus adding an additional year to the mandatory intervention timeline previously established in statute. Additionally, provides for a one-year waiver of these required sanctions if the commissioner determines that, based on significant improvement over the preceding two school years, the campus is likely to be acceptable in the following year. Also establishes the requirements that must be met before the commissioner can approve a plan for campus repurposing and includes parameters that may be considered by the commissioner when determining whether to order repurposing, alternative management, or campus closure when one of these sanctions is required. Also outlines requirements and procedures for the district to appeal the commissioner's order of repurposing, alternative management, or campus closure and outlines other sanction actions that the commissioner may impose to achieve the purposes outlined in TEC, Chapter 39, and 19 TAC Chapter 97, Subchapter EE.
97.1067: Updates statutory references in alignment with HB 3.
97.1069: Providers of Alternative Campus Management. Updates requirements to align with HB 3 by allowing the commissioner to solicit proposals from qualified for-profit entities to assume alternative management of a campus if a non-profit entity has not responded to the commissioner's request for qualifications.
97.1071: Special Program Performance; Intervention Stages. Updates statutory references in alignment with HB 3.
97.1073: Appointment of Monitor, Conservator, or Board of Managers. Updates statutory references to provide clarity and align with HB 3.
Sections 97.1051 and 97.1055 adopted as published in the July 23, 2010 Texas Register (pp 24-28 of 34): http://www.sos.state.tx.us/texreg/pdf/backview/0723/0723adop.pdf
The amendments to §§97.1053, 97.1057, 97.1059, 97.1063, 97.1065, 97.1067, 97.1069, 97.1071, and 97.1073; the repeal of §97.1061; and new §97.1061 and §97.1064 are adopted as published in the April 23, 2010 Texas Register (pp 18-32 of 98): http://www.sos.state.tx.us/texreg/pdf/backview/0423/0423prop.pdf
Title: 19 TAC 97.1051, 1053, 1055, 1057, 1059, 1061, 1063, 1064, 1065, 1067, 1069, 1071, 1073
Source: www.sos.state.tx.us
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| Choice of Schools--Magnet or Specialized Schools |
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| OK | Signed into law 06/2010 | P-12 | Creates the empowered schools and school districts act. Allows a public school, zone, or district to submit empowerment plans to the state board. Plans must include information such as:
1. A statement of the mission of the school, zone, or district and why designation as an empowered school, zone, or district would enhance the ability of the school, zone, or district to achieve its mission;
2. A description of the innovations the school, zone, or district would implement, which may include, but not be limited to, innovations in school staffing, curriculum and assessment, class scheduling, use of financial and other resources, and faculty recruitment, employment, evaluation, and compensation;
3. A listing of the programs, policies, or operational documents within the school, zone, or district that would be affected by the innovations identified by the school, zone, or district and the manner in which they would be affected.
Details other expectations.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB2330_ENR.RTF
Title: S.B. 2330
Source: http://webserver1.lsb.state.ok.us
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| CT | Signed into law 05/2010 | P-12 | Permits a board of education for a priority school district to, through agreement with the organizations designated or elected as the exclusive representatives of the teachers' and administrators' units, convert an existing public school into an innovation school or establish a new school as an innovation school, for purposes of improving school performance and student achievement; defines "innovation school" and requires innovation schools to operate under an innovation plan; and directs the district superintendent to annually evaluate innovation schools. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 6
Source: http://www.cga.ct.gov
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| TN | Signed into law 05/2010 | P-12 | A resolution directing the Department of Education to study student access to optional schools and programs in Memphis City Schools and the possibility of implementation and expansion of such optional programs to every school within the district. Report is due by 2/1/2011.
http://www.capitol.tn.gov/Bills/106/Bill/HJR0781.pdf
Title: H.J.R. 781
Source: http://www.capitol.tn.gov
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| Choice of Schools--Tax Credits |
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| AZ | Signed into law 05/2010 | P-12 | AN ACT Amending sections 20-224.06, 20-224.07, 43-1183 and 43-1184, Arizona Revised Statutes; amending title 43, Arizona Revised Statutes, by adding chapter 15. Establishes additional oversight and reporting requirements for school tuition organizations (STOs) who receive corporate income tax credit contributions. Requires such organizations to apply for certification from the department of revenue (DOR) and requires the DOR to grant certification if the STO is an Arizona nonprofit corporation with federal 501(c)(3) status. Establishes the criteria for an organization to be eligible for and retain certification. Requires the DOR to send written notification by certified mail to any STO who violates any of the criteria for eligible for and retain certification as well as any STO who (1) fails or refuses to file the required annual reports or (2) encourages, facilitates or knowingly permits taxpayers to engage in statutorily prohibited practices. Allows STOs who receive written notification 90 days to correct the violation and empowers the DOR to terminate certification by removing from the certified list maintained by the DOR any STO not complying within the 90-day period and provide public notice of the termination. Directs the STO to notify donors attempting to contribute their contributions are ineligible for a tax credit and refund any contribution received after the termination date. Permits the STO to request a hearing. Establishes STO reporting requirements.
http://www.azleg.gov/DocumentsForBill.asp?Bill_Number=HB2663&Session_ID=93
Title: H.B. 2663
Source: http://www.azleg.gov/
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| Choice of Schools--Vouchers |
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| PA | Signed into law 11/2010 | P-12 | Not a traditional voucher, but does provide tuition for students to attend school in another district under a tuition arrangement. From the fiscal note: Authorizes tuition for students in small district that are currently under fiscal district to designated districts that accept those students. Receiving school districts will be paid a calculated tuition rate and an additional stipend for two years. The sending district will continue to count those students as part of its average daily membership.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2009&sessInd=0&billBody=S&billTyp=B&billNbr=0441&pn=2281
Title: S.B. 441 - Amending Section 1607
Source: http://www.legis.state.pa.us
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| FL | Signed into law 06/2010 | P-12 | Revises provisions relating to John M. McKay Scholarships for Students with Disabilities Program; authorizes the commissioner of education to deny, suspend, or revoke private school's participation in the scholarship program if owner or operator of such school has operated educational institution in this state or another in manner contrary to health, safety, or welfare of public, etc. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1505er.docx&DocumentType=Bill&BillNumber=1505&Session=2010
Title: H.B. 1505 - Sec. 1
Source: www.myfloridahouse.gov
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| FL | Signed into law 06/2010 | P-12 | Amends the formula for calculating school grades to include end-of-course (EOC) assessments taken by middle school students and middle school student attainment of industry certification. Provides that student performance on statewide assessments determine school grades for purposes of differentiated accountability and Opportunity Scholarship Program eligibility (Sec. 6). Requires that performance of students designated as hospital/homebound be assigned to their home school (Sec. 29).
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011
Title: H.B. 1255 - Sec. 6, 29
Source: http://www.myfloridahouse.gov/
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| GA | Vetoed 06/2010 | P-12 | Revises and clarifies language relating to the organization of schools serving grades 6, 7 and/or 8. Provides that schools serving any of those grades qualify for the middle school program for students. Eliminates provision that for students not performing on grade level, the minimum 5 hours of instruction that middle schools must provide must include remedial academic instruction in English/language arts, reading, math, science or social studies as required to bring such students to grade level performance. Eliminates provision allowing middle schools to submit a waiver request to the state board to schedule a minimum of 4.5 hours of academic instruction (instead of 5), and requiring the state board to grant such a request if the school has achieved an acceptable rating for the preceding year.
Amends provisions related to the scholarship program for K-12 special needs students. Requires specific eligibility notice to be provided to parents of students with a disability each January and April via letter, e-mail and, if the school system utilizes automated telephone calls, by such automated system. Also requires the district to ensure that a student is notified at each IEP meeting. Requires the department to provide scholarship application deadline opportunities on August 1, October 1 and March 1 of each school year for a student to transfer. Requires that quarterly scholarship payments from the department be paid in equal amounts, and that if a student enrolled in the participating school after the school's start date, on or before specified dates for students entering a school during each of four specified quarters. Specifies payment procedures if a quarterly payment date is missed because a student had not been enrolled in a school at least 10 days in the prior quarter.
Bill text: http://www.legis.state.ga.us/legis/2009_10/pdf/hb907.pdf
Governor's veto message: HB 907 was originally intended to allow additional flexibility for management of middle schools, which I support. During the legislative process, however, language from another bill was added which imposes onerous requirements on the Department of Education regarding the Special Needs Voucher, most significant of which was the unqualified requirement to pay such vouchers in four equal quarterly payments. In a budget environment as challenging as this one – an environment in which public schools are being forced to operate on smaller budgets – it is not appropriate to tie administrators' hands and require them to fund vouchers fully as they seek budget flexibility elsewhere during these uncertain economic times. For these reasons, I VETO HB 907. (From http://gov.georgia.gov/00/press/detail/0,2668,78006749_160096907_160291947,00.html)
Title: H.B. 907
Source: www.legis.state.ga.us
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| OK | Signed into law 06/2010 | P-12 | Creates the Lindsey Nicole Henry Scholarships for Students with Disabilities Program. Provide a scholarship to a private school of choice for students with disabilities for whom an individualized education program (IEP) in accordance with the Individuals with Disabilities Education Act (IDEA) has been developed. Scholarships are to be awarded beginning with the 2010-2011 school year. Allows the parent or legal guardian of a public school student with a disability may exercise their parental option and request to have a Lindsey Nicole Henry Scholarship awarded for the child to enroll in and attend a private school.
http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB3393_ENR.RTF
Title: H.B. 3393
Source: http://webserver1.lsb.state.ok.us
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| WI | Signed into law 06/2010 | P-12 | Requires the governing board of every private school participating in the Milwaukee parental choice program to adopt pupil academic standards in mathematics, science, reading and writing, geography and history. Requires a school participating in the Milwaukee parental choice program to administer the state's 4th grade, 8th grade and 10th grade examinations to all students in those grades who are participating in the parental choice program, and to administer to program participants all other examinations in reading, mathematics, and science that are required to be administered to public school pupils under the No Child Left Behind Act of 2001. Provides for exceptions if the state superintendent informs specified legislative leaders by January 2010 that the department will adopt or approve substantially redesigned exams in the 2011-12 school year. Makes provisions related to assessment of English language learners and students with disabilities applicable to private school students participating in the Milwaukee parental choice program. Also requires a governing body of a private school to excuse a student participating in the Milwaukee parental choice program from taking a state assessment.
Requires the governing body of each private school participating in the Milwaukee parental choice program to develop a policy specifying criteria for granting a high school diploma to pupils participating in the choice program. Requires that the criteria include the pupil's academic performance and the recommendations of teachers.
Requires the governing body of each private school participating in the Milwaukee parental choice program to develop criteria for promoting students from grade 4 to 5, and from grade 8 to 9. Requires criteria to include (1) the pupil's score on the state assessments administered in grades 4 and 8, unless the pupil has been excused by the student's parent from taking the exam; (2) the pupil's academic performance; (3) the recommendations of teachers, which must be based solely on the pupil's academic performance; (4) and any other academic criteria specified by the governing body of the private school. Provides that effective September 1, 2010 a student who does not meet the criteria may not be promoted.
Defines "administrator" for purposes of voucher program. Requires all administrators in a participating private school to have at least a bachelor's degree from an accredited postsecondary institution (provides an exception for an administrator of a participating private school that prepares and trains pupils in rabbinical studies). Provides that "Progress records" has the meaning given in s. 118.125 (1) (c). Requires private schools participating in the voucher program to pay a nonrefundable fee set by the department. Adds provision that the amount of the fee must be such that the total fee revenue covers the costs of employing one full-time auditor to evaluate the financial information submitted by the private schools under the program. Increases educational requirements for teachers at private schools participating in the Milwaukee parental choice program (prior legislation required teachers to have at least a high school diploma or equivalent; new provision requires all of the private schools' teachers to have a bachelor's degree from an accredited postsecondary institution). Excludes teachers who teach only courses in rabbinical studies. Provides that if a teacher teaching at a participating private school on July 1, 2010 does not have at least a bachelor's degree and has been teaching at the private school for at least the five consecutive years leading up to July 1, 2010, the teacher may apply to the department for a temporary, nonrenewable waiver provided the teacher is working toward a bachelor's degree. Provides no waiver may extend beyond July 31, 2015.
Defines "preaccreditation" for purposes of voucher program as the review and approval of an educational plan. Requires any private school that is a first-time participant in the Milwaukee parental choice program on the effective date of this Act and that is not accredited to obtain preaccreditation from the Institute for the Transformation of Learning at Marquette University by August 1 of the school year in which the private school intends to participate in the program. Specifies that a private school that has obtained preaccreditation is not required to obtain accreditation. Removes the Institute for the Transformation of Learning at Marquette University as a private school accreditor for purposes of the Milwaukee parental choice program. Provides that a private school accredited by any of specified accrediting bodies is not required to obtain preaccreditation from the Institute for the Transformation of Learning at Marquette University as a prerequisite to providing instruction in additional grades or in an additional or new school.
Adds that any private school participating in the Milwaukee parental choice program must provide at least 1,050 hours of direct pupil instruction in grades 1-6 and at least 1,137 hours of direct pupil instruction in grades 7-12. Existing law provides that no more than 22,500 pupils may participate in the Milwaukee parental choice program. New provision adds that if the number of pupils being served falls below 22,500, the state superintendent must issue an order notifying participating private schools that they may begin accepting additional pupils. Defines pupils who must be considered 1st priority, 2nd priority, etc. when private schools are accepting additional pupils to reach the 22,500-pupil threshold.
Amends provisions relating to the pupil application process to require a private school that rejects an application to include in the rejection notice the reason for the rejection. Adds that a private school may reject an applicant only if it has reached its maximum general capacity or seating capacity. Amends processes for reimbursing parents of participating pupils only for the 2009-10 and 2010-11 school years. Adds provision to address paying local districts for pupils in participating private schools that close after the beginning of the school year. Requires all participating private schools to provide to all pupils and their parents specified information on the school's policies, for-profit or nonprofit status, names of private school contacts and names of members of the school's governing body or shareholders (if applicable). Requires participating private schools to annually report to the department of education specified information on pupil enrollments in the previous year, data on pupil progression from grades 4-5 and grades 8-9, and on graduation for the previous 5 years, scores on all standardized tests (to the extent permitted by federal law), and a copy of the academic standards adopted by the school. Provides that this information provided to the department must be made available to any pupil or parent upon request.
Additionally requires participating private schools to: (1) Administer a department-developed reading test to all 3rd graders attending the private school through the Milwaukee parental choice program; (2) Adopt specified academic standards; (3) Develop a written policy governing visitors and visits to the private school; (4) Ensure that any teacher's aide has a high school diploma or the equivalent; (5) Annually schedule two meetings to allow parents of pupils attending or applying to attend the school to meet with members of the school's governing board and provide all parents at least 30 days written notice of this meeting; (6) Maintain progress records for each pupil attending the private school through the program, and keep these records for at least 5 years after the pupil ceases to attend the school; (7) Upon request, provide a pupil or the pupil's parent with a copy of the pupil's progress records; (8) Provide for the transfer of all participating pupils' progress records should the school cease operations as a private school; (9) Ensure that an accrediting agency reports to the department on the school's compliance with specified components. Requires pupils participating in the Milwaukee parental choice program to participate in the state assessment system beginning in the 2010-11 school year.
Permits the state superintendent to issue an order barring a private school from participating in the program if he/she determines that a private school has failed to pay the aforementioned nonrefundable fee to the department, has failed to provide specified information to parents of participating students or to the department, or committed other specified violations.
Pages 469-476 of 692: http://www.legis.state.wi.us/2009/data/acts/09Act28.pdf
Title: A.B. 75
Source: www.legis.state.wi.us
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| VT | to governor 05/2010 | P-12 | The first part of this bill relates to incentives for voluntary school district merger, virtual merger, and supervisory union duties. The second part directs the commissioner of education to request the Regional Education Laboratory Northeast and Islands (REL-NEI) to research, analyze and, on or before January 15, 2011, report to the senate and house committees on education, the senate committee on finance, and the house committee on ways and means regarding the fiscal impacts on the education fund, the general fund, property tax rates, and school budgets as well as the effects on educational outcomes if the state were to make tuition vouchers available to all Vermont students.
http://www.leg.state.vt.us/docs/2010/bills/Passed/H-066.pdf
Title: H.B. 66 - Two Sections
Source: http://www.leg.state.vt.us
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| GA | Adopted 01/2010 | P-12 | New Rule 160-5-1-.34 has been adopted, governing the Georgia Special Needs Scholarship Program. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-5-1-.34.pdf
Title: 160-5-1-.34
Source: www.doe.k12.ga.us
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| Civic Education |
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| AZ | Signed into law 05/2010 | Postsec. | AN ACT requiring universities and community colleges to adopt a plan to increase student voter registration and voting in elections.
http://www.azleg.gov/FormatDocument.asp?inDoc=/legtext/49leg/2r/summary/s.2668ed_revised.doc.htm
Title: H.B. 2668
Source: http://www.azleg.gov/
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| NY | Signed into law 05/2010 | P-12 | Permits students age 17 and older, with parental consent, to serve as election inspectors or poll clerks at elections. Requires that such students, if so serving while school is in session, be recorded as in attendance. http://assembly.state.ny.us/leg/?default_fld=&bn=A04467&Summary=Y&Text=Y
Title: A.B. 4467
Source: assembly.state.ny.us
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| HI | Adopted 04/2010 | P-12 | Requesting the board of education to adopt a policy for the integration of a pedagogy of aloha (the Hawaiian cultural principle that entails the love of self, family and the wider community) in public schools for improved learning in the 21st century. http://www.capitol.hawaii.gov/session2010/Bills/HCR167_HD1_.HTM
Title: H.C.R. 167-10
Source: www.capitol.hawaii.gov
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| TN | Signed into law 04/2010 | P-12 | As enacted, urges civics class be taught in high school.
http://www.capitol.tn.gov/Bills/106/Bill/SB3432.pdf
Title: S.B. 3432
Source: http://www.capitol.tn.gov
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| VA | Signed into law 03/2010 | P-12 | Requires the Board of Education to promulgate regulations to require all education preparation programs for teachers in history and social sciences, elementary education pre K-6, and middle education 6-8 to include local government and civics instruction specific to the state; relates to teachers seeking renewal of a license with an endorsement in history and social sciences.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB715ER+pdf
Title: S.B. 715
Source: http://leg1.state.va.us
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| VA | Issued 03/2010 | P-12
Postsec.
Community College | Establishes Governor's Advisory Board on Volunteerism and National Service. The Board will comply with the provisions of the National and Community Services Trust Act of 1993 and to advise the Governor and Cabinet Secretaries on matters related to promotion and development of national service in the Commonwealth of Virginia. Board duties include:
1. Advising the Governor, the Secretaries of Health and Human Resources, Education, Natural Resources, the Assistant to the Governor for Commonwealth Preparedness, the Commissioner of the Department of Social Services, on national and community service programs in Virginia and on fulfilling the responsibilities and duties prescribed by the federal Corporation for National Service.
2. To advise the Governor, the Secretaries of Health and Human Resources, Education, Natural Resources, the Assistant to the Governor for Commonwealth Preparedness, the Commissioner of the Department of Social Services, and other appropriate officials, on the development, implementation, and evaluation of Virginia's Unified State Plan that outlines strategies for supporting and expanding national and community service throughout the Commonwealth.
3. To promote the expansion of AmeriCorps programs to meet Virginia's most pressing human, educational, environmental, and public safety needs.
http://www.governor.virginia.gov/issues/executiveorders/2010/EO-20.cfm
Title: E.O. 20
Source: www.governor.virginia.gov
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| Civic Education--Character Education |
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| AZ | Signed into law 05/2010 | Postsec. | AN ACT requiring universities and community colleges to adopt a plan to increase student voter registration and voting in elections.
http://www.azleg.gov/FormatDocument.asp?inDoc=/legtext/49leg/2r/summary/s.2668ed_revised.doc.htm
Title: H.B. 2668
Source: http://www.azleg.gov/
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| NY | Signed into law 05/2010 | P-12 | Permits students age 17 and older, with parental consent, to serve as election inspectors or poll clerks at elections. Requires that such students, if so serving while school is in session, be recorded as in attendance. http://assembly.state.ny.us/leg/?default_fld=&bn=A04467&Summary=Y&Text=Y
Title: A.B. 4467
Source: assembly.state.ny.us
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| HI | Adopted 04/2010 | P-12 | Requesting the board of education to adopt a policy for the integration of a pedagogy of aloha (the Hawaiian cultural principle that entails the love of self, family and the wider community) in public schools for improved learning in the 21st century. http://www.capitol.hawaii.gov/session2010/Bills/HCR167_HD1_.HTM
Title: H.C.R. 167-10
Source: www.capitol.hawaii.gov
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| TN | Signed into law 04/2010 | P-12 | As enacted, urges civics class be taught in high school.
http://www.capitol.tn.gov/Bills/106/Bill/SB3432.pdf
Title: S.B. 3432
Source: http://www.capitol.tn.gov
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| VA | Signed into law 03/2010 | P-12 | Requires the Board of Education to promulgate regulations to require all education preparation programs for teachers in history and social sciences, elementary education pre K-6, and middle education 6-8 to include local government and civics instruction specific to the state; relates to teachers seeking renewal of a license with an endorsement in history and social sciences.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB715ER+pdf
Title: S.B. 715
Source: http://leg1.state.va.us
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| VA | Issued 03/2010 | P-12
Postsec.
Community College | Establishes Governor's Advisory Board on Volunteerism and National Service. The Board will comply with the provisions of the National and Community Services Trust Act of 1993 and to advise the Governor and Cabinet Secretaries on matters related to promotion and development of national service in the Commonwealth of Virginia. Board duties include:
1. Advising the Governor, the Secretaries of Health and Human Resources, Education, Natural Resources, the Assistant to the Governor for Commonwealth Preparedness, the Commissioner of the Department of Social Services, on national and community service programs in Virginia and on fulfilling the responsibilities and duties prescribed by the federal Corporation for National Service.
2. To advise the Governor, the Secretaries of Health and Human Resources, Education, Natural Resources, the Assistant to the Governor for Commonwealth Preparedness, the Commissioner of the Department of Social Services, and other appropriate officials, on the development, implementation, and evaluation of Virginia's Unified State Plan that outlines strategies for supporting and expanding national and community service throughout the Commonwealth.
3. To promote the expansion of AmeriCorps programs to meet Virginia's most pressing human, educational, environmental, and public safety needs.
http://www.governor.virginia.gov/issues/executiveorders/2010/EO-20.cfm
Title: E.O. 20
Source: www.governor.virginia.gov
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| Civic Education--Civic Knowledge and Literacy |
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| GA | Vetoed 06/2010 | P-12
Postsec. | Requires all K-12 schools and colleges/universities receiving state funds to hold an educational program on the governing principles of the U.S. Constitution on or around September 17 each year for the students served by the school, college or university.
Bill text (pages 1-2 and 6 of 6): http://www.legis.state.ga.us/legis/2009_10/pdf/sb239.pdf
Governor's veto message: SB 239 ensures that families moving from one school district to another register their children for school in a timely manner. Unfortunately, the language of a floor amendment seeking to safeguard homeschooling families instead accomplished the opposite; as written, the bill would actually require homeschooling families to enroll their children in a public or private school upon moving to a new school district. Because of this unintended consequence, I VETO SB 239. From http://gov.georgia.gov/00/press/detail/0,2668,78006749_160096907_160291947,00.html
Title: S.B. 239 - Section 1 and 3
Source: www.legis.state.ga.us
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| Civic Education--Pledge of Allegiance |
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| GA | Signed into law 05/2010 | P-12 | Requires study of the pledge of allegiance to the U.S. and Georgia flag as a part of the required studies regarding American institutions and ideals. http://www.legis.state.ga.us/legis/2009_10/pdf/sb518.pdf
Title: S.B. 518
Source: www.legis.state.ga.us
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| Class Size |
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| FL | Rejected by voters 11/2010 | P-12 | Proposed amendment to the constitution to revise class size requirements for public schools as follows: (1) For grades Pre-kindergarten through 3, the maximum number of students assigned to each teacher in an individual classroom must not exceed 21; (2) For grades 4 through 8, the maximum number of students assigned to each teacher in an individual classroom must not exceed 27; and (3) For grades 9 through 12, the maximum number of students assigned to each teacher in an individual classroom must not exceed 30.
http://www.flsenate.gov/data/session/2010/Senate/bills/billtext/pdf/s0002.pdf
Title: Constitutional Amendment 8; SJR 2
Source: http://www.flsenate.gov
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| FL | Signed into law 06/2010 | P-12 | Section 11 - Requires each local school board, before adoption of the district school budget for 2010-2011, to hold public hearings and provide information to parents on the district's website, and through any other means by which the district provides information to parents and the public, on the district's strategies to meet maximum class size requirements; While the bill provides penalties for lack of compliance with Florida's class size requirements, a district may get relief from the penalties by submitting a school board-certified plan by February 15 that indicates the planned actions necessary to achieve full compliance with class size requirements for the following year.
Section 12 - Effective upon approval by the electors of Senate Joint Resolution 2 in the 2010 General Election and retroactive to the beginning of the 2010-2011 school year the average number of students at the school level may not exceed the following limits:
- Pre-K through 3rd Grade - 18 students
- 4th Grade through 8th Grade - 22 students
- 9th Grade through 12th Grade - 25 students
The bill also provides flexibility to allow some class sizes to increase, as long as the school-wide average remains in compliance with the current restrictions.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h5101er.docx&DocumentType=Bill&BillNumber=5101&Session=2010
Title: H.B. 5101
Source: http://www.myfloridahouse.gov
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| FL | Signed into law 05/2010 | P-12 | Proposes a constitutional amendment to go before voters in November 2010; revises the maximum class size requirements; beginning with the 2010-2011 school year, the maximum number of students who may be assigned to a teacher (while not exceeding the school level average) as follows: (1) 21 students in grades preK-3; (2) 27 students in grades 4-8; and (3) 30 students in grades 9-12. The class size requirements do not apply to virtual classes. http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0002er.html&Directory=session/2010/Senate/bills/billtext/html/
Title: SJR 2
Source: http://www.flsenate.gov
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| GA | Signed into law 05/2010 | P-12 | From bill summary: Temporarily waives certain expenditure controls relating to funds earned for direct instructional costs, media center costs, staff and professional development costs, and additional days of instruction. Temporarily provides for system average maximum class sizes in grades K-8. Provides for blanket waivers or variances of class size requirements.
http://www.legis.state.ga.us/legis/2009_10/pdf/hb908.pdf
Title: H.B. 908
Source: www.legis.state.ga.us
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| WI | Signed into law 05/2010 | P-12 | Previous law allowed an eligible school board that has entered into a five-year renewable student achievement guarantee (SAGE) contract with the Department of Public Instruction (DPI) to reduce class size to 15 pupils in grades Kindergarten to three in schools with specified low-income enrollment to receive $2,250 for each low-income pupil enrolled in grades eligible for SAGE funding. DPI has not been authorized to enter into new SAGE contracts after June 30, 2001, but DPI has entered into five-year renewal contracts if certain conditions are met. DPI has been permitted to waive requirements of the SAGE program under these contracts.
This bill permits the school board of an eligible school district to enter into a five-year SAGE contract with DPI in the 2010-11 school year on behalf of one or more schools if all of the following apply:
- In the previous school year, each school had an enrollment that was at least 30% low income.
- The school board is not receiving a grant under the Preschool to Grade 5 Program on behalf of any of the schools.
- None of the schools is a beneficiary of a SAGE contract.
Under the Act, for contracts that begin in the 2010 school year, the contract must require the school board to reduce class size to 18 in each participating school in the following manner:In the 2010-11 school year, in at least grades Kindergarten and one; in the 2011-12 school year, in at least grades Kindergarten to two; in the 2012-13 to 2014-15 school years, in at least grades Kindergarten to three. DPI must pay to each school district that has entered into a SAGE contract $2,250 multiplied by the number of low-income
pupils enrolled in grades eligible for funding in each school in the school district that is covered by a contract entered into in the 2010-11 school year and by renewals of SAGE contracts.
http://www.legis.state.wi.us/2009/data/AB-808.pdf
Title: A.B. 808
Source: http://www.legis.state.wi.us
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| UT | Signed into law 03/2010 | P-12 | Modifies the state superintendent's annual report of the public school system by: (1) requiring reporting of data on average class sizes calculated in accordance with state board of education rule; (2) modifying the reporting of pupil-teacher ratios and (3) deleting the reporting of pupil-adult ratios. Rewrites statutory language on method for calculating school and district pupil-teacher ratios in the state superintendent's annual report. Requires data on pupil-teacher ratios to additionally be reported by district, and by state-level aggregate for charter schools and public schools. Requires the section of the state superintendent's annual report dealing with pupil-teacher ratios to indicate the Web site where pupil-teacher ratios for each school in the state may be accessed. Requires data on charter school funding, including state allocations and local expenditures, to be included in the state superintendent's annual report.
Specifies how average class size at the elementary and secondary school levels must be reported. Requires that special education classes and online classes be excluded when determining average class sizes at the elementary and secondary school levels. http://le.utah.gov/~2010/bills/sbillenr/sb0056.pdf
Title: S.B. 56
Source: le.utah.gov
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| NV | Signed into law 02/2010 | P-12 | Revises provisions governing class-size reduction to allow school districts flexibility in addressing budget shortfalls; allows a school district to elect to increase class size by not more than a specified number of pupils to achieve specified ratios in specified grades; establishes requirements for the use of moneys that would have otherwise been expended by the school district electing to increase class sizes in such a manner.
http://www.leg.state.nv.us/26th2010Special/Bills/AB/AB4_EN.pdf
Title: A.B. 4B
Source: http://www.leg.state.nv.us
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| Curriculum |
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| MI | Signed into law 12/2010 | P-12 | Directs the state department of education develop or adopt, and make available to schools, one or more model programs for gun safety instruction for elementary school pupils; Requires the model program to adopt or be based on the "Eddie Eagle" gunsafe accident prevention program developed by the national rifle association; Encourages each school district and public school academy to adopt and implement the model gun safety instruction program developed in at least grade 3 beginning in the 2011-2012 school year.
http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2010-PA-0367.htm
Title: S.B. 1402
Source: http://www.legislature.mi.gov
| |
| PA | Veto overridden: legislature has overridden governor's veto 11/2010 | P-12 | This section requires the Secretary of Education to establish state standards for business, computer and information technology courses within 18 months.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2009&sessInd=0&billBody=H&billTyp=B&billNbr=0101&pn=4389
Title: H.B. 101- Section 1552
Source: http://www.legis.state.pa.us
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| AZ | Signed into law 05/2010 | P-12 | Prohibits a school district or charter school from including courses or classes that either promote the overthrow of the United States government or promote resentment toward a race or class of people. Specifies that the act cannot be construed to restrict or prohibit: courses or classes for Native American pupils that are required to comply with federal law; the grouping of pupils according to academic performance, including capability in the English language that may result in a disparate impact by ethnicity; courses or classes that include the history of any ethnic group and that are open to all students, unless the course or class violates this act; courses or classes that include the discussion of controversial aspects of history; and the instruction of the Holocaust, any other instance of genocide, or the historical oppression of any particular group of people based on ethnicity, race, or class. Chapter 311
Title: H.B. 2281
Source: Lexis-Nexis/StateNet
| |
| AZ | Signed into law 05/2010 | P-12 | Establishes the course's worth at one credit. Includes competently discharging a firearm at one or more targets to demonstrate marksmanship in the course requirements. Requires qualified instructors to hold current firearms safety instruction certification from a listed organization. Defines "firearm". Chapter 332
http://www.azleg.gov/legtext/49leg/2r/bills/hb2725s.pdf
Title: H.B. 2725--Multiple Provisions
Source: http://www.azleg.gov
| |
| FL | Signed into law 05/2010 | P-12 | Civics Education [SPSC]; Designates act "Justice Sandra Day O'Connor Civics Education Act"; provides requirement that reading portion of language arts curriculum include civics education content for all grade levels; provides requirements for civics education course that student must successfully complete for middle grades promotion; requires administration of end-of-course assessment in civics education as field test at middle school level,etc. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h0105er.docx&DocumentType=Bill&BillNumber=0105&Session=2010
Title: H.B. 105
Source: http://www.myfloridahouse.gov
| |
| MD | Signed into law 05/2010 | P-12 | Establishes the Task Force to Explore the Incorporation of the Principles of Universal Design (i.e., an approach to education curriculum design in which curriculum is intentionally and systemically designed from the beginning to address students' individual differences; specifically recommends the use of flexible instruction materials, techniques, and strategies) for Learning into the education systems in Maryland; provides for the membership, purposes, and staffing of the Task Force. http://mlis.state.md.us/2010rs/chapters_noln/Ch_305_sb0467E.pdf
Title: S.B. 467
Source: http://mlis.state.md.us
| |
| OK | Signed into law 05/2010 | P-12 | Authorizes districts to offer an elective high school course on the Hebrew Scriptures (Old Testament) and its impact and an elective course on the New Testament and its impact; or an elective course that teaches students knowledge of biblical content, characters, poetry, and narratives that are prerequisites to understanding contemporary society and culture, including literature, art, music, mores, oratory, and public policy; and familiarizes students with the content, history of, literary style and influence of Hebrew Scriptures or New Testament. Requires that the Bible be the primary text of the course, although it may be supplemented with additional resources.
http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB2321_ENR.RTF
Title: H.B. 2321
Source: http://webserver1.lsb.state.ok.us
| |
| OH | Signed into law 03/2010 | P-12 | Creates the teen driver education license plate fund in the state treasury, from applicants who obtain teen driver education license plates. Directs the department of public safety to use the money in the fund to fund the rental, lease or purchase of the simulated driving curriculum of the Michelle's leading star foundation by local boards of education. Directs the department of public safety to adopt rules establishing a process for distributing money in the fund to those boards. http://www.legislature.state.oh.us/bills.cfm?ID=128_HB_27
Title: H.B. 27
Source: www.legislature.state.oh.us
| |
| UT | Signed into law 03/2010 | P-12
Postsec. | Section 1: Directs the state board, by December 31, 2010, to review mandates provided for in administrative rule, to determine whether some could be waived to remove funding pressures on public schools temporarily.
Sections 2-4: Eliminates the requirement to administer criterion-referenced tests to students in grade 2. Directs the state board, before the October 2010 Education Interim Committee meeting, to present its plan for a pilot program for the 2010-11 and 2011-12 school years to (1) replace the 10th-grade basic skills competency test with computer adaptive testing of basic skills, and (2) administer the ACT exam to high school students. Directs the state board to implement such a pilot program during the 2010-11 and 2011-12 school years. Exempts districts and charter schools from administering the 10th-grade basic skills competency test during the the 2010-11 and 2011-12 school years. Directs the state board to re-direct the money saved by not administering the 10th-grade basic skills competency test to fund implementation of the pilot program during the 2010-11 and 2011-12 fiscal years. Exempts a student from the 10th-grade basic skills competency test requirement if the student was in 10th grade in the 2008-09 or 2009-10 school years and did not pass the competency test (10th-grade basic skills competency test functions as exit exam unless certain waivers apply).
Section 5: Exempts local boards from the requirement to develop and administer activity disclosure statements for high school-level extracurricular activities (as called for in Section 53A-3-420) until the 2012-13 school year.
Section 6: Exempts the state board, until the 2012-13 school year, from the requirements called for in Section 53A-3-602.5 to annually (1) develop a school performance report for schools, districts and charter schools, and (2) collect and electronically report specified performance data for schools, districts and charter schools.
Section 7: Exempts a school district from certain requirements related to the disposal of textbooks until the 2012-13 school year.
Section 8: Until the 2012-13 school year, releases districts from the requirement in Section 53A-13-107 that an annual presentation on adoption be given to students in grades 7-12.
Section 9: Until the 2012-13 school year, releases districts from the requirement in Section 53A-14-107 regarding alignment of primary instructional materials aligned with the core curriculum adopted under Section 53A-1-402.
http://le.utah.gov/~2010/bills/hbillenr/hb0166.pdf
Title: H.B. 166
Source: le.utah.gov
| |
| VA | Signed into law 03/2010 | P-12 | Establishes the Open Education Curriculum Board. Provides that the board may offer financial incentives to encourage individuals to submit educational materials to the Consortium; provides that certain content may be licensed or sold for a reasonable fee, provided the cost does not exceed the cost of comparable commercial products.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB241ER+pdf
Title: S.B. 241
Source: http://leg1.state.va.us/
| |
| VA | Signed into law 03/2010 | P-12 | Allows local school boards to offer firearm safety education programs in the elementary grades; requires that program objectives incorporate, among other principles of firearm safety, accident prevention and the rules of the National Rifle Association's Eddie Eagle Gunsafe Program and comply with curriculum guidelines.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+CHAP0859+pdf
Title: H.B. 1217
Source: http://leg1.state.va.us
| |
| SD | Signed into law 02/2010 | P-12 | Requires the Department of Education to develop a framework for entrepreneurship education for use at middle and high school levels.
http://legis.state.sd.us/sessions/2010/Bills/HB1152ENR.pdf
Title: H.B. 1152
Source: http://legis.state.sd.us
| |
| VA | Signed into law 02/2010 | P-12 | Repeals the requirement for economics education and financial literacy instruction in middle and high schools.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+HB196ER+pdf
Title: H.B. 196
Source: http://leg1.state.va.us
| |
| WI | Signed into law 02/2010 | P-12 | Act 114 requires school boards to award a science credit to a pupil for each agriculture course the pupil successfully completes in the high school grades if the Department of Public Instruction (DPI) has determined that the course qualifies as science, according to criteria established by DPI.
http://www.legis.state.wi.us/2009/data/AB-236.pdf
Title: A.B. 236
Source: http://www.legis.state.wi.us
| |
| WI | Signed into law 02/2010 | P-12 | The purpose of the statute on instruction in human growth and development instruction is to encourage all school boards to ensure that pupils in their districts are provided ageappropriate instruction in human growth and development. The Act provides that the instruction should
support and enhance communication between pupils and their parents and provide pupils with the knowledge, skills, and support necessary to make healthy decisions now and throughout their lifetimes and to make responsible decisions about sexual behavior. The Act defines "age-appropriate" as suitable to a particular age group of pupils based on the developing cognitive and emotional capacity of and behaviors typical for the age group. a school board that elects not to provide an instructional program in human growth and development must, by September 30 of each school year, send home to the parent or guardian of each pupil enrolled in the school district a notice that includes all of the following:
-- A statement that the school board is encouraged by state statute to provide instruction in human growth and development in grades kindergarten to 12.
-- The subjects of instruction required if the school board were to provide instruction in human
growth and development.
-- A statement that the school board is not providing any instruction in human growth and
development to pupils enrolled in the school district.
Eliminates the prohibition on volunteer health care providers providing instruction on human sexuality, reproduction, family planning, HIV and AIDS, prenatal development, childbirth, adoption, available prenatal and postnatal support, and male and female responsibility in a school.
Link to Act memo: http://www.legis.state.wi.us/2009/data/lc_act/act134-ab458.pdf. To full text: http://www.legis.state.wi.us/2009/data/AB-458.pdf
Title: A.B. 458
Source: http://www.legis.state.wi.us
| |
| Curriculum--Alignment |
| |
| UT | Signed into law 03/2010 | P-12
Postsec. | Section 1: Directs the state board, by December 31, 2010, to review mandates provided for in administrative rule, to determine whether some could be waived to remove funding pressures on public schools temporarily.
Sections 2-4: Eliminates the requirement to administer criterion-referenced tests to students in grade 2. Directs the state board, before the October 2010 Education Interim Committee meeting, to present its plan for a pilot program for the 2010-11 and 2011-12 school years to (1) replace the 10th-grade basic skills competency test with computer adaptive testing of basic skills, and (2) administer the ACT exam to high school students. Directs the state board to implement such a pilot program during the 2010-11 and 2011-12 school years. Exempts districts and charter schools from administering the 10th-grade basic skills competency test during the the 2010-11 and 2011-12 school years. Directs the state board to re-direct the money saved by not administering the 10th-grade basic skills competency test to fund implementation of the pilot program during the 2010-11 and 2011-12 fiscal years. Exempts a student from the 10th-grade basic skills competency test requirement if the student was in 10th grade in the 2008-09 or 2009-10 school years and did not pass the competency test (10th-grade basic skills competency test functions as exit exam unless certain waivers apply).
Section 5: Exempts local boards from the requirement to develop and administer activity disclosure statements for high school-level extracurricular activities (as called for in Section 53A-3-420) until the 2012-13 school year.
Section 6: Exempts the state board, until the 2012-13 school year, from the requirements called for in Section 53A-3-602.5 to annually (1) develop a school performance report for schools, districts and charter schools, and (2) collect and electronically report specified performance data for schools, districts and charter schools.
Section 7: Exempts a school district from certain requirements related to the disposal of textbooks until the 2012-13 school year.
Section 8: Until the 2012-13 school year, releases districts from the requirement in Section 53A-13-107 that an annual presentation on adoption be given to students in grades 7-12.
Section 9: Until the 2012-13 school year, releases districts from the requirement in Section 53A-14-107 regarding alignment of primary instructional materials aligned with the core curriculum adopted under Section 53A-1-402.
http://le.utah.gov/~2010/bills/hbillenr/hb0166.pdf
Title: H.B. 166
Source: le.utah.gov
| |
| Curriculum--Arts Education |
| |
| NC | Signed into law 07/2010 | P-12 | Directs the state board of education to appoint a task force of members from the Department of Public Instruction and the Department of Cultural Resources to create a Comprehensive Arts Education Development plan for the public schools. The task force must specifically consider policies to implement arts education in the public schools, including: (1) an arts requirement in grades K-5, (2) availability of all four arts disciplines in grades 6-8, with students required to take at least one arts discipline each school year, and (3) availability of electives in the arts at the high school level. The task force must further consider a high school graduation requirement in the arts and the further development of the A+ Schools Program. http://www.ncga.state.nc.us/Sessions/2009/Bills/Senate/PDF/S66v5.pdf
Title: S.B. 66
Source: http://www.ncga.state.nc.us
| |
| CO | Signed into law 05/2010 | P-12
Postsec.
Community College | Amends several provisions of the Preschool to Postsecondary Education Alignment Act to specifically incorporate visual arts and performing arts education into the standards, assessments, and postsecondary and workforce readiness program that the state board of education and local education providers adopt.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/177FD55E4CCFB7F6872576B00057D6E7?open&file=1273_enr.pdf
Title: H.B. 1273
Source: http://www.leg.state.co.us
| |
| WI | Signed into law 03/2010 | P-12 | Relates to a property tax exemption for certain nonprofit community theaters that have a specified seating capacity and include facilities used for arts education.
http://www.legis.state.wi.us/2009/data/AB-375.pdf
Title: A.B. 375
Source: http://www.legis.state.wi.us
| |
| Curriculum--Censorship |
| |
| CA | Signed into law 08/2010 | P-12 | Makes clear that provisions protecting public school students' right to freedom of speech and of the press are also applicable to charter school students. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0401-0450/sb_438_bill_20100817_chaptered.pdf
Title: S.B. 438
Source: www.leginfo.ca.gov
| |
| Curriculum--Drivers Education |
| |
| MA | Signed into law 08/2010 | P-12 | An Act relative to assuring that motorcyclists between the ages of 16 and 18 are provided with adequate education relative to the proper safety and operation of a motorcycle.
http://www.mass.gov/legis/bills/senate/186/st02pdf/st02344.pdf
Title: S.B. 2344
Source: http://www.mass.gov/
| |
| NH | Signed into law 06/2010 | P-12 | Authorizes the department of safety to deny a driver education school application for failing to submit fingerprints. This bill also requires applicants to notify the director of the division of motor vehicles of certain arrests and convictions.
http://www.gencourt.state.nh.us/legislation/2010/SB0477.html
Title: S.B. 477
Source: http://www.gencourt.state.nh.us
| |
| OH | Signed into law 03/2010 | P-12 | Creates the teen driver education license plate fund in the state treasury, from applicants who obtain teen driver education license plates. Directs the department of public safety to use the money in the fund to fund the rental, lease or purchase of the simulated driving curriculum of the Michelle's leading star foundation by local boards of education. Directs the department of public safety to adopt rules establishing a process for distributing money in the fund to those boards. http://www.legislature.state.oh.us/bills.cfm?ID=128_HB_27
Title: H.B. 27
Source: www.legislature.state.oh.us
| |
| Curriculum--Excusal |
| |
| NY | Signed into law 08/2010 | P-12 | Requires local boards to develop a policy to give all students enrolled in a course that includes animal dissection reasonable notice of their rights to complete an alternative project approved by the student's teacher. Requires such notice to be distributed to parents and students enrolled in the course at the beginning of the school year.
http://assembly.state.ny.us/leg/?default_fld=%0D%0A&bn=a3467&Summary=Y&Actions=Y&Text=Y
Title: A.B. 3467
Source: assembly.state.ny.us
| |
| Curriculum--Family Living Education |
| |
| KY | Signed into law 04/2010 | P-12 | Encourages high schools to include a segment on prevention of pediatric abusive head trauma during a student's final year of study. Provides this segment should also suggest methods of calming crying infants, techniques for caregivers to use to calm themselves when confronted with an infant that is crying inconsolably, and a discussion on selecting responsible care providers for infant children.
Requires all employees and owners of a child-care center and family child-care providers to complete 1.5 hours of continuing education every five years on recognition and prevention of pediatric abusive head trauma.
http://www.lrc.ky.gov/record/10RS/HB285/bill.doc
Title: H.B. 285
Source: www.lrc.ky.gov
| |
| UT | Signed into law 03/2010 | P-12
Postsec. | Section 1: Directs the state board, by December 31, 2010, to review mandates provided for in administrative rule, to determine whether some could be waived to remove funding pressures on public schools temporarily.
Sections 2-4: Eliminates the requirement to administer criterion-referenced tests to students in grade 2. Directs the state board, before the October 2010 Education Interim Committee meeting, to present its plan for a pilot program for the 2010-11 and 2011-12 school years to (1) replace the 10th-grade basic skills competency test with computer adaptive testing of basic skills, and (2) administer the ACT exam to high school students. Directs the state board to implement such a pilot program during the 2010-11 and 2011-12 school years. Exempts districts and charter schools from administering the 10th-grade basic skills competency test during the the 2010-11 and 2011-12 school years. Directs the state board to re-direct the money saved by not administering the 10th-grade basic skills competency test to fund implementation of the pilot program during the 2010-11 and 2011-12 fiscal years. Exempts a student from the 10th-grade basic skills competency test requirement if the student was in 10th grade in the 2008-09 or 2009-10 school years and did not pass the competency test (10th-grade basic skills competency test functions as exit exam unless certain waivers apply).
Section 5: Exempts local boards from the requirement to develop and administer activity disclosure statements for high school-level extracurricular activities (as called for in Section 53A-3-420) until the 2012-13 school year.
Section 6: Exempts the state board, until the 2012-13 school year, from the requirements called for in Section 53A-3-602.5 to annually (1) develop a school performance report for schools, districts and charter schools, and (2) collect and electronically report specified performance data for schools, districts and charter schools.
Section 7: Exempts a school district from certain requirements related to the disposal of textbooks until the 2012-13 school year.
Section 8: Until the 2012-13 school year, releases districts from the requirement in Section 53A-13-107 that an annual presentation on adoption be given to students in grades 7-12.
Section 9: Until the 2012-13 school year, releases districts from the requirement in Section 53A-14-107 regarding alignment of primary instructional materials aligned with the core curriculum adopted under Section 53A-1-402.
http://le.utah.gov/~2010/bills/hbillenr/hb0166.pdf
Title: H.B. 166
Source: le.utah.gov
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| PA | Veto overridden: legislature has overridden governor's veto 11/2010 | P-12 | Requires the state department of education to establish and maintain a clearinghouse of information on ecnomic education and personal financial literacy materials, identify and recognize exemplary programs, and to provide these materials to schools through the department's Website. Also requires the department to convene a task force to assess economic education trends and needs, consider expenditure of funds and make recommendations.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2009&sessInd=0&billBody=H&billTyp=B&billNbr=0101&pn=4389
Title: H.B. 101 - Section 1551
Source: http://www.legis.state.pa.us
| |
| IL | Signed into law 07/2010 | P-12 | Repeals policies relating to the Annual Consumer Education Proficiency Test, for students in grades 9-12 who elected to take the test. Students who demonstrated proficiency on the test were excused from the receiving instruction in consumer education as a prerequisite for high school graduation. http://www.ilga.gov/legislation/publicacts/96/PDF/096-1061.pdf
Title: S.B. 3608
Source: www.ilga.gov
| |
| TN | Signed into law 06/2010 | P-12
Postsec.
Community College | Requires the department of the treasury to develop by rule a financial literacy program for the purpose of improving the financial literacy and education of Tennessee citizens. Such program may include, but not necessarily be limited to, the development
of a strategy to promote training in budgeting and financial management, including debt management and other forms of financial literacy. The department shall administer the financial literacy program.
http://www.capitol.tn.gov/Bills/106/Bill/HB3334.pdf
Title: H.B. 3334
Source: http://www.capitol.tn.gov
| |
| AL | Signed into law 03/2010 | P-12 | Urges the state department of education and the state board of education to require local school districts to incorporate a money management course in their curriculum for high school students.
Title: S.J.R. 95
Source: www.lexis.com
| |
| Curriculum--Foreign Language/Sign Language |
| |
| CA | Signed into law 09/2010 | P-12 | Applies specified background check procedures to heritage schools, which serve children between the ages of 5 and 18 who attend a public or private full-time school, and offer foreign language education or tutoring and cultural education relating to a foreign country.
Requires heritage schools to maintain membership in a state or national cultural or language association, comply with relevant applicable local regulations, and not operate out of a residential home. Requires the director of a heritage school to undergo at least 15 hours of health and safety training, and requires employees and volunteers of the heritage school to be in good health, as verified by a health screening performed by a licensed physician and surgeon. Exempts a heritage school from licensure by the state department of social services as a child day care center. Requires a heritage school to provide a notice to the parent of a pupil enrolling in the school stating that the school is exempt from child care licensure and that attendance at a heritage school does not satisfy state compulsory education requirements.
Establishes the Heritage Enrichment Resource Fund. Authorizes the superintendent to expend moneys deposited in the fund, upon appropriation by statute.
http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1101-1150/sb_1116_bill_20100924_chaptered.pdf
Title: S.B. 1116
Source: www.leginfo.ca.gov
| |
| TN | Signed into law 06/2010 | P-12 | Before graduating from high school, students who have completed coursework in a foreign language are required to take a foreign language proficiency test. Requires the state board to establish a test for each foreign language that is taught in Tennessee public schools. If a student has completed coursework in more than one foreign language, the student is required to take a foreign language proficiency test for each of the languages studied. Tests are to be approved by the commissioner of education and provide
educators with diagnostic information to assist in developing curriculum for the purposes of increasing foreign language proficiency and improving preparation for postsecondary achievement. Each year, the results of the examinations are to be analyzed and reported
to the select oversight committee on education.
http://www.capitol.tn.gov/Bills/106/Bill/HB0209.pdf
Title: H.B. 209
Source: http://www.capitol.tn.gov
| |
| TN | Signed into law 05/2010 | P-12 | Requires the state board of education to develop guidelines and criteria for the inclusion of foreign language instruction in grades kindergarten through six. - Amends TCA Title 49, Chapter 1, Part 3 2009
http://wapp.capitol.tn.gov/apps/BillInfo/default.aspx?BillNumber=SB1075
Title: S.B. 1075
Source: http://wapp.capitol.tn.gov
| |
| OR | Signed into law 03/2010 | P-12 | Authorizes Superintendent of Public Instruction to enter into contract for purpose of ensuring that Chinese language is available to public school students; declares emergency, effective on passage. Chapter 13
http://www.leg.state.or.us/10ss1/measpdf/hb3600.dir/hb3628.en.pdf
Title: H.B. 3628A
Source: http://www.leg.state.or.us
| |
| DE | Signed into law 02/2010 | P-12 | Recognizes American Sign Language as a World Language for purposes of school curriculum.
http://legis.delaware.gov/LIS/lis145.nsf/vwLegislation/HB+244/$file/legis.html?open
Title: H.B. 245
Source: http://legis.delaware.gov
| |
| Curriculum--Geography Education |
| |
| TN | Signed into law 04/2010 | P-12 | Requires the State Board of Education to study the integration of geographic information technology into career and technical education curriculum and the Department of Labor and Workforce Development to study the integration of geographic
information technology into adult education curriculum. Requires both entities to make a report to the Education Committees of the General Assembly on or before March 1, 2011.
http://www.capitol.tn.gov/Bills/106/Bill/SB2767.pdf
Title: S.B. 2767
Source: http://www.capitol.tn.gov
| |
| Curriculum--Health/Nutrition Education |
| |
| DC | Adopted 07/2010 | P-12 | Requires public schools and charter schools to provide health education to students in grades K-8. Requires schools to collaborate with parents, students, food service providers, and community organizations to adopt local wellness policies and update them at least once every three years. Requires local wellness policies to include goals for (1) improving the environmental sustainability of schools; (2) increasing the use of locally grown, locally processed, and unprocessed foods from growers engaged in sustainable agriculture practices; and (3) increasing physical activity. Requires a copy of each school's local wellness policy to be (1) posted on the school's Web site, if it has one; (2) distributed to food service staff members; (3) distributed to the school's parent/teacher organization, if it has one; (4) made available in each school's office.
By January 15 of each year, requires all schools and charter schools to report specified information on health programs, nutrition programs, physical and health education, and its wellness policy to the office of the state superintendent of education. Health program information that schools must report includes reporting whether the school has full-time, part-time, or no nurse coverage; whether the school has a school-based mental health program or offers similar services on site; whether there is a certified health teacher on staff; and whether there is a school-based health center. Requires a plan to establish and operate school health
centers in public schools and charter schools by December 31, 2015. Requires that the plan be submitted to the mayor, the council, and the Healthy Schools and Youth Commission by December 31, 2010. Specifies that the square footage of a nurse's suite may not be a determining factor as to whether or not a school nurse is placed at a charter school; provided, that all other conditions as required by the department of health are met. Amend the Student Health Care Act of 1985 to change the requirements for certificates of health that students must provide.
Amends sections 18-2148 and 20-900 of the District of Columbia Municipal Regulations to prohibit vehicles from idling near schools.
Pages 10, 13-16 of 19: http://www.dccouncil.us/images/00001/20100510112429.pdf
Title: LB 18-564 - Health and Wellness
Source: www.dccouncil.us
| |
| FL | Signed into law 06/2010 | P-12 | Provides that comprehensive health education taught in public schools shall include component on teen dating violence and abuse for students in grades 7-12; requires district school boards to adopt and implement dating violence and abuse policy; requires the state department of education to develop model policy; requires school personnel training. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h0467er.docx&DocumentType=Bill&BillNumber=0467&Session=2010
Title: H.B. 467
Source: http://www.myfloridahouse.gov
| |
| LA | Signed into law 06/2010 | P-12 | Requires that each school year the governing authority of each public school shall 10 provide to students in grades seven through twelve enrolled in Health Education age
11 and grade appropriate classroom instruction relative to dating violence.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=713157
Title: H.B. 46
Source: http://www.legis.state.la.us
| |
| NC | Signed into law 06/2010 | P-12 | Directs the state board of education to develop or identify academically rigorous honors level courses in healthful living education that can be offered at the high school level. Requires these honors-level courses to be more rigorous than standard-level courses and include advanced content, provide multiple opportunities for students to take greater responsibility for their learning, and require higher-quality work from the students than standard courses. http://www.ncga.state.nc.us/Sessions/2009/Bills/House/HTML/H901v5.html
Title: H.B. 901
Source: http://www.ncga.state.nc.us
| |
| OH | Signed into law 06/2010 | P-12 | Establishes the Healthy Choices for Healthy Children Council. Directs the council to:
(1) Monitor progress in improving student health and wellness
(2) Make periodic policy recommendations to the state board of education on ways to improve the nutritional standards for food and beverages served in public schools
(3) Make periodic recommendations to the department of education for the development of a clearinghouse of best practices in the areas of student nutrition, physical activity for students, and body mass index (BMI) screenings
(4) Assist the department of health in developing a list of resources on health risks associated with weight status, for distribution to parents
(5) Regularly review developments in science and nutrition to inform recommendations to the state board and department of education.
Requires the department of education, upon receipt of the council's initial recommendations, to establish a clearinghouse of best practices that schools may use to promote student health. Directs the department to update the clearinghouse as needed to reflect subsequent council recommendations.
Establishes new Section 3313.674, which requires students in kindergarten, 3rd, 5th and 9th grades to undergo a BMI and weight status category screening. Allows parents to opt their child out of screening requirement. Requires parents of each screened student to be notified of any health risks associated with the student's results and to be provided with information about appropriately addressing the risks. Requires local boards/charter school governing authorities to report aggregated BMI and weight status category data and any other demographic data required by the director of health, to the department of health. Allows a local board/governing authority to obtain a waiver from this requirement.
Directs the department of education to issue an annual report on public schools' compliance with new Section 3313.674. Establishes new Section 3313.6016, which directs the department of education, beginning in the 2011-12 school year, to administer a pilot program requiring daily physical activity for students. Permits any district, charter school, STEM school or nonpublic school to choose to participate; if a district elects to participate, requires all buildings operated by that district to participate. Specifies that participating schools must require students (grades K-12) to engage in at least 30 minutes of moderate to rigorous physical activity, not including recess, and that physical activity as part of a physical education course or before- or after-school activity may count towards this requirement. Identifies students excused from this requirement, including among others kindergarten students not enrolled in a full-day kindergarten program. Requires participating districts or schools to report to the department how the 30 minutes of daily physical activity was implemented and the financial cost of implementation; requires the department to issue an annual report of this data.
By December 31, 2011, directs the state board of education to develop a measure of (1) student success in meeting benchmarks in the physical education standards; (2) compliance with the requirements for local wellness policies prescribed by the federal "Child Nutrition and WIC Reauthorization Act of 2004"; (3) whether a school or district is complying with or operating under a waiver from Section 3313.674; and (4) whether a district or building is participating in the physical activity pilot program established through new Section 3313.6016. Requires the measure to be included in building and district report cards, beginning with report cards issued for the 2012-13 school year, but specifies that the measure will not be a factor in performance ratings issued. Permits the department to accept, receive and expend gifts, devises or bequests of money for the purpose of establishing this measure.
Amends high school graduation requirements to require the half-unit of health to include instruction in nutrition and the benefits of nutritious foods and physical activity for overall health.
Requires that each public, charter and STEM school teacher hired after July 2013 to teach physical education holds a valid license for teaching physical education.
Pages 1-14, 22 and 28-29 of 32: http://www.legislature.state.oh.us/BillText128/128_SB_210_EN_N.pdf
Title: S.B. 210, Part I
Source: www.legislature.state.oh.us
| |
| AK | Signed into law 05/2010 | P-12 | Establishes the farm-to-school program in the Department of Natural Resources; relates to school gardens, greenhouses and farms. Program will both increase the amount of farm-fresh produce from the state into the state schools and promote agricultural education.
Chapter 11
http://www.legis.state.ak.us/PDF/26/Bills/HB0070C.PDF
Title: H.B. 70
Source: http://www.legis.state.ak.us
| |
| AZ | Signed into law 05/2010 | P-12 | AN ACT amending Title 15, chapter 3, article 3, Arizona Revised Statutes, by adding section 15-342.02; amending title 15, chapter 7, article 1, Arizona Revised Statutes, by adding section 15-712.01; Permits school district governing boards to prescribe and enforce policies and procedures regarding dating abuse involving students. Allows school districts to incorporate dating abuse instruction into its health curriculum for students in seventh through twelfth grade, which must include: (a) definition of dating abuse; (b) recognition of its warning signs; and (c) characteristics of healthy relationships. Chapter 335
http://www.azleg.gov/legtext/49leg/2r/bills/sb1308h.pdf
Title: S.B. 1308
Source: http://www.azleg.gov
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| Curriculum--Language Arts |
| |
| MI | Signed into law 10/2010 | P-12 | Permits the Michigan Department of Education to enter into a memorandum of understanding with a federally recognized Native American tribe, the board of a school district, or the board of directors of a public school academy (PSA) authorizing the superintendent of public instruction to issue a 3-year letter of approval or continuing approval to allow the tribe, district, or PSA to use teachers who did not possess a valid Michigan teaching certificate to teach a Native American tribal language and culture class. http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2010-PA-0168.htm
Title: S.B. 1014
Source: http://www.legislature.mi.gov
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| Curriculum--Language Arts--Writing/Spelling |
| |
| SC | Signed into law 05/2010 | P-12 | Requires the state department of education, for the 2010-2011 school year, to suspend the writing assessments in grades 3, 4, 6 and 7; Provides that writing assessments may be administered only to students in grades 5 and 8 and that writing assessments may not be used in Education Accountability Act growth calculations. http://www.scstatehouse.gov/sess118_2009-2010/bills/4823.htm
Title: H.J.R. 4823 - Sec. 3
Source: http://www.scstatehouse.gov
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| Curriculum--Mathematics |
| |
| FL | Signed into law 06/2010 | Postsec.
Community College | Permits a state university or community college to waive tuition and fees for a classroom teacher, who is employed full-time by a school district and who meets the academic requirements established by the community college or state university, for up to 6 credit hours per term on a space-available basis; limites such courses to undergraduate courses related to special education, mathematics, or science; prohibits the waiver from being used for courses scheduled during the school district's regular school day. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h0723er.docx&DocumentType=Bill&BillNumber=0723&Session=2010
Title: HB 723
Source: http://www.myfloridahouse.gov
| |
| NE | Adopted 01/2010 | P-12 | Requires no later than October 6, 2010, that school districts adopt new academic content standards in the subject area of mathematics determined by each district to be measurable quality standards that are the same as, equal to, or more rigorous than the state academic
content standards in Appendix B (Mathematics Standards) of this Chapter. The standards adopted by school districts with reference to Appendix B replace standards previously adopted with reference to Appendix A of this Chapter.
http://www.sos.ne.gov/rules-and-regs/regtrack/proposals/0000000000000797.pdf
Title: Title 92, NAC Chapter 10 - Multiple Provisions
Source: http://www.sos.ne.gov/rules-and-regs
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| Curriculum--Physical Education |
| |
| NY | Vetoed 10/2010 | P-12 | -Requires the chancellor of the New York City Department of Education to make an annual report to the governor and legislature on outdoor playspace in New York city public schools. Requires that the report identify: --Each outdoor playground at an educational facility
--Which outdoor playgrounds are and are not used for physical education, activity or recreation (and for those not used for physical education, activity or recreation, the reason why not)
--A description of how each outdoor playground is used during the school day and after school by the district's students
--For each outdoor playground, a description of the capital plans for its construction, placement, renovation and/or reconfiguration, and any plan to increase or decrease the playground's availability and utilization
--Any other facts or recommendations the chancellor deems necessary to improve the outdoor playgrounds of the district's educaional facilities.
Title: S.B. 2485
Source:
| |
| CA | Signed into law 09/2010 | P-12 | Requires the state board of education and the curriculum development and supplemental materials commission to include self-defense instruction and safety instruction in the next revision of the physical
education framework for pupils in grades 7, 8, 9, 11 and 12. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1251-1300/sb_1290_bill_20100830_enrolled.pdf
Title: S.B. 1290
Source: www.leginfo.ca.gov
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| IL | Signed into law 08/2010 | P-12 | Repeals the section concerning the state board of education's biennial physical education report to the governor and general assembly. Page 51 of 51: http://www.ilga.gov/legislation/96/SB/PDF/09600SB3681lv.pdf
Title: S.B. 3681 - Section 105 ILCS 5/2-3.97
Source: www.ilga.gov
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| DC | Adopted 07/2010 | P-12 | Provides that one of the purposes of the newly-established Healthy Schools Fund is to make competitive grants available to public schools and charter schools to increase physical activity in schools. Establishes goal that children engage in physical activity for 60 minutes each day. Directs public and charter schools to seek to maximize physical activity by such means as: (1) Extending the school day; (2) Encouraging students to walk or bike to school; (3) Promoting active recess; (4) Including physical activity in after-school activities; (5) Supporting athletic programs; and (6) Integrating movement into classroom instruction. Establishes minimum minutes per week that physical education must be provided for students in grades K-5 and 6-8, with greater amounts required beginning in the 2014-15 school year. Requires that at least 50% of physical education class time be devoted to actual physical activity, with as much class time as possible spent in moderate-to-vigorous physical activity. Directs the state board of education, with assistance from the office of the state superintendent of education, to consider ways to expand physical education in high schools. Provides for adaptations for students with disabilities and students with other diagnosed health problems. Prohibits requiring or withholding physical activity from being used as a punishment. Directs the department of parks and recreation to provide public schools and charter schools with equal access and to charge equal fees for the use of its recreation centers, fields, playgrounds and other facilities. Beginning in 2011, directs the office of the state superintendent of education to annually report to the mayor, the council, and the Healthy Schools and Youth Commission on (1) compliance of public schools and charter schools with the physical and health education requirements in this title and (2) student achievement with respect to health and physical education standards.
Pages 9-10 of 19: http://www.dccouncil.us/images/00001/20100510112429.pdf
Title: L.B. 18-564 - Physical Education and Physical Activity
Source: www.dccouncil.us
| |
| IL | Signed into law 07/2010 | P-12 | Directs the state board of education to develop and maintain a nutrition and physical activity best practices database, to contain the results of any wellness-related fitness testing done by school districts, as well as information on successful programs and policies implemented by districts designed to improve nutrition and physical activity in the public and charter schools. Provides this information may include (i) a description of the program or policy, (ii) advice on implementation, (iii) any assessment of the program or policy, (iv) a contact person from the district, and (v) any other information the state board deems appropriate. Requires that the database be readily accessible to all districts statewide. Directs the state board to encourage districts to submit information to the database, but specifies that no district is required to submit information. Provides the state board may adopt rules necessary for administration of the database. Provides that the requirements of the state board of education to establish the database become effective once the state board has secured all of the funding necessary to implement it. http://www.ilga.gov/legislation/publicacts/96/PDF/096-1223.pdf
Title: S.B. 3706
Source: www.ilga.gov
| |
| OH | Signed into law 06/2010 | P-12 | Establishes the Healthy Choices for Healthy Children Council. Directs the council to:
(1) Monitor progress in improving student health and wellness
(2) Make periodic policy recommendations to the state board of education on ways to improve the nutritional standards for food and beverages served in public schools
(3) Make periodic recommendations to the department of education for the development of a clearinghouse of best practices in the areas of student nutrition, physical activity for students, and body mass index (BMI) screenings
(4) Assist the department of health in developing a list of resources on health risks associated with weight status, for distribution to parents
(5) Regularly review developments in science and nutrition to inform recommendations to the state board and department of education.
Requires the department of education, upon receipt of the council's initial recommendations, to establish a clearinghouse of best practices that schools may use to promote student health. Directs the department to update the clearinghouse as needed to reflect subsequent council recommendations.
Establishes new Section 3313.674, which requires students in kindergarten, 3rd, 5th and 9th grades to undergo a BMI and weight status category screening. Allows parents to opt their child out of screening requirement. Requires parents of each screened student to be notified of any health risks associated with the student's results and to be provided with information about appropriately addressing the risks. Requires local boards/charter school governing authorities to report aggregated BMI and weight status category data and any other demographic data required by the director of health, to the department of health. Allows a local board/governing authority to obtain a waiver from this requirement.
Directs the department of education to issue an annual report on public schools' compliance with new Section 3313.674. Establishes new Section 3313.6016, which directs the department of education, beginning in the 2011-12 school year, to administer a pilot program requiring daily physical activity for students. Permits any district, charter school, STEM school or nonpublic school to choose to participate; if a district elects to participate, requires all buildings operated by that district to participate. Specifies that participating schools must require students (grades K-12) to engage in at least 30 minutes of moderate to rigorous physical activity, not including recess, and that physical activity as part of a physical education course or before- or after-school activity may count towards this requirement. Identifies students excused from this requirement, including among others kindergarten students not enrolled in a full-day kindergarten program. Requires participating districts or schools to report to the department how the 30 minutes of daily physical activity was implemented and the financial cost of implementation; requires the department to issue an annual report of this data.
By December 31, 2011, directs the state board of education to develop a measure of (1) student success in meeting benchmarks in the physical education standards; (2) compliance with the requirements for local wellness policies prescribed by the federal "Child Nutrition and WIC Reauthorization Act of 2004"; (3) whether a school or district is complying with or operating under a waiver from Section 3313.674; and (4) whether a district or building is participating in the physical activity pilot program established through new Section 3313.6016. Requires the measure to be included in building and district report cards, beginning with report cards issued for the 2012-13 school year, but specifies that the measure will not be a factor in performance ratings issued. Permits the department to accept, receive and expend gifts, devises or bequests of money for the purpose of establishing this measure.
Amends high school graduation requirements to require the half-unit of health to include instruction in nutrition and the benefits of nutritious foods and physical activity for overall health.
Requires that each public, charter and STEM school teacher hired after July 2013 to teach physical education holds a valid license for teaching physical education.
Pages 1-14, 22 and 28-29 of 32: http://www.legislature.state.oh.us/BillText128/128_SB_210_EN_N.pdf
Title: S.B. 210, Part I
Source: www.legislature.state.oh.us
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| OK | Signed into law 06/2010 | P-12 | Requires that the physical education curriculum be sequential, developmentally appropriate, and designed, implemented, and evaluated to enable students to develop the motor and self-management skills and knowledge necessary to participate in physical activity throughout life. Requires that each district establish specific objectives and goals the district intends to accomplish through the physical education curriculum. Directs the state board to ensure that the Priority Academic Student Skills for physical education:
1. Emphasizes the knowledge and skills capable of being used during a lifetime of regular physical activity;
2. Is consistent with national physical education standards for the information that students should learn about physical activity, and
the physical activities that students should be able to perform;
3. Requires that, on a weekly basis, at least fifty percent (50%) of the physical education class be used for actual student physical activity and that the activity be, to the extent practicable, at a moderate or vigorous level. Sets other expectations.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB1876_ENR.RTF
Title: S.B. 1876
Source: http://webserver1.lsb.state.ok.us
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| AL | Pocket veto by governor 05/2010 | P-12 | Beginning with the 2010-11 school year, requires all students in grades K-8 to take physical education; provides that this may include dance education if taught at a magnet school, or may include marching band, JROTC, or other activity as approved in the student's IEP.
Title: H.B. 105
Source: www.lexis.com
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| MN | Signed into law 05/2010 | P-12 | Establishes the healthy kids awards program to reward k-12th grade schools that implement policies and practices that create opportunities for students to be physically active and make healthy food choices throughout the day. The program seeks to integrate physical activity into nonphysical education classes, recess, and extracurricular activities throughout the day in addition to the physical education received in physical education classes. The program also seeks to integrate nutrition education and healthy food and beverage choices throughout the school environment, including classrooms, cafeteria, vending, school stores, and fund-raising. The program requirements align with the Institute of Medicine's guidelines for school food and beverages.
School districts may submit letters of intent to participate in the healthy kids awards program to the commissioner of education by September 15 of each school year. Schools that report to the commissioner of education and meet the program criteria developed by the commissioner will have a "Healthy Kids Award" indicator placed on the school report card.
https://www.revisor.mn.gov/bin/bldbill.php?bill=S2908.3.html&session=ls86
Title: S.B. 2908
Source: https://www.revisor.mn.gov/
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| MD | Signed into law 04/2010 | P-12 | Requires the state department of education to adopt regulations that require all public school buildings newly constructed or completely renovated and occupied after January 1, 2013, to include a gymnasium and support spaces for physical education instruction and to adopt guidelines for facilities for physical education programs. http://mlis.state.md.us/2010rs/bills/hb/hb0334t.pdf
http://mlis.state.md.us/2010rs/chapters_noln/Ch_266_sb0256T.pdf
Title: H.B. 334/S.B. 256
Source: http://mlis.state.md.us
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| Curriculum--Science |
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| PA | Veto overridden: legislature has overridden governor's veto 11/2010 | P-12 | Codifies existing "Science in Motion" program. Authorizes the department to administer a grant program to higher education institutions that establish partnerships with schools or districts to provide for the lease or purchase of scientific or technical equipment for use in science classrooms. Requires the Secretary of Education to submit a biennial report describing various aspects of the partnerships and the dollar amount of grants awarded.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2009&sessInd=0&billBody=H&billTyp=B&billNbr=0101&pn=4389
Title: H.B. 101 - Article XV-F
Source: http://www.legis.state.pa.us
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| CA | Vetoed 09/2010 | P-12 | Establishes the Academic Content Standards Commission for Science and History-Social Science. Upon the state superintendent's recommendation, directs the state board to adopt a schedule for the commission to review and recommend revisions to the science and history-social science curriculum area content standards, when funding permits. Directs the commission to develop academic content standards
in science and history-social science, which must be internationally benchmarked and build toward college and career readiness. Directs the superintendent and state board to present to the governor and the appropriate legislative policy and fiscal committees a schedule and implementation plan for integrating these new academic content standards into the state educational system. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0051-0100/ab_97_bill_20100820_amended_sen_v94.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5yw33f8c09znr?&_c=d|yvcee9xanplikz|z5yxksmilkmaj8&_ce=1289861585.cc71e211ee0393cc32a7b6a9806c7f14
Title: A.B. 97
Source: www.leginfo.ca.gov
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| NY | Signed into law 08/2010 | P-12 | Requires local boards to develop a policy to give all students enrolled in a course that includes animal dissection reasonable notice of their rights to complete an alternative project approved by the student's teacher. Requires such notice to be distributed to parents and students enrolled in the course at the beginning of the school year.
http://assembly.state.ny.us/leg/?default_fld=%0D%0A&bn=a3467&Summary=Y&Actions=Y&Text=Y
Title: A.B. 3467
Source: assembly.state.ny.us
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| FL | Signed into law 06/2010 | Postsec.
Community College | Permits a state university or community college to waive tuition and fees for a classroom teacher, who is employed full-time by a school district and who meets the academic requirements established by the community college or state university, for up to 6 credit hours per term on a space-available basis; limites such courses to undergraduate courses related to special education, mathematics, or science; prohibits the waiver from being used for courses scheduled during the school district's regular school day. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h0723er.docx&DocumentType=Bill&BillNumber=0723&Session=2010
Title: HB 723
Source: http://www.myfloridahouse.gov
| |
| WI | Signed into law 02/2010 | P-12 | Act 114 requires school boards to award a science credit to a pupil for each agriculture course the pupil successfully completes in the high school grades if the Department of Public Instruction (DPI) has determined that the course qualifies as science, according to criteria established by DPI.
http://www.legis.state.wi.us/2009/data/AB-236.pdf
Title: A.B. 236
Source: http://www.legis.state.wi.us
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| Curriculum--Sex Education |
| |
| WI | Signed into law 02/2010 | P-12 | The purpose of the statute on instruction in human growth and development instruction is to encourage all school boards to ensure that pupils in their districts are provided ageappropriate instruction in human growth and development. The Act provides that the instruction should
support and enhance communication between pupils and their parents and provide pupils with the knowledge, skills, and support necessary to make healthy decisions now and throughout their lifetimes and to make responsible decisions about sexual behavior. The Act defines "age-appropriate" as suitable to a particular age group of pupils based on the developing cognitive and emotional capacity of and behaviors typical for the age group. a school board that elects not to provide an instructional program in human growth and development must, by September 30 of each school year, send home to the parent or guardian of each pupil enrolled in the school district a notice that includes all of the following:
-- A statement that the school board is encouraged by state statute to provide instruction in human growth and development in grades kindergarten to 12.
-- The subjects of instruction required if the school board were to provide instruction in human
growth and development.
-- A statement that the school board is not providing any instruction in human growth and
development to pupils enrolled in the school district.
Eliminates the prohibition on volunteer health care providers providing instruction on human sexuality, reproduction, family planning, HIV and AIDS, prenatal development, childbirth, adoption, available prenatal and postnatal support, and male and female responsibility in a school.
Link to Act memo: http://www.legis.state.wi.us/2009/data/lc_act/act134-ab458.pdf. To full text: http://www.legis.state.wi.us/2009/data/AB-458.pdf
Title: A.B. 458
Source: http://www.legis.state.wi.us
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| Curriculum--Social Studies/History |
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| CA | Signed into law 09/2010 | P-12 | Establishes the week of April 12 through April 18, 2010 as "California Holocaust Memorial Week," and urges Californians to observe these days of remembrance for victims of the Holocaust in an appropriate manner. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0001-0050/acr_31_bill_20100909_chaptered.pdf
Title: A.C.R. 31
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2010 | P-12 | Establishes the Academic Content Standards Commission for Science and History-Social Science. Upon the state superintendent's recommendation, directs the state board to adopt a schedule for the commission to review and recommend revisions to the science and history-social science curriculum area content standards, when funding permits. Directs the commission to develop academic content standards
in science and history-social science, which must be internationally benchmarked and build toward college and career readiness. Directs the superintendent and state board to present to the governor and the appropriate legislative policy and fiscal committees a schedule and implementation plan for integrating these new academic content standards into the state educational system. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0051-0100/ab_97_bill_20100820_amended_sen_v94.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5yw33f8c09znr?&_c=d|yvcee9xanplikz|z5yxksmilkmaj8&_ce=1289861585.cc71e211ee0393cc32a7b6a9806c7f14
Title: A.B. 97
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2010 | P-12 | Adds each January 30, Fred Korematsu Day of Civil Liberties and the Constitution, to the days having special significance for public schools; encourages all public schools and educational institutions to conduct exercises on that day remembering the life of Fred Korematsu and recognizing the importance of preserving civil liberties, even in times of real or perceived crisis. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1751-1800/ab_1775_bill_20100924_chaptered.pdf
Title: A.B. 1775
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2010 | P-12 | From bill summary: Requires the state board to inform the chairs of the assembly and senate education committees and the secretary for education of content that it interprets to be the result of certain changes made to the Texas Administrative Code. Repeals this provision on January 1, 2016. Also requires the state board, upon the next adoption of the history-social science curriculum framework, to ensure that the framework is consistent with specified standards governing instructional materials.
From comments in last bill analysis: Seeks to ensure that the revisions of Texas' Essential Knowledge and Skills for Social Studies do not influence the content of California textbooks by requiring the state board of education to ensure that the next revision of the history-social science framework is consistent with existing requirements pertaining to social content and annually report to the legislature if it finds content that it interprets to be a result of Texas' revised social studies standards.
Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1451-1500/sb_1451_bill_20100902_enrolled.pdf
August 31 bill analysis: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1451-1500/sb_1451_cfa_20100831_092219_sen_floor.html
Veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5yw28z54lpzfk?&_c=d|yvcee9xanplikz|z5yxksmilkmaj8&_ce=1289861701.c29cd0e449dd370878e50d0f5d583b9b
Title: S.B. 1451
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 07/2010 | P-12 | Requires the Governor to proclaim January 23 of each year as Ed Roberts Day, and encourages public schools and educational institutions to conduct suitable commemorative exercises on that date. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1251-1300/sb_1256_bill_20100719_chaptered.pdf
Title: S.B. 1256
Source: www.leginfo.ca.gov
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| CA | Signed into law 07/2010 | P-12 | Designates February 6 of each year as Ronald Reagan Day, and encourages public schools and educational institutions to conduct exercises remembering the life of Ronald Reagan, recognizing his accomplishments, and familiarizing pupils with the contributions he made to the state. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0901-0950/sb_944_bill_20100719_chaptered.pdf
Title: S.B. 944
Source: www.leginfo.ca.gov
| |
| IL | Signed into law 07/2010 | P-12 | Establishes the Illinois Holocaust and Genocide Commission, including ex officio membership by the state superintendent of education and the executive director of the board of higher eduation. Establishes powers and duties of the commission, including to (1) provide advice and assistance to public and private K-12 schools and institutions of higher education on implementing Holocaust and genocide courses of study and awareness programs; and to (2) meet with appropriate representatives of public and private organizations to assist in planning, coordinating or modifying Holocaust and genocide courses of study and awareness programs. Repeals the Act on January 1, 2021. http://www.ilga.gov/legislation/publicacts/96/PDF/096-1063.pdf
Title: H.B. 6059
Source: www.ilga.gov
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| OK | Signed into law 04/2010 | P-12 | Directs the state board of education to incorporate April 19, 1995, bombing information into the Oklahoma history social studies core curriculum; stating importance of studying the bombing and its aftermath; authorizing the department to make certain program materials and resources available to schools; directing the State Textbook Committee to incorporate certain criteria in the evaluation of certain textbooks
http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB2750_ENR.RTF
Title: H.B. 2750
Source: http://webserver1.lsb.state.ok.us
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| TN | Signed into law 04/2010 | P-12 | As enacted, urges civics class be taught in high school.
http://www.capitol.tn.gov/Bills/106/Bill/SB3432.pdf
Title: S.B. 3432
Source: http://www.capitol.tn.gov
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| Demographics--Enrollments |
| |
| ME | Signed into law 03/2010 | P-12 | Provides that a student who is placed by the state department of health and human services with an adult who is not the parent or legal guardian is considered a resident of either the school administrative unit where the student resides or the school administrative unit where the student resided prior to the placement. http://www.mainelegislature.org/legis/bills/bills_124th/chapters/PUBLIC508.asp
Title: S.B. 588 - Sec. 1
Source: http://www.mainelegislature.org
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| Economic/Workforce Development |
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| CA | Signed into law 09/2010 | Community College | Establishes the Pilot Program for Innovative Nursing and Allied Health Care Profession Education at the California Community Colleges. Provides the goal of the program is to facilitate graduation of community college nursing and allied health students by testing innovative program delivery models. Requires the chancellor's office to establish the pilot program at up to 5 campuses throughout the state. Requires that pilot programs test education models that use tools such as technology and flexible scheduling, and that programs coordinate student services and financial assistance to the maximum extent possible to facilitate program completion. Directs the chancellor's office to develop a request for application for community colleges to participate in the pilot program commencing on or after the 2011–12 academic year.
Requires that programs chosen to participate in the pilot do all of the following:
(1) Provide students with an industry-recognized certificate or degree in health care fields with a demonstrated shortage of workers in the labor market and documented support from employers.
(2) Demonstrate a capacity to train specified health care workers, and/or the ability to sustain or expand current innovative health care education and training programs. (Limited capacity may
be demonstrated by waiting lists to enter existing community college allied health care or nursing programs.)
(3) Provide evidence of sufficient clinical sites for offering the pilot program
(4) Include high-quality curriculum delivery models as part of the pilot program
(5) Provide flexibility in the delivery of coursework, i.e., intensive weekend, evening, and summer courses
(6) Offer coordinated supportive services to students, including tutoring and financial advising
(7) Demonstrate clear, nonduplicative and articulated education pathways with local high schools and postsecondary institutions
(8) Identify resources to support the pilot program, including funding provided by the chancellor's office obtained from outside sources for the support of the pilot program, local workforce investment funding, and locally provided employer or philanthropic resources.
Expresses legislative intent that the pilot program be funded with a combination of state apportionment funding, federal grants, employer-based partnerships, and private philanthropic resources. Requires the chancellor's office to collect appropriate data to evaluate the effectiveness of the pilot program. Requires the chancellor's office to analyze this data, and contract with an external evaluator to conduct an independent evaluation, with findings and recommendations on the pilot program to be reported to the legislature by January 1, 2017. Provides that these provisions be implemented in any fiscal year only to the extent that the chancellor's office determines that sufficient moneys are available to administer the program. Provide that the pilot program becomes inoperative on July 1, 2017, and as of January 1, 2018, is repealed.
http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_2351-2400/ab_2385_bill_20100930_chaptered.pdf
Title: A.B. 2385
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2010 | Postsec. | Primarily from bill summary: Requires that Cal C grants (which may already only be used for occupational or technical training) be used only for areas of occupational or technical training identified by the Student Aid Commission (areas to be reviewed and updated at least every 5 years). Requires the commission to give priority in granting the awards to students pursuing occupational or technical training in areas that meet at least two of the following criteria: (1) high employment need; (2) high employment salary or wage projections; (3) high employment growth. Requires that such occupations be identified in consultation with the Employment Development Department using projections available through the Labor Market Information Data Library.
Requires that the commission publish on its Web site a current list of the areas of occupational or technical training meeting those specified criteria. Requires the Legislative Analyst's Office to submit a report to the governor and the legislature, containing specified data on the outcomes of the Cal Grant C Program, on or before April 1, 2014, and on or before April 1 of each even-numbered
year thereafter.
Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0951-1000/sb_957_bill_20100831_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z64x81xk9g1mnp?&_c=d|yvcee9xanplikz|z651jtjl0g7yaz&_ce=1290123979.df98a6fab85580644f8ef0a523c78ed9
Title: S.B. 957
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2010 | P-12
Community College | From bill summary: Commencing with the 2012–13 fiscal year, requires as a condition of receiving federal funds provided under the Carl D. Perkins Vocational and Applied Technology Education Act of 1998, and to the extent permitted under federal law, that school districts, regional occupational centers or programs, and community college districts demonstrate that at least one-half of the course sequences offered are linked to high priority workforce needs in the career sectors identified by the Labor and Workforce Development Agency or the Labor Market Information Division of the Employment Development Department for the state of California, for the economic region established by the state where the regional occupational center or program, community college district, or school district is located, or for the county where the regional occupational center or program, community college district, or school district is located. Encourages school districts, regional occupational centers or programs, and community college districts to work with local workforce investment boards and the Labor Market Information Division of the Employment Development Department in the identification of career sectors of high priority.
Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0501-0550/sb_515_bill_20100831_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5mlgx1ovj9gm7?&_c=d|yvcee9xanplikz|z5msx9bcq0v1fm&_ce=1289862893.145413cb31d9cf94d9b48b30c4b3d670
Title: S.B. 515
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2010 | P-12 | From bill summary: Requires the Controller annually to allocate $8,000,000 from the Energy Resources Program Account, upon appropriation by the legislature, to the superintendent of public instruction for expenditure in the form of local grants to be allocated pursuant to the existing provisions for creating and maintaining partnership academies. Requires a grantee to implement or maintain a partnership academy that
focuses on employment in clean technology businesses and renewable energy businesses and provides skilled workforces for the products and services for energy and/or water conservation, renewable energy, pollution reduction or other technologies.
Require the State Energy Resources Conservation and Development Commission, in consultation with the state department of education, to develop guidelines, that would be exempted from the Administrative Procedure Act, to ensure that programs receiving grants reflect current state energy policies and priorities as well as provide skills and education linked to the needs of relevant industries.
Authorizes a school district to apply for planning grants for implementing a partnership academy, and allows the state superintendent to expend up to 5% of the funds transferred to the superintendent to pay the costs incurred in the administration of this program. Requires the state department of education, in consultation with the State Energy Resources Conservation and Development Commission, to provide a report to the legislature that includes a description of the curriculum and substance of the programs funded by grants awarded pursuant to these provisions, and specified data. Provides that the bill's provisions become inoperative on June 30, 2016, and, as of January 1, 2017, would repeal these provisions.
Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0651-0700/sb_675_bill_20100902_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z65dhsep4fto3d/0/0?&_c=d|yvcee9xanplikz|z65p1zm6c0d0km&_ce=1289863956.75c7a2b56873b223dec9ba973b2528bc
Title: S.B. 675
Source: www.leginfo.ca.gov
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| NY | Vetoed 08/2010 | Community College | Creates the technology employment community hub (TECH) centers program to award grants of up to $100,000 to community colleges to upgrade their educational, occupational and training services including their facilities, labs and high technology equipment. Requires that applications for grants include, among other elements, (1) demonstration of need in the region for skilled workers in the high-technology fields and (2) evidence of any collaboration with a New York state four-year institution or New York state business, including a detailed description of the skill needs of the institution or business and detailed description of the equipment and other training resources required.
Bill text: http://assembly.state.ny.us/leg/?default_fld=&bn=A00356&Summary=Y&Actions=Y&Text=Y
Title: A.B. 356/S.B. 2293-B
Source: assembly.state.ny.us
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| IL | Signed into law 07/2010 | Postsec. | Authorizes the department of commerce and economic opportunity to, subject to appropriation, create financial incentive and grant programs to encourage private companies to share their new energy technologies with public institutions of higher education, public utilities, electric cooperatives, and state and federal agencies. http://www.ilga.gov/legislation/publicacts/96/PDF/096-1279.pdf
Title: H.B. 6153
Source: www.ilga.gov
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| KS | Signed into law 07/2010 | P-12 | Governor established the Kansas Broadband Advisory Task Force with the following purposes and charges: (1) To develop recommendations for development and implementation of a broadband digital strategy to support statewide availability and adoption of broadband services consistent with the 2010 National Broadband Plan; (2) To coordinate key stakeholders input from both the public and private sectors to assist in broadband planning and implementation efforts in a technology-neutral manner; (3) To establish performance goals and metrics and the impact on achieving statewide universal availability and adoption of broadband services with greatest attention to un-served and under-served communities; (4) Advise the governor and the legislature on statutory, regulatory and policy changes necessary to support making affordable, quality broadband service available to every Kansas home and business and encourage its adoption and to provide feedback to federal agencies engaged in national broadband policy and funding efforts as they relate to Kansas; (5) Identify opportunities to leverage public/private partnerships in funding boardband sustainability and infrastructure; (6) Identify opportunities to foster economic development and technology innovation through partnerships between public, private and non-profit sectors; (7) This task force shall report annually to the governor and the secretary of commerce. Composition of the task force and their terms of office is specified. http://governor.ks.gov/issues-a-initiatives/executive-orders/731-executive-order-10-08
Title: E.O. 10-08
Source: http://.governor.ks.gov/issues-a-initiatives/executive-orders/731-exec
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| LA | Signed into law 06/2010 | Community College | Allows the Board of Supervisors of Community and Technical Colleges, with the approval of and in coordination with the Board of Regents, to establish a Centers of Excellence Program to provide customized educational and training programs to meet areas of need as identified by Louisiana business and industry.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722455
Title: S.B. 712
Source: http://www.legis.state.la.us/
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| LA | Signed into law 06/2010 | Postsec.
Community College | Louisiana Granting Resources and Autonomy for Diplomas Act; provides for performance agreements between the Board of Regents and public postsecondary institutions; provides for autonomies, including setting tuition rates, granted to institutions that enter into such agreements; to require specified performance objectives to be met as part of such agreements; to provide for monitoring and reporting by the Board of Regents; The standards are related to student success, articulation and transfer policies, and workforce and economic development. The fourth objective – efficiency and accountability – requires four-year institutions that enter into the agreements to eliminate remedial education courses unless such programs cannot be offered at a community college in the same geographic area.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722570
Title: H.B. 1171
Source: http://www.legis.state.la.us/
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| RI | Signed into law 06/2010 | Community College
Postsec. | Extends role of the Community College of Rhode Island as a workforce development center. Redefines purpose of the community college to be "to offer all students the opportunity to acquire the knowledge and skills necessary for intellectual, professional and personal growth by providing an array of academic, career and lifelong learning programs, while contributing to Rhode Island's economic development and the needs of the region's workforce." http://www.rilin.state.ri.us/PublicLaws/law10/law10099.htm
Title: H.B. 8181, S.B.2823
Source: www.rilin.state.ri.us
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| RI | Signed into law 06/2010 | P-12
Postsec. | Amends powers and duties of Rhode Island Human Resource Investment Council. Repeals provision requiring council to prepare an annual report on the council's goals, policies and activities. Directs the council to annually produce a Unified Workforce Development Expenditure and Program Report to be submitted to the general assembly beginning January 1, 2011 and covering activity for the previous fiscal year ending June 30th. Requires that the report include expenditures by agencies for specified employment and training programs, and show the number of individuals served by each program, including demographic information by gender and race/ethnicity; outcome information and such other information as may be determined by the Human Resource Investment Council.
Directs the human resource investment council to establish a State Career Pathways System to increase the skill level of workers in alignment with industry needs. Directs the council to create a 15-member task force, to include the commissioner of higher education, the commissioner of elementary and secondary education, the director of the department of labor and training, the executive director of the economic development corporation and the director of the community college of Rhode Island's center for workforce and community education. Directs the task force to work in coordination with the adult education committee of the human resource investment council to develop and oversee the career pathways system. http://www.rilin.state.ri.us/PublicLaws/law10/law10098.htm
Title: H.B. 8220
Source: www.rilin.state.ri.us
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| TN | Signed into law 06/2010 | P-12
Community College | Requires the Department of Labor and Workforce Development, in conjunction with the Department of Education, to develop, implement, and administer a program for the payment of the cost of licensing tests for adult students with financial need who
complete a high school diploma or a general educational development credential in a career and technical education program and who are required to take a test in order to become licensed for a career in their fields of study.
http://www.capitol.tn.gov/Bills/106/Bill/HB2645.pdf
Title: H.B. 2645
Source: http://www.capitol.tn.gov/
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| CO | Signed into law 05/2010 | Postsec.
Community College | Concerns college savings accounts for job retraining for adult learners; provides a tax exemption for employer matching contributions; relates to postsecondary educational opportunities and job retraining goals.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/2B56FAFB1BCB42E8872576EE00665024?open&file=202_enr.pdf
Title: S.B. 202
Source: http://www.leg.state.co.us
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| CT | Signed into law 05/2010 | P-12 | Requires the state board of education to conduct a formal vote before closing or suspending operations of a vocational-technical school; Requires that at least 2 members of the state board have industrial, trade or technical school experience; Requires that on and after April 1, 2011, the state board have at least one member with experience in agriculture or be an alumni of or have served as an educator at a regional agricultural science and technology education center. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00076-R00SB-00379-PA.htm
Title: S.B. 379 - Sec. 1 and 2
Source: http://www.cga.ct.gov
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| FL | Signed into law 05/2010 | Postsec.
Community College | Requires the the office of program policy analysis and government accountability to conduct a review of the public school adult workforce education programs and the community college and state college workforce education programs for the purpose of identifying and analyzing the positive and negative aspects of merging the school district programs with the community college and state college programs. The results of the review must be submitted to the legislature by December 1, 2010.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h5201er.docx&DocumentType=Bill&BillNumber=5201&Session=2010
Title: HB 5201-Sec. 31
Source: http://www.myfloridahouse.gov
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| GA | Signed into law 05/2010 | P-12
Postsec. | Creates the Workforce Investment Board and the Governor's Office of Workforce Development for the purpose of implementing state workforce development policy. Provides that the annual allocation reserved by federal law for statewide workforce activities and administration must be reserved for use by the governor to support statewide workforce activities and may be implemented through the creation of the Georgia Work Ready Program. http://www.legis.state.ga.us/legis/2009_10/pdf/hb1195.pdf
Title: H.B. 1195
Source: www.legis.state.ga.us
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| MN | Signed into law 05/2010 | Postsec.
Community College | Requires MnSCU with business and industry groups and labor unions to study options for lower credit credentials recognized by employers that could be combined into an educational career path leading to a diploma or degree. The study must recognize the need for workers and other job training programs. Requires a report to the legislature.
https://www.revisor.mn.gov/bin/bldbill.php?bill=S0184.3.html&session=ls86
Title: S.F. 184
Source: https://www.revisor.mn.gov/
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| MN | Signed into law 05/2010 | Postsec.
Community College | Directs MnSCU to establish a pilot project with participating health care facilities for the training, education, and employment of certified surgical technologist through partnerships between MnSCU institutions with accredited surgical technologist programs and health care facilities within 25 miles of the institution. Requires a report to the legislature by January 1, 2013.
https://www.revisor.mn.gov/bin/bldbill.php?bill=S0184.3.html&session=ls86
Title: S.F. 184
Source: https://www.revisor.mn.gov/
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| MN | Signed into law 05/2010 | Postsec.
Community College | Requires the U of M and MnSCU to report to the legislature by February 1, 2011, on nanotechnology research and education, including ethical issues and principles for the responsible use to protect health, environment, and workers safety.
https://www.revisor.mn.gov/bin/bldbill.php?bill=S0184.3.html&session=ls86
Title: S.F. 184
Source: https://www.revisor.mn.gov/
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| NJ | Signed into law 05/2010 | Postsec.
Community College | Meant to ease restrictions on public-private partnerships between higher education institutions and private entities, encouraging flexibility in planning and growth at state and county colleges, and creating jobs.
http://www.njleg.state.nj.us/2010/Bills/S1000/920_R3.HTM
Title: S.B. 920
Source: http://www.njleg.state.nj.us
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| SC | Signed into law 05/2010 | P-12 | Permits high schools to offer state-funded WorkKeys (i.e., a job skill assessment system) to 10th grade students using funds appropriated for the assessment of PSAT or PLAN; Provides that the selection of the test for each student should be informed by the student's individual graduation plan, cluster selection, guidance counselor advisement, and parent or legal guardian consent. http://www.scstatehouse.gov/sess118_2009-2010/bills/4823.htm
Title: H.J.R. 4823 - Sec. 4
Source: http://www.scstatehouse.gov
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| TX | Adopted 05/2010 | Postsec. | H.B. 3519, 81st Texas Legislature, amended the Labor Code by adding s.305.003, mandating that the Coordinating Board and the Texas Workforce Commission enter into a Memorandum of Understanding for the coordination and administration of the Texas Career Opportunity Grant Program, which reduces the financial barriers to postsecondary career education and training for economically disadvantaged Texans.
The new sections of administrative code describe the authority and purpose of the program, provide definitions of terms used, outline program award amounts and limits, and set forth requirements whereby students may qualify to receive a grant. The new sections also outline institutional agreement requirements, including annual reports to the Coordinating Board. Sections 22.181, 22.183, 22.186, and 22.187 are adopted as published in the February 19, 2010 Texas Register (pp 5-7 of 55): http://www.sos.state.tx.us/texreg/pdf/backview/0219/0219prop.pdf. Sections 22.182, 22.184, 22.185, and 22.188 adopted as published in the May 21, 2010 Texas Register (pp 14-15 of 46): http://www.sos.state.tx.us/texreg/pdf/backview/0521/0521adop.pdf
Title: 19 TAC 22.181, 182, 183, 184, 185, 186, 187, 188
Source: www.sos.state.tx.us
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| AZ | Signed into law 04/2010 | P-12
Community College | Relates to nonviolent prisoners receiving work compensation under contract with the Department of Corrections in prison industries. Allows 5% of the prisoners wage to be deposited into a transitions program. Allows a contracted entity in the transitions program to provide employment assistance, career counseling, basic academic education, general equivalency diploma preparation and postsecondary education job training to eligible prisoners. Chapter 54
http://www.azleg.gov/legtext/49leg/2r/bills/sb1093s.pdf
Title: S.B. 1093
Source: http://www.azleg.gov
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| HI | Signed into law 04/2010 | P-12
Postsec. | Requires the department of education, the University of Hawaii, and the department of labor and industrial relations, and other state agencies to share data to support research that will improve educational and workforce outcomes and meet the longitudinal data requirements of the federal American Recovery and Reinvestment Act of 2009. Directs the aforementioned agencies to jointly determine the data to be shared, and to share data at least annually, in a manner that protects the confidentiality of student information. Directs the aforementioned agencies to establish a data governance and access committee that meets on a quarterly basis to determine protocols to prioritize analyses and research questions that will provide information to (1) improve educational and workforce outcomes and policies, and (2) approve requests for access to data provided by the department of education, the University of Hawaii, the department of labor and industrial, and other state agencies, as appropriate. Directs all state agency directors to consider sharing data for the statewide longitudinal data system. http://www.capitol.hawaii.gov/session2010/Bills/SB2122_SD1_.HTM
Title: S.B. 2122
Source: www.capitol.hawaii.gov
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| ID | Signed into law 04/2010 | P-12 | Amend Employment Security Law to allow the director of the department of labor to develop and
implement youth employment and job training programs. Chapter 276
http://www.legislature.idaho.gov/legislation/2010/H0509.htm
Title: H.B. 509
Source: http://www.legislature.idaho.gov
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| MD | Signed into law 04/2010 | P-12
Postsec. | Establishes the Maryland Longitudinal Data System (MLDS) as a statewide data system that contains individual-level student data and workforce data from all levels of education and the state's workforce. The bill also establishes a Maryland Longitudinal Data System Center within state government to serve as a central repository for the data, to ensure compliance with federal privacy laws, to perform research on the data sets, and to fulfill education reporting requirements and approved public information requests. The governing board of the center must submit an annual report by December 15 to the Governor and the General Assembly. The bill takes effect July 1, 2010. The requirement that state agencies, local education agencies (LEAs), and educational institutions submit data to the center in accordance with specified plans, terminates June 30, 2011. http://mlis.state.md.us/2010rs/bills/sb/sb0275e.pdf
Title: S.B. 275
Source: http://mlis.state.md.us
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| TN | Signed into law 04/2010 | Postsec.
Community College | Prohibits the reduction or denial of unemployment benefits due to the claimant's enrollment in any institution of higher
education.
http://www.capitol.tn.gov/Bills/106/Bill/HB2092.pdf
Title: H.B. 2092, S.B. 1491
Source: http://www.capitol.tn.gov
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| VA | Signed into law 04/2010 | P-12 | Requires the Department of Behavioral Health and Developmental Services, in coordination with the Department of Rehabilitative Services and other partner agencies, to develop pilot programs to assist individuals with Autism Spectrum Disorders to obtain and sustain employment and to offer education and training to employers.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+CHAP0307+pdf
Title: H.B. 1099
Source: http://leg1.state.va.us
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| WA | Signed into law 04/2010 | P-12
Community College | Creates the opportunity express program to: (1) expand training and education programs such as the worker retraining program, the opportunity grant program and the opportunity internship program; and (2) create more effective intake and outreach systems to reach the greatest number of citizens and connect them to the resources they need. Requires state board for community and technical colleges to give priority in receipt of college board worker retraining program funds to applicants working toward certain careers. Expands the opportunity internship program for fiscal years 2011 through 2013. Authorizes the state board for community and technical colleges to create a single web site: (1) for advertising the availability of opportunity express funding to state citizens; (2) to direct interested individuals to the appropriate local intake office; and (3) that includes a link to the department of labor and industries apprenticeship program. Creates the opportunity express account. First Special Session Chapter 24
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2630-S2.PL.pdf
Title: H.B. 2630
Source: http://apps.leg.wa.gov
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| MS | Signed into law 03/2010 | P-12
Postsec.
Community College | Establishes the Education Achievement Council to increase educational attainment of the state's working-age population by 2025.
http://billstatus.ls.state.ms.us/documents/2010/pdf/HB/1000-1099/HB1071SG.pdf
Title: H.B. 1071
Source: http://billstatus.ls.state.ms.us
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| VA | Signed into law 03/2010 | Postsec. | Creates the Virginia Workforce Development Authority to take over the duties of the Statewide Area Health Education Centers Program.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+HB1304ER+pdf
Title: H.B. 1304
Source: http://leg1.state.va.us
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| VA | Signed into law 03/2010 | P-12 | Requires each local school board to include in its annual report to the Board of Education the number of students who passed the state Workplace Readiness Skills assessment.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB630ER+pdf
Title: S.B. 630
Source: http://leg1.state.va.us/
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| VA | Signed into law 03/2010 | P-12 | Relates to workforce program evaluations and the sharing of certain data. Provides for certain agencies to share de-identified data to create one- time restricted-use data sets in order to evaluate postsecondary and career readiness programs pursuant to specified requirements and to conduct eduction program evaluations that require employment outcomes.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB459ER+pdf
Title: S.B. 459
Source: http://leg1.state.va.us
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| VA | Issued 03/2010 | Postsec. | Establishes the Governor's Commission on Higher Education Reform, Innovation and Investment. Directs the commission to consider the current state of public and private higher education in the state, and best practices in other states and countries. Directs the commission to make findings and recommendations for addressing the following priorities:
(1) Preserving and enhancing the instructional excellence of Virginia's leading universities and of the higher education system as a whole
(2) Significantly increasing the percentage of college-age Virginians who enroll in colleges and complete degrees
(3) Attracting and preparing young people for the STEM areas and other disciplines (e.g., healthcare and advanced manufacturing) where skill shortages now exist and/or unmet demand is anticipated
(4) Forging new public-private partnerships and regional strategies for business recruitment, workforce preparation, and university-based research
(5) Making the state a national leader in providing higher education opportunities to military personnel and veterans
(6) Crafting a sustainable higher education funding model that will move Virginia toward higher levels of educational attainment and economic competitiveness over the next 15 years
(7) Developing innovative ways to deliver quality instruction, cost-saving reform strategies, and affordable new pathways to degree attainment for Virginians, regardless of income or background
(8) Evaluating strategies to reduce costs through additional college placement testing and accelerated degree completion
(9) Creating effective workforce development programs through expanded use of the community college system in coordination with the commission on economic development and job creation.
Calls for the creation of the following committees, and identifies tasks for each committee: (1) Increased Degree Attainment, Financial Aid and Workforce Training; (2) Implement Innovation and Cost Containment; and (3) Regional Strategies/Partnerships for Research and Economic Development.
Directs the committee to submit its interim findings and recommendations on matters potentially impacting the executive budget by September 30, 2010. Directs the commission to an interim report of its activities, findings and recommendations by November 30, 2010. Provides the interim report must focus primarily on increasing degree attainment, concentrating increased educational attainment in STEM areas and other high-demand and high-income fields, a model for higher education funding, and partnerships through which public and private colleges and community colleges participate actively in economic development and workforce training. Directs the commission to continue to meet and make recommendations on additional stated objectives throughout 2011.
Provides this executive order will become effective upon signing and remain in full force and effect until March 26, 2011 unless amended or rescinded by further executive order.
http://www.governor.virginia.gov/Issues/ExecutiveOrders/pdf/EO_9.pdf
Title: E.O. 9
Source: www.governor.virginia.gov
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| WA | Signed into law 03/2010 | P-12 | Authorizes port districts to contract with nonprofit entities in order to participate in programs for job training and placement, preapprenticeship training or educational programs associated with port tenants, customers, and local economic development related to port activities; provides that a sponsoring port must require any entity that operates such programs to submit specified information as a condition of the contract.
Chapter 195
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Session%20Law%202010/2651-S.SL.pdf
Title: H.B. 2651
Source: http://apps.leg.wa.gov
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| WA | Signed into law 03/2010 | P-12
Postsec.
Community College | Requires the Employment Security Department to conduct an analysis of occupations in the forest products industry; require the Department of Commerce and the Workforce Training and Education Coordinating Board to identify barriers to the growth of green jobs in traditional industries such as the forest products industry. Chapter 187
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bill%20Reports/House%20Final/2420-S%20HBR%20FBR%2010%20E1.pdf
Title: H.B. 2420
Source: http://apps.leg.wa.gov
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| VA | Signed into law 02/2010 | Postsec.
Community College | Relates to State Council of Higher Education for Virginia; provides that when performing its duty to develop a uniform, comprehensive data information system designed to gather all information necessary to the performance of the Council's duties, the Council may contract with private entities to create de-identified student records for the purpose of assessing the performance of institutions and specific programs relative to the workforce needs of the Commonwealth.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+HB7ER+pdf
Title: H.B. 7
Source: http://leg1.state.va.us
| |
| NJ | Signed into law 01/2010 | Postsec.
Community College | Dedicates a percentage of funds from the Supplemental Workforce Fund for Basic Skills to the State Community College Consortium for Workforce and Economic Development, a part of the Council of County Colleges, to provide basic skills training to qualified displaced, disadvantaged or employed workers.
http://www.njleg.state.nj.us/2008/Bills/A4500/4325_R1.PDF
Title: A.B. 4325
Source: http://www.njleg.state.nj.us
| |
| NJ | Signed into law 01/2010 | Postsec.
Community College | Establishes NJ PLACE program to facilitate college credit for registered apprenticeship programs.
http://www.njleg.state.nj.us/2008/Bills/A4500/4327_R1.PDF
Title: A.B. 4327
Source: Lexis-Nexis/StateNet
| |
| Equity |
| |
| IL | Signed into law 07/2010 | P-12
Postsec.
Community College | Establishes the African American Employment Plan Act. Provides that the purposes of the act are to:
(a) improve the delivery of state services to Illinois' African Americans by increasing the number of African American state employees total and the number serving in supervisory, technical, professional and managerial positions;
(b) identify state agencies' staffing needs and qualification requirements;
(c) track hiring practices and promotions of African Americans employed by state agencies;
(d) increase the number of African Americans employed by state agencies;
(e) increase the number of African American state employees who are promoted;
(f) assist state agencies to meet their goals established pursuant to the African American Employment Plan; and
(g) establish the African American Employment Plan
Directs the department of central management services to develop and implement plans (and for each state agency to implement strategies and programs) to increase the number of African Americans employed by state agencies and the number at supervisory, technical, professional and managerial levels. Calls on the department to prepare and annually revise an African American Employment Plan, and to annually report to the general assembly each state agency's activities to implement that plan. Directs each state agency to annually report to the department of central management services and the department of human rights all of the agency's activities in implementing the African American Employment Plan. Sets forth required content of such reports. Directs the department of central management services to assist state agencies that are required to establish preparation and promotion training programs for failure to meet their affirmative action and equal employment opportunity goals.
Establishes the African American Employment Plan Advisory Council to examine: (1) the prevalence and impact of African Americans employed by state government; (2) the barriers faced by African Americans seeking employment or promotions in state government; and (3) possible incentives that could be offered to foster the employment of and promotion of African Americans in state government. Directs the council to issue an annual report of its activities, beginning February 2012.
Requires each institution of higher education under the jurisdiction of the Illinois Board of Higher Education and each community college under the jurisdiction of the Illinois Community College Board to annually report to the general assembly its activities implementing strategies and programs, and its progress, in the hiring and promotion of Hispanics and bilingual persons at supervisory, technical, professional and managerial levels, including assessments of bilingual service needs and information received from the auditor general pursuant to its periodic review responsibilities. http://www.ilga.gov/legislation/96/SB/PDF/09600SB3531lv.pdf
Title: S.B. 3531
Source: www.ilga.gov
| |
| GA | Signed into law 05/2010 | P-12 | Removes some requirements on the department of education relating to annual gender equity reporting; provides for related matters. http://www.legis.state.ga.us/legis/2009_10/pdf/hb910.pdf
Title: H.B. 910
Source: www.legis.state.ga.us
| |
| Federal |
| |
| MN | Signed into law 05/2010 | Postsec.
Community College | Authorizes the Minnesota Office of Higher Education to match individual student data from the student record enrollment database with individual student financial aid data collected and maintained by the office in order to audit or evaluate federal or state supported education programs as permitted by U.S. Code and Code of Federal Regulations. The office may not release data that personally identifies parents or students other than to employees and contractors of the office.
https://www.revisor.mn.gov/bin/bldbill.php?bill=S0184.3.html&session=ls86
Title: S.F. 184
Source: https://www.revisor.mn.gov/
| |
| MN | Signed into law 05/2010 | Postsec.
Community College | Provides that institutions are eligible to participate in state student aid programs if the institution is:
• operated by the state (MnSCU) or the Board of Regents (U of M);
• privately operated and has academic standards comparable to Minnesota institutions, is licensed or regulated by OHE, participates in federal financial aid programs by July 1, 2010, or has participated in state financial aid programs and requires signed disclosure forms from each enrolled student recognizing it does not participate in federal aid programs; or
• offers only graduate programs or programs too short for federal financial aid and the institution is registered or licensed by OHE.
A private institution that does not participate in the federal Pell program must participate within three years of an ownership change to continue as an eligible institution, subject to an appeal for a single one-year extension. Any institution that loses eligibility for the federal Pell program is not an eligible institution for state grants.
https://www.revisor.mn.gov/bin/bldbill.php?bill=S0184.3.html&session=ls86
Title: S.F. 184
Source: https://www.revisor.mn.gov/
| |
| DE | Signed into law 02/2010 | P-12 | Modifies the responsibilities of the state's Mangement Resource Committee and Early Childhood Council to align the operations of those entities with guidelines under the federal Head Start program.
http://legis.delaware.gov/LIS/lis145.nsf/vwLegislation/HB+470/$file/legis.html?open
Title: H.B. 470
Source: http://legis.delaware.gov
| |
| Finance |
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| CA | Vetoed 09/2010 | P-12 | From bill analysis: Requires the state board of education to include school districts, county offices of education, charter schools and other agencies deemed eligible pursuant to state and federal law, in any application for federal aid to education, in any allocation of federal funds made pursuant to law, and in any rules and regulations adopted governing the allocation of those funds.
Bil text: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1651-1700/ab_1683_bill_20100830_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z64toun9texiy7?&_c=d|yvcee9xanplikz|z651jtjl0g7yaz&_ce=1286209518.ef82a5a73803871303f72f0746c9c7d3
Title: A.B. 1683
Source: www.leginfo.ca.gov
| |
| NJ | Signed into law 09/2010 | P-12 | Clarifies that a school district is eligible to receive and use chapter 193 State funding to provide special education evaluation services to nonpublic school pupils who are not residents of the State.
http://www.njleg.state.nj.us/2010/Bills/AL10/71_.HTM
Title: A.B. 2300
Source: http://www.njleg.state.nj.us
| |
| IL | Signed into law 08/2010 | P-12 | Provides that no public school district or private school is obligated to comply with any new unfunded mandate adopted by the legislature or state board of education. Provides that if the amount appropriated to fund a new mandate does not fully fund the mandated activity, the district or private school may choose to discontinue or modify the activity to ensure that the costs of compliance do not exceed the funding received. Provides that before discontinuing or modifying the mandate, a district must petition its regional superintendent of schools on or before February 15 of each year to request to be exempt from implementing the mandate in a school or schools in the next school year. Sets forth provisions concerning what the petition must contain, review of the petition and a public hearing, granting an exemption, state board of education notification, and appealing the regional superintendent's decision.
Provides that these provisions do not apply to:
(1) Any new statutory or regulatory mandates related to revised learning standards developed through the Common Core State Standards Initiative and assessments developed to align with those standards or actions specified in the state's Phase 2 Race to the Top Grant application if it is approved by the U.S. Department of Education
(2) New statutory or regulatory mandates imposed on school districts designated as being in the lowest performing 5% of schools within the Race to the Top Grant application.
http://www.ilga.gov/legislation/96/HB/PDF/09600HB4711lv.pdf
Title: H.B. 4711
Source: www.ilga.gov
| |
| GA | Signed into law 06/2010 | P-12 | Amends language related to the Georgia Education Authority (Schools). Reduces authority membership from 7 to 5 members; replaces existing members with 3 gubernatorial appointees, one appointee of the lieutenant governor, and one appointee of the speaker of the house. Reassigns the commission from the department of administrative services to the Georgia State Financing and Investment Commission. Provides for the assignment of staff from the department of education or Georgia State Financing and Investment Commission to carry out the authority's duties.
Authorizes the authority to sell federal bonds. For purposes of federal law, permits the authorioty to act as the state education agency and to issue qualified zone academy bonds, qualified school construction bonds, or build america bonds or, at its discretion, permit other authorized governmental bodies to issue such bonds. Provides that in participating in any federal program, the authority may apply for and receive funds, make certifications and designations, and do all other things necessary or convenient to participate in or obtain the benefits of federal programs, including programs of bond finance provided under federal law. http://www.legis.state.ga.us/legis/2009_10/pdf/hb936.pdf
Title: H.B. 936 - Section 2 and 3
Source: www.legis.state.ga.us
| |
| GA | Signed into law 06/2010 | P-12 | Amends "Transparency in Government Act" to include in the definition of "agency" all departments (including the department of education), any regional education service agency and local boards of education. Existing provisions require information on financials of all agencies to be posted to the searchable Web site; new provision requires that Web site include an indexed listing of all agencies and end users receiving any federal pass-through moneys and an itemized enumeration of the expenditure of such moneys. http://www.legis.state.ga.us/legis/2009_10/pdf/sb389.pdf
Title: S.B. 389
Source: www.legis.state.ga.us
| |
| AZ | Signed into law 05/2010 | P-12 | Establishes the Statewide E-Rate Program Fund to be administered by the Government Information Technology Agency (GITA) and consisting of the following: (1) Monies received pursuant to the E-Rate Program under the Telecommunications Act of 1996 or other grants to assist Arizona in improving broadband internet and telecommunications assess for public schools and libraries; (2) monies received as a result of an intergovernmental agreement between the GITA and other political subdivisions of Arizona; and (3) monies received for private grants or donations if designated by the Fund by the grantor or donor. Requires that the monies in the Fund be used to assist public school districts, charter schools and libraries to submit applications for funding and to fulfill the terms of an intergovernmental agreement of private contract. Specifies that the GITA must establish policies and procedures for E-Rate application, including providing technical assistance.
Allows GITA to enter into contracts with private organizations and intergovernmental agreements with other state agencies and political subdivisions to administer the statewide program. Allows all school districts and charter schools that are eligible for E-Rate Priority 1 funding to apply for funding by submitting applications with assistance from GITA. Requires all school districts and charter schools that receive E-rate funding to establish a fund and monies in the fund may be used to reimburse the school district or charter school for broadband interest and teleommunications costs. Chapter 332
http://www.azleg.gov/legtext/49leg/2r/bills/hb2725s.pdf
Title: H.B. 2725--Multiple Provisions
Source: http://www.azleg.gov
| |
| CT | Signed into law 05/2010 | P-12 | Requires the state department of education to, within available appropriations, provide grants to local/regional school districts to begin implementation of the new high school graduation requirements (see section 16 of this bill). http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm
Title: S.B. 438 - Sec. 18
Source: http://www.cga.ct.gov
| |
| SC | Signed into law 05/2010 | P-12 | Provides that a local school district may pay teachers based on the years of experience the teacher possessed in fiscal year 2009-2010 without negative impact to their experience credit; Provides that school districts may not pay district or school administrators more than they received in fiscal year 2009-2010; Requires districts to pay teachers and school and district administrators for changes in their education level. http://www.scstatehouse.gov/sess118_2009-2010/bills/4838.htm
Title: H.J.R. 4838
Source: http://www.scstatehouse.gov
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| MS | Signed into law 04/2010 | P-12 | Requires the school board of a school district having a certain ending fund balance in the 2010, 2011 and 2012 fiscal years to submit a plan for budget cuts to the State Department of Education; authorizes the State Board of Education to adopt rules and regulations specifying the required contents of the plan; requires the Department to approve or return the plan to the school district with instructions. http://billstatus.ls.state.ms.us/documents/2010/pdf/HB/1100-1199/HB1170SG.pdf
Title: H.B. 1170
Source: http://billstatus.ls.state.ms.us
| |
| IN | Signed into law 03/2010 | P-12 | Adds a new chapter to the code, Chapter 8.5--Reading Deficiency Remediation Plan.
Requires the state superintendent and the state board to develop a plan to improve reading skills of students and implement appropriate remediation techniques for students. In addition to appropriate consultation with parents or guardians, the plan must include the following: (1) Reading skills standards for grade 1 through grade 3; (2) emphasis on the method for making determinant evaluations by grade 3 that might require remedial action for the student, including retention as a last resort, after other methods of remediation have been evaluated or used, or both, if reading skills are below the standard; (3) fiscal impact of each component of the plan must be taken into account. For any component of the plan that has a fiscal impact, the state superintendent must present those components of the plan to the general assembly. The state board is to adopt rules to carry out this chapter.
Adds a new chapter to the code, Chapter 16—School Fund Transfers.
Allows the governing board of a school corporation to adopt a resolution to transfer money during the 2010-2011 school year from its capital projects fund if no employees of the school corporation will receive a compensation increase for the 2010-2011 school year, excluding certain incidental or automatic increases, certain reimbursement to teachers for completion of professional education development courses, and a compensation increase paid to a teacher as a result of the teacher receiving an advanced higher education degree. Provides that the maximum amount that may be transferred from a school corporation's capital projects fund is equal to 10% of the sum of: (1) the balance in the school corporation's capital projects fund on December 31, 2009; plus (2) the amount of the school corporation's property tax levy for its capital projects fund for taxes first due and payable in 2010. Provides that the governing body of a school corporation and an exclusive representative may mutually agree to forego any salary or compensation increases that would otherwise be required for the 2010-2011 school year under the statutes concerning minimum teacher pay. Requires school corporations to adopt a plan to take the actions necessary and desirable to preserve and protect institutional programs. Provides that the plan must address class sizes, curriculum or program offerings, certificated employee positions and teaching assistants, allocation of resources to students who are deficient in reading skills and limitations on employee and administrative salaries and other compensation. Public Law 109
http://www.in.gov/legislative/bills/2010/HE/HE1367.1.html
Title: H.B. 1367
Source: http://www.in.gov/legislative
| |
| MS | Signed into law 03/2010 | P-12 | Creates the School District Emergency Bridge Loan Act to assist districts that suffer revenue losses due to the economic downturn. Provides that a district that receives a loan shall pledge to repayment any part of the homestead exemption annual tax loss reimbursement to which it may be entitled; authorizes state bonds for moneys for the loan program; grants to the state department of education certain powers and duties with regard to this act.
http://billstatus.ls.state.ms.us/documents/2010/pdf/HB/1100-1199/HB1170SG.pdf
Title: H.B. 1349
Source: http://billstatus.ls.state.ms.us
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| SD | Signed into law 03/2010 | P-12 | Revises property tax levies for the general fund of a school district; relates to agricultural property and single-family dwellings.
http://legis.state.sd.us/sessions/2010/Bills/SB67ENR.pdf
Title: S.B. 67
Source: http://legis.state.sd.us
| |
| VA | Signed into law 03/2010 | P-12 | Eliminates the requirement that every three years a census of all school-age persons residing within each school division take place; eliminates all related requirements regarding appointment and compensation of persons taking census, agents, and census results. Amends the procedure regarding sales and use tax distribution to localities so that distribution is based on the average daily membership of the school division rather han the school-age population of a school division.
http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+HB669ER+pdf
Title: H.B. 669/S.B. 413
Source: http://leg1.state.va.us
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| WA | Signed into law 03/2010 | P-12 | Changes school levy provisions; modifies the maximum levy percentage for specified calendar years; modifies provisions concerning the allocation of state matching funds to eligible districts. Chapter 237
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2893-S.PL.pdf
Title: H.B. 2893
Source: http://apps.leg.wa.gov/
| |
| WY | Signed into law 03/2010 | P-12 | Relates to school finance; excludes district revenues derived from any tuition assessed by a district for the provision of distance education programs to participating nonresident students from local resource computations used in computing foundation program amounts; provides for an effective date. Chapter 24
http://legisweb.state.wy.us/2010/Introduced/HB0012.pdf
Title: H.B. 41
Source: http://legisweb.state.wy.us
| |
| ID | Signed into law 02/2010 | P-12 | Relates to unclaimed property; allows the administrator of the Unclaimed Property Act a period of five years prior to turning property over to the Public School Endowment Fund; requires holders reporting ten or more properties to report in a format required by the administrator; allows the administrator discretion to sell abandoned property within three years; allows the administrator to waive penalties and interest in certain cases Chapter 15
http://www.legislature.idaho.gov/.
Title: H.B. 385
Source: http://www.legislature.idaho.gov/
| |
| NV | Vetoed 02/2010 | P-12 | Provides for a temporary reduction in salary in lieu of furlough leave for state employees who are exempt from taking unpaid furlough leave; require the approval of a plan for additional overtime to be approved before the overtime is worked; provides for a temporary reduction in compensation for employees of the Senate and Assembly; provides for the closing of state offices on certain days and the revision of the workweek of state employees with certain exceptions; authorizes school districts to require furloughs.
http://www.leg.state.nv.us/26th2010Special/Bills/SB/SB3_EN.pdf
Title: S.B. 3B
Source: http://www.leg.state.nv.us
| |
| NV | Signed into law 02/2010 | P-12 | Provides a temporary waiver for the biennium to each school district, charter school and university school for profoundly gifted pupils from the minimum expenditure requirements for textbooks, instructional supplies, instructional software and instructional hardware.
http://www.leg.state.nv.us/26th2010Special/Bills/AB/AB5_EN.pdf
Title: A.B. 5B
Source: http://www.leg.state.nv.us/
| |
| VT | Signed into law 02/2010 | P-12 | Puts forth challenge to policy makers, administrators, service providers, and school administrators to design outcome-driven changes in service and performance, to implement these changes with reduced state funding, and to maintain accountability for meeting goals through clear measures of outcome achievement. Education addressed in Section 6. See full text excerpts included here. Act 68
http://www.leg.state.vt.us/docs/2010/Acts/ACT068.pdf
Also see: http://www.leg.state.vt.us/JFO/CFC%20Progress%20Report.pdf
and http://cto.vermont.gov/blog/scorecard
Title: S.B. 286
Source: http://www.leg.state.vt.us
| |
| Finance--Bonds |
| |
| AZ | To governor. 04/2010 | P-12 | Upon request of the school district, allows monies earned as interest or otherwise derived from the investment of the proceeds of the sale of bonds to be deposited to the Bond Building Fund if federal laws or rules require the intest to be used for capital expenditures and contains a retroactive date from and after May 30, 2009. Stipulates that any political subdivison may make any covenant, order any rebate, file any tax return, report any information and order the limitation on the yield of any investment made with the proceeds from the sale of its bonds or with taxes for any federal tax benefits, payments or credits relating to a bond issues under any provision of law, including federal tax credits, federal subsidy payments and retention of the exemption from federal income on a bond issues. Allows a school district that was authorized to issue bonds more than nine years ago to choose to use the proceeds of the bonds authorized at the election for any necessary capital improvements, provided that the Board votes to authorize the proposed use of the bond proceeds before June 30, 2013. Allows school districts to decide whether bonds and soft-capital allocations of the school district can be issued and sold for personnel training costs for equipment and technolocy and stipulates that no more than 10% of the bond proceeds or soft-capital can be used for personnel training.
http://www.azleg.gov/legtext/49leg/2r/bills/hb2725s.pdf
Title: H.B. 2725--Multiple Provisions
Source: http://www.azleg.gov
| |
| Finance--District |
| |
| TX | Adopted 12/2010 | P-12 | Establishes new s.109.1101, concerning financial solvency. Per the mandate in Section 39.0822 as established in 2009 H.B. 3, creates a financial solvency review process for the Texas Education Agency (TEA) to use in assessing the future financial solvency of districts and open-enrollment charter schools, to alert districts and charter schools to circumstances that could lead to financial insolvency. Identifies types of data that must be reviewed in the process. Specifies that the TEA must notify the district or charter school if the financial solvency review shows (A) a student-to-staff ratio that is significantly outside the norm; (B) a rapid depletion of the general fund balance; or (C) a significant discrepancy between submitted budget figures and projected revenues and expenditures.
Pages 34-37 of 197: http://www.sos.state.tx.us/texreg/pdf/backview/1217/1217adop.pdf
Title: 19 TAC 109.1101
Source: www.sos.state.tx.us
| |
| PA | Veto overridden: legislature has overridden governor's veto 11/2010 | P-12 | Section 218 requires annual financial reports for districts, charter schools, cyber charter schools, area vocation-technical schools and intermediate units. By December 31st of each year, the chief administrator and board secretary must certify that financial reports have been properly audited and that the information was materially consisted with the audited financial statements. Failure to submit results in a fine of $300 per day for the first violation and $500 per day for the second or subsequent violation.
http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=PDF&sessYr=2009&sessInd=0&billBody=H&billTyp=B&billNbr=0101&pn=4389
Title: H.B. 101
Source: http://www.legis.state.pa.us
| |
| AL | Signed into law 09/2010 | P-12 | Authorizes local boards of education, during FY 2011 only, to expend public school funds on any operating expense (according to SREB report, http://publications.sreb.org/2010/10S07_2010_Final_Leg_Rep.pdf, districts were previously "required to spend the funds only within the designated categories where appropriations were made.")
Title: H.B. 724
Source:
| |
| NY | Vetoed 09/2010 | P-12 | Creates the school district finance security task force to develop guidelines for school districts to protect sensitive banking and other information related to school district funds, from theft and other adverse consequences related to financial transactions, and to make recommendations for legislation. http://assembly.state.ny.us/leg/?default_fld=&bn=S07323&Summary=Y&Actions=Y&Memo=Y&Text=Y
Title: S.B. 7323
Source: assembly.state.ny.us
| |
| IL | Signed into law 08/2010 | P-12 | Adds that one of the circumstances under which (1) the state superintendent may require a district to share financial information relevant to a proper investigation of the district's financials and the delivery of appropriate state services to the district and/or (2) the state board may certify that a district is in financial difficulty, is if the district is likely to fail to fully meet any regularly scheduled, payroll-period obligations when due and/or any debt service payments when due. Pages 1-5 of 51: http://www.ilga.gov/legislation/96/SB/PDF/09600SB3681lv.pdf
Title: S.B. 3681 - Section 105 ILCS 5/1A-8
Source: www.ilga.gov
| |
| MO | Signed into law 07/2010 | P-12 | This substitute allows a school district, after 10 years, to return donated real property to the original donor or to sell it as surplus.
http://www.house.mo.gov/billtracking/bills101/biltxt/truly/HB1831T.HTM
Title: H.B. 1831
Source: http://www.house.mo.gov/
| |
| GA | Signed into law 06/2010 | P-12 | Authorizes local boards of education to solicit and accept donations, contributions and gifts from any source for purposes of field trips and other educational purposes. http://www.legis.state.ga.us/legis/2009_10/pdf/hb1200.pdf
Title: H.B. 1200
Source: www.legis.state.ga.us
| |
| GA | Signed into law 06/2010 | P-12 | Requires local boards of education to submit specified information on tax revenues to the department of audits and accounts for posting on a searchable Web site accessible by the public. http://www.legis.state.ga.us/legis/2009_10/pdf/hb1013.pdf
Title: H.B. 1013
Source: www.legis.state.ga.us
| |
| OK | Signed into law 06/2010 | P-12 | Creates the school district transparency act; requires school district expenditure information be made available on state department of education website. Requires the Department to make the data available on its website within 120 days of transmission of the expenditures to the Department by the school district.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB1633_ENR.RTF
Title: S.B. 1633
Source: http://webserver1.lsb.state.ok.us
| |
| OK | Signed into law 06/2010 | P-12 | For the fiscal years ending June 30, 2011, and June 30, 2012, a school district board of education may elect not to adopt and offer a professional development program for certified and licensed teachers and administrators of the district. If a school district elects not to adopt and offer a professional development program, the district may expend any monies allocated for professional development for any purpose related to the support and maintenance of the school district as determined by the board of education of the school district. Also suspends (for this time period) sanctions against districts for failing to meet the media materials and equipment standards and media program expenditure standards as set forth in the accreditation standards adopted by the Board.
http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB3029_ENR.RTF
Title: H.B. 3029
Source: http://webserver1.lsb.state.ok.us
| |
| OK | Signed into law 06/2010 | P-12 | Provides for approval of school auditors by state auditor and inspector (instead of the state board of education). Sets certain requirements for auditors, including experience in auditing public entities and completion of a minimum of 8 clock hours of continuing education credit in school district accounting and auditing as defined by the Governmental Accounting Standards Board (GASB) and the Office of the Comptroller General during the prior year.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB2034_ENR.RTF
Title: S.B. 2034
Source: http://webserver1.lsb.state.ok.us
| |
| RI | Signed into law 06/2010 | P-12 | Authorizes the department of elementary and secondary education, with the department of administration, to implement a statewide purchasing system for all public schools, for the purchase of goods, supplies and services, including:
(1) General school supplies such as paper goods, office supplies, textbooks and cleaning products
(2) Telecommunications, wireless services, computer equipment, hardware and software needed to support curriculum objectives
(3) General non-medical and dental insurance products and services; provided however, that the statewide purchasing system must permit districts to establish their own benefit and coverage levels.
Authorizes the department of elementary and secondary education and local and regional school districts to participate in purchasing collaboratives, consisting of two or more states, subject to prior approval of the
chief purchasing officer and rules and regulations promulgated by the department. http://www.rilin.state.ri.us/PublicLaws/law10/law10023-13.htm
Title: H.B. 7397, Article 13, Section 5
Source: www.rilin.state.ri.us
| |
| AZ | Signed into law 05/2010 | P-12
Community College
Postsec. | Relates to a comprehensive database of receipts and expenditures of state monies; relates to an official internet website that is electronically searchable by the public at no cost; provides for cross-linked expenditures associated with contracts or subcontracts to the actual language of the contract or subcontract; includes local governments, community college districts and school districts. Chapter 288
http://www.azleg.gov/legtext/49leg/2r/bills/hb2282c.pdf
Title: H.B. 2282
Source: http://www.azleg.gov
| |
| TX | Adopted 05/2010 | P-12 | Updates the financial accountability rating system by specifying new provisions that will be implemented beginning with ratings based on data from fiscal year 2008-09, including a new worksheet and calculations. Also incorporates open-enrollment charter schools into the School FIRST system. Adopted as proposed in the March 26, 2010 Register (pages 93-97 of 151): http://www.sos.state.tx.us/texreg/pdf/backview/0326/0326prop.pdf
Title: 19 TAC 109.1001, 1002, 1003, 1004, 1005
Source: www.sos.state.tx.us
| |
| AZ | Signed into law 04/2010 | P-12 | Relates to school district override elections; amends a notification date; relates to a special program for children with disabilities in preschool programs; relates to budget balance carryforwards; limits special budget overrides that were previously approved to a percent of the revenue control limit attributable to the weighted student count in preschool programs for children with disabilities, kindergarten programs and grades one through eight. Chapter 179
http://www.azleg.gov/legtext/49leg/2r/bills/hb2386s.pdf
Title: H.B. 2386
Source: http://www.azleg.gov/
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| ID | Signed into law 04/2010 | P-12 | Amends the School Bond Guaranty Act; provides that the Superintendent of Public Instruction shall make reports of school district solvency; authorizes the Treasurer to establish procedures for providing notice where a debt service payment may be delinquent and a process to make such payments; removes references to state sales tax account and the tax commission; provides for payment of guaranteed school bond debt service payments and repayment of borrowed funds for sales tax receipts. Chapter 295
http://legislature.idaho.gov/legislation/2010/H0682.pdf
Title: H.B. 682
Source: http://legislature.idaho.gov
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| NE | Signed into law 04/2010 | P-12 | From the fiscal note: Allows school-based health centers to be Medicaid providers. School-based health services may include medical health, behavioral and mental health, preventative health and oral health. A service provided through a school-based center would not require
prior consultation or referral by the patient's primary care physician to be covered by Medicaid. The bill also requires the Department of
Health and Human Services to seek a state plan amendment in the Children's Health Insurance Program and Medicaid to cover legal
non-residents, as authorized in Public Law 111-3. The bill as amended requires school-based health clinics sponsored by a federally
qualified health clinic to be reimbursed at their clinic rate.
http://www.nebraskalegislature.gov/FloorDocs/Current/PDF/Slip/LB1106.pdf
Title: L.B. 1106
Source: http://www.nebraskalegislature.gov
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| OK | Signed into law 04/2010 | P-12 | Requires any school district that is not in compliance with the standards and requirements established by the State Board of Education related to the state student record system as provided in Section 3-160 to forfeit its state aid for the time of noncompliance.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB2211_ENR.RTF
Title: S.B. 2211
Source: http://webserver1.lsb.state.ok.us
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| WI | Signed into law 04/2010 | P-12 | Requires boards annually to prepare budgets for each school in the district. Requires boards to collaborate with nonprofits and government agencies to provide comprehensive social services and educational support. Requires boards to provide alternative methods of attaining a high school diploma for those pupils who are unlikely to graduate, including a prpogram allowing a pupil or former pupil to retake a course in which he/she was not initially successful. Requires boards to conduct an annual survey of parents to develop of modify parent involvement and school improvement plans. http://www.legis.state.wi.us/2009/data/acts/09Act215.pdf
Title: S.B. 437
Source: http://www.legis.state.wi.us
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| CO | Signed into law 03/2010 | P-12 | Enacts the Public School Financial Transparency Act, which requires school districts, district charter schools, boards of cooperative education, the state charter school institute, and institute charter schools to post financial information on-line, in a downloadable format, for free public access.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/F10BD6CCC8325304872576A80026B22A?open&file=1036_enr.pdf
Title: H.B. 1036
Source: http://www.leg.state.co.us/
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| IA | Signed into law 03/2010 | P-12 | Directs the state board to set standards and procedures for the approval of training programs for individuals who seek an authorization issued by the Board of Educational Examiners for employment as school business officials responsible for the financial operations of school districts; requires the Board of Educational Examiners to adopt rules for the issuance of a school business official authorization to an individual who successfully completes a program that meets the board's standards.
http://coolice.legis.state.ia.us/linc/HF2461_Enrolled.pdf
Title: H.B. 2461
Source: http://coolice.legis.state.ia.us
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| NM | Signed into law 03/2010 | P-12 | Provides flexibility to school districts to meet state fiscal solvency requirements; provides that the Secretary of Education may waive requirements of the Public School Code and rules promulgated in accordance with that code pertaining to individual class load, teaching load, length of school day, staffing patterns, subject areas and purchases of instructional materials.
http://nmlegis.gov/Sessions/10%20Regular/final/SB0097.pdf
Title: S.B. 97
Source: http://nmlegis.gov/
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| NM | Signed into law 03/2010 | P-12 | Requires local school boards and governing authorities of charter schools to establish finance subcommittees and audit committees. The finance subcommittee shall: (1) make recommendations to the local school board in the following areas: (a) financial planning, including reviews of the school district's revenue and expenditure projections; (b) review of financial statements and periodic monitoring of revenues and expenses; (c) annual budget preparation and oversight; and (d) procurement; and (2) serve as an external monitoring committee on budget and other financial matters.
http://nmlegis.gov/Sessions/10%20Regular/final/HB0227.pdf
Title: H.B. 227
Source: http://nmlegis.gov/
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| UT | Signed into law 03/2010 | P-12 | Modifies requirements regarding notice of a public hearing on a proposed school district budget. Requires a local school board to post a proposed budget on the district's Web site 10 days prior to a public hearing on the proposed budget. http://le.utah.gov/~2010/bills/sbillenr/sb0057.pdf
Title: S.B. 57
Source: le.utah.gov
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| IA | Signed into law 01/2010 | P-12 | Modifies membership and duties of the School Budget Review Committee. Duties modify relate to review of a school district's unexpended fund balance upon a school district's request for supplemental aid due to an unusual financial circumstance; requires that a school district use those unexpended funds prior to levying additional property taxes.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=BillInfo&Service=Billbook&ga=83&hbill=HF2030
Title: H.B. 2030
Source: http://coolice.legis.state.ia.us
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| MI | Signed into law 01/2010 | P-12 | Part of Michigan's Race to the Top Legislation. Requires district boards of education to ensure that all teachers and principals working in its schools and instructional programs have adequate access to basic instructional supplies. Requires the state department of education (DOE) to develop and publish on its website a definition of what constitutes basic instructional supplies. The DOE must establish and publicize on its website both a telephone line and an online system for principals and teachers to file a claim that the district failed to provide adequate access to basic instructional supplies.
http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2009-PA-0203.htm
Title: H.B. 926 - Sec. 166c
Source: http://www.legislature.mi.gov
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| Finance--Facilities |
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| CA | Signed into law 09/2010 | P-12 | Authorizes the California Department of Education (CDE) and the California School Financing Authority (CSFA) to assign and distribute the state's 2010 federal tax credit bond volume cap for qualified school construction bonds (QSCB). Authorizes charter schools to participate, and sets eligibility criteria and requirements for charter schools. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_2551-2600/ab_2560_bill_20100924_chaptered.pdf
Title: A.B. 2560
Source: www.leginfo.ca.gov
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| CA | Vetoed 09/2010 | P-12 | From bill summary: Requires school facilities constructed or modernized with specified bond funds set aside for career technical education purposes to be used for career technical education purposes for a minimum of 5 years. Requires the governing board of an applicant school district to adopt a resolution stating the intent to use those facilities for career technical education purposes and provide certification of that use during the first year of occupation. Authorizes the governing board of a school district to seek a waiver of the career technical education use requirement from the state allocation board if the facility or educational program of the school district changes during the initial 5 years of use and specifies criteria by which to evaluate the waiver request. Requires the governing board of school districts with projects approved by the board to meet the evaluation criteria. Encourages school districts applying for a career technical education grant to include teachers of career technical education and members of the local career technical education advisory committee in the design and planning process. Authorizes up to 25% of the funds provided for equipment to be used for the purchase of items or equipment with a life expectancy of at least 5 years. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1351-1400/sb_1380_bill_20100831_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5mlr2sx995j5r?&_c=d|yvcee9xanplikz|z5msx9bcq0v1fm&_ce=1285799832.2acfab433c57fecabae78fd24c6be07f
Title: S.B. 1380
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2010 | P-12 | Defines the standards and methodologies to be used on performance audits for funds related to certain school facilities projects. Requires that such audits be conducted in accordance with the Government Auditing Standards issued by the Comptroller General of the United States. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1451-1500/sb_1473_bill_20100924_chaptered.pdf
Title: S.B. 1473
Source: www.leginfo.ca.gov
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| FL | Signed into law 07/2010 | P-12 | Repeals the SMART Schools Clearinghouse. Directs the Office of Educational Facilities (rather than the SMART Schools Clearinghouse) to monitor district facilities work programs. Establishes priority criteria for awarding of School Infrastructure Thrift (SIT) Awards to districts. Increases minimum construction costs that make a site eligible for a SIT Program award. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7037er.docx&DocumentType=Bill&BillNumber=7037&Session=2010
Title: HB 7037 - Secs. 11-20
Source: http://www.myfloridahouse.gov
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| GA | Adopted 07/2010 | P-12 | Amends provisions governing approval of all sites to be used for instructional purposes, design of all new educational facilities, additions, renovations, and modifications to all existing educational facilities, reimbursement of state funds for approved funded projects, and the process for closing an educational facility.
Rule: http://www.doe.k12.ga.us/_documents/doe/legalservices/160-5-4-.16.pdf
Related guidelines: http://www.gadoe.org/fbo_facilities.aspx?PageReq=FBOFacilitiesInfo
Title: 160-5-4-.16
Source: www.doe.k12.ga.us
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| IL | Signed into law 07/2010 | P-12 | In provisions concerning early childhood construction grants, provides that a public school district or other eligible entity must provide local matching funds in an amount equal to 10% of the grant (rather than the amount of the grant). Provides that the Capital Development Board may adopt rules that include requirements that new or improved facilities be used for early childhood and other related programs for a period of at least 10 years. Provides that when grants are made to non-profit corporations for the acquisition or construction of new facilities, the Capital Development Board or any state agency it so designates must hold title to or place a lien on the facility for a period of 10 years after the date of the grant award, after which title to the facility must be transferred to the non-profit corporation or the lien must be removed, provided that the non-profit corporation has complied with the terms of its grant agreement. Provides that when grants are made to non-profit corporations for the purpose of renovation or rehabilitation, if the non-profit corporation does not comply with the requirement that new or improved facilities be used for early childhood and other related programs for a period of at least 10 years, the Capital Development Board or any state agency it so designates must recover the grant pursuant to the procedures outlined in the Illinois Grant Funds Recovery Act.
http://www.ilga.gov/legislation/publicacts/96/PDF/096-1402.pdf
Title: S.B. 3460
Source: www.ilga.gov
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| IL | Signed into law 07/2010 | P-12 | Amends the School Construction Law. Requires the grant index to be calculated for each of the school districts forming a reorganized school district or cooperative high school if certain conditions are satisfied within the current or prior 2 fiscal years. Requires the total enrollment of member districts forming a cooperative high school to meet certain minimum enrollment requirements. Authorizes a reorganized school district or cooperative high school to use a school construction application that was submitted by a district that formed the reorganized district or cooperative high school if that application has not been entitled for a project by the state board of education and any certain conditions are satisfied within the current or prior 2 fiscal years. Provides that a new elementary district formed from a school district conversion may use only the application of the dissolved district whose territory is now included in the new elementary district and must obtain the written approval of the local school board of any other school district that includes territory from that dissolved district. Provides that a new high school district formed from a school district conversion may use only the application of any dissolved district whose territory is now included in the new high school district, but only after obtaining the written approval of the local school board of any other school district that includes territory from that dissolved district. Provides that a cooperative high school must, under certain circumstances, obtain the written approval of the local school board of the member school district whose application it is using. http://www.ilga.gov/legislation/publicacts/96/PDF/096-1381.pdf
Title: H.B. 5633
Source: www.ilga.gov
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| IL | Signed into law 06/2010 | P-12 | Authorizes any two or more school districts to form an agency, by establishment of an intergovernmental agreement, to acquire and construct facilities designed to convert wind or solar power to energy. Identifies elements that must be addressed in the intergovernmental agreement. Establishes powers and duties of an agency, including (1) purchasing or selling, or investigating the desirability of and necessity for additional means of providing electrical energy from wind sources of any kind and (2) issuing bonds to provide sufficient funds to cover the costs of such projects. http://www.ilga.gov/legislation/96/HB/PDF/09600HB6419lv.pdf
Title: H.B. 6419
Source: www.ilga.gov
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| NH | Signed into law 06/2010 | P-12 | Requires school districts to investigate feasible options in the course of deciding to renovate or replace an existing school building. Provides that acquisition of additional land as part of any school renovation project shall not be required unless such additional land is necessary to ensure the safe flow of traffic for school buses or other vehicles entering or exiting school grounds, or the safe boarding or discharge of children using school buses or other vehicles. Requires plans for construction or renovation of school buildings to comply with effective statewide planning and the principles of smart growth.
http://www.gencourt.state.nh.us/legislation/2010/SB0059.html
Title: S.B. 59
Source: http://www.gencourt.state.nh.us
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| AZ | Signed into law 05/2010 | P-12 | AN ACT amending section 15[ ] 2041, Arizona Revised Statutes, as amended by Laws 2010, chapter 17, section 20.
Allows the school facilities board (SFB) to require a school district to sell land that was previously purchased entirely with monies provided by the SFB if the SFB determines that the property is no longer needed for a new school or for an addition to an existing school within a 10 year period. Prohibits a school district from using land purchased or partially purchased with monies provided by the SFB for a purpose other than a site for a school facility without obtaining prior written approval from the SFB. Prohibits a school district to lease, sell, or take any action that would diminish the value of land purchased or partially purchased with monies provided by the SFB without obtaining prior written approval from the SFB. Chapter 301
http://www.azleg.gov/legtext/49leg/2r/bills/sb1187h.pdf
Title: S.B. 1187
Source: http://www.azleg.gov
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| GA | Signed into law 05/2010 | P-12 | Provides that specific provisions allowing districts to receive state funds for capital outlay projects will be repealed effective June 30, 2015. http://www.legis.state.ga.us/legis/2009_10/pdf/hb905.pdf
Title: H.B. 905
Source: www.legis.state.ga.us
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| IL | Adopted 05/2010 | P-12 | These proposed amendments make numerous changes to the way in which the Temporary Relocation Program operates that respond to various circumstances that school districts have encountered over the last several years. Under this program, a school district may receive a loan to assist with both the direct and indirect costs of moving students to a temporary location due to natural or man-made disasters that destroy or make a school building uninhabitable. As a condition of receiving the loan, a district must levy a tax for this purpose and pledge the proceeds from that levy, as well as from any insurance proceeds received, to repay the loan. Pages 230-239 of http://www.cyberdriveillinois.com/departments/index/register/register_volume34_issue19.pdf
Title: 23 IAC 145.10, .20, .30, .50, .60
Source: www.cyberdriveillinois.com
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| AZ | Signed into law 04/2010 | P-12 | AN ACT Amending title 15, chapter 3, article 3, Arizona Revised Statutes, by adding section 15[ ] 342.01; amending section 15[ ] 2002, Arizona Revised Statutes; relating to school districts. Stipulates that a school district's routine preventative maintenance guidelines must include plumbing, electrical, heating, ventilation and air conditioning, special equipment, and roofing systems. Chapter 39.
http://www.azleg.gov/legtext/49leg/2r/bills/hb2760h.pdf
Title: H.B. 2760
Source:
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| HI | Signed into law 04/2010 | P-12 | Repeals the school-level minor repair and maintenance account and reporting requirements. Requires the department of education to annually report to the director of finance and the legislature the total amount of funds in the school-level minor repair and maintenance special fund that is carried over to the following fiscal year. http://www.capitol.hawaii.gov/session2010/Bills/SB2117_SD1_.HTM
Title: S.B. 2117
Source: www.capitol.hawaii.gov
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| KY | Signed into law 04/2010 | P-12 | Defines "efficient school design". Enumerates the public benefits of schools constructed or renovated using efficient school design. Creates new sections to support and encourage the construction and renovation of school buildings using efficient design concepts. Strongly encourages the department of education and districts to (1) Meet or exceed efficient school design standards in planning and designing all new buildings and major renovation projects; (2) Use life-cycle cost analysis to evaluate different design proposals; (3) Consider the possibility that each new school building or major renovation of a building could be a net zero building, either during the construction or renovation, or at a later date as resources become available. Creates the Kentucky efficient school design trust fund, to be administered by the department of education, to to offset any initial additional cost associated with the construction or renovation of school buildings using efficient school design. Directs the state board to establish in administrative rules how a school district may qualify for and use funds from the account. Requires the department of education to develop and publish guidelines for efficient school design. Directs the department of education and department for energy development and independence to assist districts in:
(1) Developing methods for measuring ongoing operating savings resulting from the use of efficient school design
(2) Identifying sources for training for school staff and students to ensure that efficient school design features and components are fully utilized
(3) Identifying ways that efficient school design and its energy-saving components can be integrated into the school curriculum.
Directs the department of education and department for energy development and independence to submit an annual report to the legislative research commission and the governor that includes:
(1) An assessment of the implementation of efficient school design within Kentucky's education system
(2) Documented energy savings from any buildings built using efficient school design or net zero school buildings in operation
(3) A list of the new or renovated school buildings completed or identified for future construction during the prior year using efficient school design, including total project cost, additional cost or savings, if any, associated with efficient school design features, and efficient school design features included in the project
(4) A list of all school buildings that operate as a net zero building, and school buildings which school districts plan to convert to net zero; requires that the list include the total cost associated with the school building becoming a net zero building, and the components that will be installed to make the building a net zero building
(5) Any recommendations relating to efficient school design
(6) A list of new school buildings completed during the prior year without using efficient school design and an explanation of why efficient school design was not used.
Directs the department of education, beginning in the 2011-12 fiscal year, to standardize the process for evaluating the overall quality and condition of school buildings statewide. Requires that the evaluation process:
(1) Result in consistent categorization of buildings for local planning purposes and for the distribution of state general fund moneys designated for capital construction
(2) Be based on measurable, objective criteria
(3) Include numerical scoring with weights to recognize building components and characteristics that address specified components.
Directs the state board to adopt administrative rules upon recommendation of the Kentucky Department of Education and the School Facilities Construction Commission to implement this requirement.
By June 2011, directs the department of education to determine the estimated amount of money that districts are spending on architect and engineering evaluations in preparation of the existing district facility plans and report that amount to the Interim Joint Committee on Education and the Interim Joint Committee on Appropriations and Revenue. By January 15, 2011, directs the Kentucky Department of Education to issue an RFP for contracting with a third party for evaluating the overall quality and condition of all school buildings across the state, as called for in this legislation. http://www.lrc.ky.gov/record/10RS/SB132/bill.doc
Title: S.B. 132
Source: www.lrc.ky.gov
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| KY | Signed into law 04/2010 | P-12 | Allows nonprofit entities (including school boards) to lease land from any government entity or agency for purposes of constructing a school building. Provides the lease must be for 1 year but may be extended from year to year for a minimum of 50 years. http://www.lrc.ky.gov/record/10RS/SB114/bill.doc
Title: S.B. 114
Source: www.lrc.ky.gov
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| Finance--Federal |
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| CA | Vetoed 09/2010 | P-12 | From bill analysis: Requires the state board of education to include school districts, county offices of education, charter schools and other agencies deemed eligible pursuant to state and federal law, in any application for federal aid to education, in any allocation of federal funds made pursuant to law, and in any rules and regulations adopted governing the allocation of those funds.
Bil text: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1651-1700/ab_1683_bill_20100830_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z64toun9texiy7?&_c=d|yvcee9xanplikz|z651jtjl0g7yaz&_ce=1286209518.ef82a5a73803871303f72f0746c9c7d3
Title: A.B. 1683
Source: www.leginfo.ca.gov
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| GA | Signed into law 06/2010 | P-12 | Amends language related to the Georgia Education Authority (Schools). Reduces authority membership from 7 to 5 members; replaces existing members with 3 gubernatorial appointees, one appointee of the lieutenant governor, and one appointee of the speaker of the house. Reassigns the commission from the department of administrative services to the Georgia State Financing and Investment Commission. Provides for the assignment of staff from the department of education or Georgia State Financing and Investment Commission to carry out the authority's duties.
Authorizes the authority to sell federal bonds. For purposes of federal law, permits the authorioty to act as the state education agency and to issue qualified zone academy bonds, qualified school construction bonds, or build america bonds or, at its discretion, permit other authorized governmental bodies to issue such bonds. Provides that in participating in any federal program, the authority may apply for and receive funds, make certifications and designations, and do all other things necessary or convenient to participate in or obtain the benefits of federal programs, including programs of bond finance provided under federal law. http://www.legis.state.ga.us/legis/2009_10/pdf/hb936.pdf
Title: H.B. 936 - Section 2 and 3
Source: www.legis.state.ga.us
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| GA | Signed into law 06/2010 | P-12 | Amends "Transparency in Government Act" to include in the definition of "agency" all departments (including the department of education), any regional education service agency and local boards of education. Existing provisions require information on financials of all agencies to be posted to the searchable Web site; new provision requires that Web site include an indexed listing of all agencies and end users receiving any federal pass-through moneys and an itemized enumeration of the expenditure of such moneys. http://www.legis.state.ga.us/legis/2009_10/pdf/sb389.pdf
Title: S.B. 389
Source: www.legis.state.ga.us
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| RI | Signed into law 06/2010 | P-12 | Joint resolution supporing the federal "Race to the Top" grant program and urging the governor and the Rhode Island Department of Elementary and Secondary Education to submit a competitive application for the Race to the Top Round Two.
Title: S.J.R. 2888
Source: Westlaw/StateNet
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| RI | SIGNED BY GOVERNOR. 06/2010 | P-12 | Joint resolution supporting the Federal "Race to the Top" grant program and urging the governor and the Rhode Island Department of Elementary and Secondary Education to submit a competitive application for the Race to the Top Round Two.
Title: H.J.R. 8175
Source: http://www.rilin.state.ri.us/
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| CA | Signed into law 01/2010 | P-12 | Adds Chapter 18 (commencing with Section 53100) to the Education Code. Numbers below relate to new section numbers.
53100: For purposes of implementing the federal Race to the Top program, (1) authorizes the state superintendent and president of the state board to enter into a memorandum of understanding with a local education agency (LEA), and (2) directs participating LEAs to enter into a memorandum of understanding with the state superintendent and president of the state board.
53101: Directs the governor, state superintendent and state board to develop one or multiple plans to submit as part of a Race to the Top application. Requires that the plan address how the Race to the Top program funds and any other applicable federal funds will be used to provide resources to the low-achieving and persistently lowest-achieving schools as defined in statute, and provides that these resources may include professional development, technical assistance, and partnering with schools that have successfully transitioned from low- to higher-performing status. Provides legislative intent that funding for LEAs be the highest priority in the allocation of Race to the Top program funds.
53102: By January 2011, directs the state superintendent to contract for an independent evaluation of the implementation and impact of the state plan submitted in application for a federal Race to the Top Fund grant award. Requires that the legislative, governor and state board be provided an interim report by June 2012, and a final report by June 2014.
53201: Defines "low-achieving school" as any Title I school in improvement, corrective action or restructuring. Defines "persistently lowest-achieving school" as meeting any of a number of criteria. Some of these criteria include: the lowest 5% of low-achieving schools as measured by proficiency on NCLB assessments in reading/language arts and math; any secondary school eligible for but not receiving Title I funds that is in the lowest 5% as measured by proficiency on NCLB assessments in reading/language arts and math; and any of either such school (or any high school in improvement, corrective action, or restructuring) that has had a graduation rate below 60% in each of the previous three years.
53201.5: Requires the state superintendent to notify a local governing board, or governing body of a charter school, if any school in its jurisdiction has been identified as a persistently lowest-achieving school.
53202: Provides that for purposes of implementing the federal Race to the Top program, a local board must implement for any persistently lowest-achieving school the turnaround model, the restart model, school closure, or the transformation model (as described in Appendix C of the Notice of Final Priorities, Requirements, Definitions, Selection Criteria for the Race to the Top program published in Volume 74 of Number 221 of the Federal Register on November 18, 2009). Provides an exception. Establishes a hearing process for any school subject to an intervention prior to selection of an intervention. Establishes parameters to allow a school implementing the turnaround or transformation model to participate in a school-to-school partnership program by working with a mentor school that has successfully transitioned from a low-achieving school to a higher-achieving school. (Higher-achieving school must either have exited Program Improvement under NCLB, or increased (in statewide Academic Performance Index rankings) by two or more deciles over the last five years, using the most recent data available.) Requires the principal and, at the principal's discretion, the staff of a mentor school to provide guidance to a persistently lowest-achieving school to develop a reform plan, and provide guidance on how the mentor school transformed the culture of the school from low-achieving to higher-achieving and how that transformation could be replicated at the school implementing a turnaround or transformation model. To the extent such funds are available, requires the mentor school to receive federal funds for serving as a mentor school; as a condition of receipt of funds, requires the mentor school's principal (and staff, at the principal's discretion), to meet regularly with the assigned persistently lowest-achieving school for at least three years.
53203: Directs regional consortia to provide technical assistance and support to LEAs with one or more persistently lowest-achieving schools in implementing any interventions for persistently lowest-achieving schools. Identifies 11 areas that such technical assistance may address, including:
(1) Identifying staff recruitment and retention strategies
(2) Identifying strategies to provide increased instructional time
(3) Implementing professional development activities identified in the state's Race to the Top proposal
(4) Developing a new governance structure, which may include establishment of a turnaround office in the LEA or the department, that a school implementing the turnaround model
will report to
(5) Developing social-emotional and community-oriented services (including parental involvement strategies)
(6) Identifying, reviewing, and recommending quality charter school operators, charter management organizations, or education management organizations that can operate a persistently lowest-achieving school
(7) Identifying higher-achieving schools in the district, including charter schools, to relocate pupils attending a school that is scheduled for closure
(8) Developing a rigorous, transparent and equitable teacher and principal evaluation system that includes student growth data and other factors such as multiple observation-based assessments that all schools implementing the turnaround or transformation model may use
(9) Identifying strategies to identify and reward school leaders, teachers, and other staff who, in implementing the transformation model, have increased pupil achievement and high school graduation rates and have identified and removed those, who, after ample opportunities, have been provided for them to improve their professional practice, have not done so
(10) Identifying and approving mentor schools
(11) Consistent with the collective bargaining agreement, assisting an LEA in:
(a) meeting federal guidelines that encourage the state to ensure that persistently lowest-achieving schools are not required to accept a teacher without mutual consent of the teacher and principal, regardless of the teacher's seniority.
(b) Implementing schoolsite-based teacher hiring decisions
(c) Giving persistently lowest-achieving schools first priority in selecting from the qualified district applicant pool, among those teachers who have specifically applied to work at the school.
Pages 8-13 of 32: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Section 8
Source: www.leginfo.ca.gov
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| CA | Signed into law 01/2010 | P-12 | Establishes legislative intent regarding California's efforts in the federal Race to the Top competition. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Section 1
Source: www.leginfo.ca.gov
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| CA | Signed into law 01/2010 | P-12 | Adds that further purposes of state longitudinal data system are (1) to allow the state to publicly report data, as specified by the federal America COMPETES Act and as required by the federal American Recovery and Reinvestment Act of 2009, and (2) to ensure that any data access provided to researchers, as required by the federal Race to the Top regulations and guidelines is provided, only to the extent that the data access is in compliance with the federal Family Educational Rights and Privacy Act of 1974.
Existing law requires the department of education to submit an expenditure plan to the department of finance detailing any administrative costs to the department and costs to any local educational agency, if
applicable, of retaining data elements required for compliance with the No Child Left Behind (NCLB) Act of 2001 and American Recovery and Reinvestment Act (ARRA) of 2009. New provision requires the appropriate postsecondary agencies also to submit such an expenditure plan. Adds provision that, to enable the department and two- and four-year public institutions in the state to meet federal ARRA requirements, these entities must be authorized to obtain quarterly wage data, effective July 2010, on students who have attended their respective systems, to assess the impact of education on the employment and earnings of those students, to conduct the annual analysis of district-level and individual district or postsecondary education system performance in achieving priority educational outcomes, and to submit the required reports to the legislature and the governor. Pages 24-27 of 32: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf
Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010.
Title: S.B. 1E - Section 21
Source: www.leginfo.ca.gov
| |
| Finance--Funding Formulas |
| |
| IL | Signed into law 07/2010 | P-12 | In provisions concerning the account of expenditures for transitional bilingual education programs, requires that at least 60% of state bilingual funds be used for instructional costs. http://www.ilga.gov/legislation/publicacts/96/PDF/096-1170.pdf
Title: S.B. 3635
Source: www.ilga.gov
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| HI | Signed into law 06/2010 | P-12 | Defines "student instructional hours" as time during which students are engaged in learning activities, including regularly-scheduled instruction and learning assessments within the curriculum, and excludes lunch, recess or passing time. Directs the department of education to maximize the amount of student instructional hours provided at all public schools, except charter schools, under relevant collective bargaining agreements in effect during the 2010-11 school year. For the 2011-13 school years, directs all public schools, except charter schools, to implement a 180-day school year (excluding professional development and other non-instructional days) that includes 915 student instructional hours for the elementary grades, and 990 student instructional hours for the secondary grades. For the 2013-15 school years, requires all public schools, except charter schools, to implement a school year of 1,080 days (excluding professional development and other non-instructional days) that includes 1,080 student instructional hours for both elementary and secondary school grades.Directs the department of education to submit to the legislature, within 20 days of the convening of the regular 2012 session, a plan to implement a 190-day school year (excluding professional development days and other non-instructional days) that includes 1,140 student instructional hours for both elementary and secondary school grades at all public schools, except charter schools, for school years beginning with the 2015-2016 school year. Adds provision that if the implementation of student instructional hours results in varying student transportation schedules, the department must consider pick-up and drop-off times that optimize the department's transportation services while minimizing costs to the state. http://www.capitol.hawaii.gov/session2010/Bills/HB2486_CD1_.HTM
Title: H.B. 2486
Source: www.capitol.hawaii.gov
| |
| IL | Signed into law 06/2010 | P-12 | Deletes language providing that the state board of education must provide the primary source of funding through appropriations for the grants for preschool educational program and that the funds must be distributed for the benefit of certain children. http://www.ilga.gov/legislation/publicacts/96/PDF/096-0948.pdf
Title: S.B. 2594
Source: www.ilga.gov
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| MO | Signed into law 06/2010 | P-12 | In fiscal years 2011 through 2013 the requirement for school districts to dedicate 1% of their formula funding to professional development and the 75% funding and fund placement requirements for teacher salaries will be suspended if the school funding formula or transportation categorical is underfunded as specified or will be suspended in the following fiscal year if the Governor withholds funds from the school funding formula.
http://www.house.mo.gov/content.aspx?info=/bills101/bills/hb1543.htm
Title: H.B. 1543--Multiple Provisions
Source: http://www.house.mo.gov
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| OK | Signed into law 06/2010 | P-12 | For state funding purposes, requires the state department to include the appropriate grade level weight and all category weights to which the pupil is assigned when calculating State Aid, regardless of whether the receiving district provides education to the student using traditional in-class means or via online instruction. The weighted membership of nonresident, transferred pupils enrolled in online courses is to be based on the weighted average daily membership of the preceding school year. For the portion of weighted membership derived from nonresident, transferred pupils enrolled in online courses, the Foundation Program shall be a district's weighted average daily membership of the preceding school year or the first nine (9) weeks of the current school year, whichever is greater, multiplied by the Base Foundation Support Level.
http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB2109_ENR.RTF
Title: S.B. 2109
Source: http://webserver1.lsb.state.ok.us/
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| RI | Signed into law 06/2010 | P-12 | From RILIN "2010 List of Legislative Accomplishments": Establishes the first statewide education funding formula the state has had in 15 years. The formula, which takes effect for the 2012 fiscal year, provides a core amount for each student statewide, additional funding to help close the achievement gap between wealthy and poor students, and adjustments for the community's poverty concentration and its ability to support its schools through its property tax base.
Bill text: http://www.rilin.state.ri.us/PublicLaws/law10/law10125.htm
2010 List of Legislative Accomplishments (education on pp 2-3): http://www.rilin.state.ri.us/Documents/2010%20legislative%20accomplishmentse.doc
DOE summary: http://www.ride.ri.gov/Finance/Funding/FundingFormula/Docs/Funding_Formula_Summary_by_Section_H8094Aaa.pdf
Title: H.B. 8094, S.B. 2770
Source: www.rilin.state.ri.us and www.ride.ri.gov
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| AZ | Signed into law 05/2010 | P-12 | Bill makes multiple technical changes to the state's school funding formula along with the following major revisions:
(1) Clarifies calculations for adjusting the Base Level relating to Optional 200-day, Career Ladder, Optional Performance Incentive Program and Additional Teacher Compensation; and (2) establishes Teacher Certification Fund (Fund) at ADE and appropriates $429,700 in FY 2011 for expenses related to teacher certification. Requires ADE to transfer $429,700 from the Fund to the general fund by June 30, 2011.
Chapter 306
http://www.azleg.gov/FormatDocument.asp?inDoc=/legtext/49leg/24/summary/s.1284ed_asenacted.doc.htm
Title: S.B. 1284
Source: http://www.azleg.gov/
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| GA | Signed into law 05/2010 | P-12 | From bill summary: Temporarily waives certain expenditure controls relating to funds earned for direct instructional costs, media center costs, staff and professional development costs, and additional days of instruction. Temporarily provides for system average maximum class sizes in grades K-8. Provides for blanket waivers or variances of class size requirements.
http://www.legis.state.ga.us/legis/2009_10/pdf/hb908.pdf
Title: H.B. 908
Source: www.legis.state.ga.us
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| IL | Adopted 05/2010 | P-12 | These proposed amendments make numerous changes to the way in which the Temporary Relocation Program operates that respond to various circumstances that school districts have encountered over the last several years. Under this program, a school district may receive a loan to assist with both the direct and indirect costs of moving students to a temporary location due to natural or man-made disasters that destroy or make a school building uninhabitable. As a condition of receiving the loan, a district must levy a tax for this purpose and pledge the proceeds from that levy, as well as from any insurance proceeds received, to repay the loan. Pages 230-239 of http://www.cyberdriveillinois.com/departments/index/register/register_volume34_issue19.pdf
Title: 23 IAC 145.10, .20, .30, .50, .60
Source: www.cyberdriveillinois.com
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| CO | Signed into law 04/2010 | P-12 | Authorizes the state education department to contract with an organization to evaluate the feasibility of a system based on the average number of days that a student is enrolled in a district during the year rather than on a single count date.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/3A6FD049FFBD68BE872576A8002A88E5?open&file=008_enr.pdf
Title: S.B. 8
Source: http://www.leg.state.co.us
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| CO | Signed into law 04/2010 | P-12 | Creates the alternative school funding models pilot program to encourage school districts and charter schools to collect data that will be used to compare the effects of alternative school funding models with those of the actual school funding method.
http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/E0E6094B51A15E3C872576AA0069924D?open&file=1183_enr.pdf
Title: H.B. 1183
Source: http://www.leg.state.co.us
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| NE | Signed into law 04/2010 | P-12
Postsec. | Provides for the calculation of state aid for unified systems and makes changes related to the early childhood education programs to be included in the calculation of state aid, as well as district responsibilities for students participating in open enrollment. Also changes the graduate program requirements for the Enhancing Excellence in Teaching Program to include graduate studies other than teacher education programs. Among other provisions, removes a redundant reporting requirement for county assessors to certify taxable value of school districts; clarifies residency provisions for school districts; modifies qualifications for preschool programs that receive state aid funds; and harmonizes the calculation of unused budget authority with recent changes in the budget authority provisions for school districts. Defines the educational service unit coordinating council as a political subdivision, but does not grant taxing authority. Also requires the board to adopt a policy for sharing student data with the University of Nebraska Regents, the Nebraska State Colleges board of trustees and the board of governors from each community college area.
http://www.nebraskalegislature.gov/FloorDocs/Current/PDF/Slip/LB1071.pdf
Title: L.B. 1071
Source: http://www.nebraskalegislature.gov
| |
| CA | Emergency Rule Adoption 03/2010 | P-12 | Amends three sections of the audit guide to bring the regulations into conformance with legislation enacted effective July 28, 2009 (Assembly Bill 2 of the 2009-10 Fourth Extraordinary Session (ABX4 2), Chapter 2, Statutes 2009). Legislation, which is applicable to fiscal years 2009-10 through 2012-13, provides that "a school district, county office of education, or charter school may reduce the equivalent of up to five days of instruction or the equivalent number of instructional minutes without incurring the penalties set forth in Sections 41420, 46200, 46200.5, 46201, 46201.5, 46202, and 47612.5".
Title: Title 5 CCR Sections 19824, 19851, 19854
Source:
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| RI | Signed into law 03/2010 | P-12 | Urges the Commissioner of Elementary and Secondary Education to hold community forums throughout the state to describe the Rhode Island Department of Education (RIDE)'s education funding formula, explaining its components, and providing details about its methods and results. Also requests that the Commissioner prioritize reaching out to those communities that request more information.
http://www.rilin.state.ri.us/PublicLaws/law10/res10/res10110.htm
Title: H.R. 7895
Source: www.rilin.state.ri.us
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| UT | Signed into law 03/2010 | P-12 | Adds Section 53A-17a-105.5. Defines "qualifying program" as (1) the at-risk flow through program; (2) the homeless and disadvantaged minority students program [both created in 53A-17a-121]; (3) the gifted and talented program; (4) the advanced placement program; (5) the concurrent enrollment program. Allows a district or charter school that receives a state allocation of less than $10,000 for a qualifying program to either (1) combine the funds with certain other program funds and use the combined funds in accordance with the program requirements for any of the qualifying programs that are combined; or (2) transfer the funds to a qualifying program for which the district or charter school received an allocation of funds that is greater than or equal to $10,000; and use the combined funds in accordance with the program requirements for the qualifying program to which the funds are transferred. Pages 5-6 of 6: http://le.utah.gov/~2010/bills/hbillenr/hb0149.pdf
Title: H.B. 149 - Section 3
Source: le.utah.gov
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| WA | Signed into law 03/2010 | P-12 | Adopts the technical details of a new k-12 funding distribution formula for the instructional program of basic education and authorizing a phase-in of implementation of a new formula for pupil transportation; adopts an implementation schedule for phasing-in enhancements to the baseline funding levels; requires the calculation of an annual estimate of the savings to taxpayers resulting from any improvement compared to the prior school year in the extended graduation rate. Chapter 236
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bill%20Reports/House%20Final/2776-S%20HBR%20FBR%2010%20E1.pdf
Title: H.B. 2776
Source: http://apps.leg.wa.gov
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| SD | Signed into law 02/2010 | P-12 | Repeals provisions related to tuition for students transferring from a resident district that does not receive state aid to education; repeals provisions related to state aid to education for students transferring to a nonresident school district that does not receive state aid to education.
http://legis.state.sd.us/sessions/2010/Bills/SB25ENR.pdf
Title: S.B. 25
Source: http://legis.state.sd.us
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| SD | Signed into law 02/2010 | P-12 | Revises the definition of the general fund base percentage in the calculation of state aid to education.
http://legis.state.sd.us/sessions/2010/Bills/HB1108ENR.pdf
Title: H.B. 1108
Source: http://legis.state.sd.us
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| UT | Signed into law 02/2010 | P-12 | Provides that if monies appropriated to charter schools to replace local property taxes are less than the amount prescribed by a statutory funding formula, monies must be allocated among charter schools in proportion to each charter school's share of the total enrollment in charter schools. Also provides that if monies appropriated for charter school administrative costs are insufficient to provide the amount per student prescribed in statute, the appropriation must be allocated among charter schools in proportion to each charter school's share of the total enrollment in charter schools. Repeals Section 53A-17a-104, "Amount of state's contribution toward minimum school program" and 53A-21-501, "State contribution to capital outlay programs". http://le.utah.gov/~2010/bills/hbillenr/hb0001.pdf
Title: H.B. 1
Source: le.utah.gov
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| KY | Adopted 01/2010 | P-12 | Adds section providing definitions of: "full day of attendance" (student in attendance at least 65% of regularly-scheduled school day), "tardy" (student absent less than 35% of the regularly-scheduled school day), "half-day absence" (student absent 35-84% of regularly-scheduled school day), and "full-day absence" (student absent 85% or more of regularly-scheduled school day). According to the fiscal impact statement in the proposed rule change, "This change could increase individual local districts' average daily attendance (ADA) calculation, thus increasing SEEK [Support Education
Excellence in Kentucky] payments to districts[;] however, any increases will still remain subject to the aggregate SEEK appropriation."
Eliminates withdrawal code "W09" for a student who has graduated or completed a 504 plan or an individual education plan prior to the end of the school term or year. Adds the following withdrawal codes for indicating student enrollment status:
W28 - student has reached the maximum age for education services without receiving a diploma or certificate of attainment
C01 - student completes the school year in the school of the most current enrollment
G01 - student graduates in less than 4 years
G02 - student graduates in 4 years
G03 - student graduates in 5 or more years
G04 - studento graduates in 6 or more years
NS - student completed the prior year with a C01 and was expected to enroll in the district but did not enroll by October 1 of the current year whose enrollment elsewhere cannot be substantiated.
Adds that each student's ethnicity must be designated as either Hispanic/Latino or not Hispanic/Latino. Also clarifies that more than one racial codes may be applied to an individual student. Separates out "Pacific Islander" from "Asian" as a unique racial code. http://www.lrc.ky.gov/kar/702/007/125reg.htm
Title: 702 KAR 7:125
Source: www.lrc.ky.gov
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| Finance--Local Foundations/Funds |
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| GA | Signed into law 05/2010 | P-12 | Establishes the Georgia Foundation for Public Education. Provides for its membership, duties, powers and purposes, including (among other purposes) to solicit and accept money and in-kind contributions of services and property to support educational excellence in the state, including at the Georgia Academy for the Blind, Georgia School for the Deaf and Atlanta Area School for the Deaf.
http://www.legis.state.ga.us/legis/2009_10/pdf/sb427.pdf
Title: S.B. 427
Source: www.legis.state.ga.us
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| Finance--Lotteries |
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| TN | Signed into law 06/2010 | Postsec. | As enacted, redefines "eligible independent postsecondary institution" to include institutions that are members of an accrediting agency that is recognized by the U.S. department of education and the Council on Higher Education Accreditation; designates Knoxville College as an eligible independent postsecondary institution for purposes of lottery scholarships. - Amends TCA Title 49, Chapter 4, Part 9.
http://www.capitol.tn.gov/Bills/106/Bill/SB2899.pdf
Title: S.B. 2899
Source: http://www.capitol.tn.gov
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| TN | Signed into law 04/2010 | P-12 | From the Fiscal Note: Requires the Commissioner of Education to report annually any findings and recommendations concerning the system of competitive grants and technical assistance for after-school education programs to the chairs of the Senate Education Committee and the House Education Committee.
http://www.capitol.tn.gov/Bills/106/Bill/SB0980.pdf
Title: S.B. 980
Source: http://www.capitol.tn.gov/
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| WA | Signed into law 04/2010 | Postsec.
Community College | Creates the Opportunity Pathways Account; requires funds in the account to stabilize and increase existing resources for the recruitment of entrepreneurial researchers, innovative partnership zones and research teams, early childhood education, opportunity grants, educational opportunity grants, get ready for math and science scholarships, passport to college promise scholarships, college bound scholarships, Washington Scholars awards, the award for vocational excellence, and Promise scholarships. Directs lottery account money to the opportunity pathways accounts and requires those funds to stabilize and increase existing resources for the recruitment of entrepreneurial researchers, innovation partnership zones and research teams, early childhood education, opportunity grants, educational opportunity grants, "get ready for math and science" scholarships, passport to college promise scholarships, college bound scholarships, the state work study program, the state need grant, Washington scholars awards, the Washington award for vocational excellence and the Washington promise scholarships. Requires the lottery commission, in consultation with independent experts and in collaboration with the higher education coordinating board, to develop and begin implementation of a strategy and plan for actively marketing the state lotter as an essential contributor to the opportunity pathways. First Special Session Chapter 27
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Senate%20Passed%20Legislature/6409-S2.PL.pdf
Title: S.B. 6409
Source: http://apps.leg.wa.gov
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| Finance--Private Giving |
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| KS | Signed into law 05/2010 | Postsec. | Clarifies current law regarding gifts and donations to universities, and provides guidelines on the acceptance of gifts by a foundation. Gifts to the university, other than gifts of real property, would be considered property of the university foundation, upon written approval of the chief executive officer of the institution, unless prohibited in writing by the donor. As in current law, the property of a foundation would
not be considered to be public or state property. Foundations would have the ability to charge a reasonable administrative fee
and may be reimbursed for actual expenses. Property could be administered, invested, reinvested and expended solely for the
benefit of the foundation's university. Chapter 2010-138
http://www.kslegislature.org/bills/2010/2446.pdf
Title: H.B. 2446
Source: http://www.kslegislature.org
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| UT | Signed into law 03/2010 | Postsec. | Defines "foreign person" and "conditional gift". Requires any higher education institution to disclose to the board of regents receipt during any one-year period of any gift(s) totaling a certain amount from a foreign person (including a foreign government or corporation or other entity created under the laws of a foreign government or that has its principal place of business located outside the U.S.). Requires the board to report to the education interim committee and provide a summary of all gifts above a certain amount received by higher education institutions from foreign persons/governments during the prior fiscal year. http://le.utah.gov/~2010/bills/hbillenr/hb0114.pdf
Title: H.B. 114
Source: le.utah.gov
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| Finance--Resource Efficiency |
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| NC | Signed into law 08/2010 | Postsec. | Provides that any energy savings realized by constituent institutions of the University of North Carolina must remain available to the institution and a portion of those energy savings must be used for other energy conservation measures. http://www.ncga.state.nc.us/Sessions/2009/Bills/House/PDF/H1292v6.pdf
Title: H.B. 1292
Source: http://www.ncga.state.nc.us
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| RI | 07/2010 | P-12 | Establishes the Cooperative Service Among School Districts Act of 2010 to maximize both educational effectiveness and business services, to lead to cost savings. Defines "collaborative," "educational collaborative" "regional collaborative" as 501(c)(3) nonprofit corporations. Authorizes the board of regents for elementary and secondary education to provide for special grants to encourage the development of cooperative service agreements, to be administered by the area educational collaborative. Also permits the regents to establish an ongoing level of subsidy as deemed appropriate to continue the operation of any cooperative service area.
Directs each educational collaborative to submit a plan to the board of regents, for approval by the commissioner of elementary and secondary education, that will increase efficiencies and economies of scale in providing instructional services. Provides the plan must incorporate best practices from business, reflect a regional approach and accompanying volume increase, and must include measures concerning:
(1) Teacher training programs and staff development
(2) Special education programs and diagnostic services required by law or regulation and related functions
(3) Programs for the gifted and talented
(4) Programs for students who are at risk of suspension or expulsion
(5) Development of shared instructional services
(6) Act as regional or statewide administrative unit, or enabling unit or as a participant of a joint purchasing agreement or agreements established pursuant to section 16-2-9.2, for such functions as transportation, cooperative purchasing of food, and other noninstructional support services, such as the purchasing of oil, gas, electricity, health care contracts, supplies, payroll and other business operations, as may be appropriate
(7) Any other consolidation of services and purchasing that achieves efficiencies and cost savings.
Permits an educational collaborative to contract with a non-member school district, or with another educational collaborative. Authorizes districts to contract any of their functions to a regional collaborative when such contracting will increase efficiencies and economies of scale in providing instructional and business services. Provides for board of directors for each education collaborative; requires each participating school committee to appoint one member to the respective governing board. Provides that nothing in these provisions may allow any school district to abrogate any agreement reached by collective bargaining. This act takes effect on December 31, 2010. http://www.rilin.state.ri.us/PublicLaws/law10/law10086.htm
Title: H.B. 7668, S.B. 2266
Source: www.rilin.state.ri.us
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| RI | Signed into law 06/2010 | P-12 | Authorizes the department of elementary and secondary education, with the department of administration, to implement a statewide purchasing system for all public schools, for the purchase of goods, supplies and services, including:
(1) General school supplies such as paper goods, office supplies, textbooks and cleaning products
(2) Telecommunications, wireless services, computer equipment, hardware and software needed to support curriculum objectives
(3) General non-medical and dental insurance products and services; provided however, that the statewide purchasing system must permit districts to establish their own benefit and coverage levels.
Authorizes the department of elementary and secondary education and local and regional school districts to participate in purchasing collaboratives, consisting of two or more states, subject to prior approval of the
chief purchasing officer and rules and regulations promulgated by the department. http://www.rilin.state.ri.us/PublicLaws/law10/law10023-13.htm
Title: H.B. 7397, Article 13, Section 5
Source: www.rilin.state.ri.us
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| SC | Signed into law 05/2010 | P-12 | Suspends the requirement that the department of education provide printed copies of 2010 district and school report cards; Requires schools and school districts to provide parents with a link ot the report cards via email or other communication methods upon certain conditions. http://www.scstatehouse.gov/sess118_2009-2010/bills/4823.htm
Title: H.J.R. 4823 - Sec. 1 and 2
Source: http://www.scstatehouse.gov
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| WA | Signed into law 03/2010 | P-12 | Authorizes creation of innovative interdistrict cooperative high school programs designed to provide interdisciplinary curriculum and instruction organized into subject-focused themes through alternative, online, work-based, experiential and field-based learning, direct classroom instruction at multiple and varying locations, intensive and accelerated learning to enable early graduation and creative use of facilities to minimize costs and maximize access for geographically dispersed students. Chapter 99
http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2913-S.PL.pdf
Title: H.B. 2913
Source: http://apps.leg.wa.gov
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| Finance--State Budgets/Expenditures |
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| CA | Signed into law 10/2010 | P-12 | Allows the state to defer up to $3.2 billion in payments to school districts until additional funding can be found. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1601-1650/ab_1624_bill_20101008_chaptered.pdf
Title: A.B. 1624
Source: www.leginfo.ca.gov
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| MI | Signed into law 09/2010 | P-12 | Requires the state department of education to work with districts that operate as a school of excellence cyber school and districts that operate an alternative education program with a seat-time waiver to provide a report to the legislature and the state budget director on all of the following: (1) Each district operating a program and the districts that enroll students in their program; (2) The total number of students and membership pupils enrolled in each program; (3) The district in which each pupil is enrolled if other than the district with the seat-time wavier or the cyber school; (4) The district in which the pupil was enrolled prior to enrolling in the cyber school or the district with a seat-time waiver program; (5) The number of participating students who had previously dropped out of school; (6) The number of participating students who had previously been expelled from school; (7) The cost per pupil paid to each online education provider; (8) The cost per pupil charged to school districts that enroll their students in the program; and (9) The name of each online education provider contracted by a district with a seat-time waiver or a cyber school and the state in which the online education provider is located.
http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2010-PA-0164.htm
Title: S.B. 1154 - Sec. 903
Source: http://www.legislature.mi.gov
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| TX | Adopted 06/2010 | P-12 | Primarily from Texas Register:
Amends provisions to accommodate the 2009 General Appropriations Act (SB 1), which requires that a new funding formula be allocated based on need for persons beyond the age of compulsory attendance who have not received a high school diploma and paid based on student performance and contact hours. (Statutory authority for rule action relating to adult education remains with the state board of education.) Rules relating to definitions, use of funds, essential program components, and the advisory committee are amended. New rules are added to address the new funding structure to be implemented beginning with school year 2010-2011, including allocation of funds, payment of funds and match requirements. New rules are also added to establish provisions relating to potential grantees, revocation and recovery of funds.
The proposed rule actions would reflect changes resulting from the General Appropriations Act, Senate Bill (SB) 1, Article III, Rider 46, 81st Texas Legislature, 2009. Adopted as published in the April 2, 2010 Texas Register (pp 10-13 of 43): http://www.sos.state.tx.us/texreg/pdf/backview/0402/0402prop.pdf
Title: 19 TAC 89.21, 22, 23, 28, 29, 30, 31, 32, 33, 34, 35
Source: www.sos.state.tx.us
| |
| GA | Signed into law 05/2010 | P-12 | From bill summary: Temporarily waives certain expenditure controls relating to funds earned for direct instructional costs, media center costs, staff and professional development costs, and additional days of instruction. Temporarily provides for system average maximum class sizes in grades K-8. Provides for blanket waivers or variances of class size requirements.
http://www.legis.state.ga.us/legis/2009_10/pdf/hb908.pdf
Title: H.B. 908
Source: www.legis.state.ga.us
| |
| HI | Signed into law 05/2010 | P-12 | Appropriates Hawaii hurricane relief fund moneys to make funds available to restore instructional days for the 2010-11 school year if an agreement or agreements to restore instructional days are negotiated pursuant to the collective bargaining process. http://www.capitol.hawaii.gov/session2010/Bills/SB2124_CD1_.HTM
Title: S.B. 2124
Source: www.capitol.hawaii.gov
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| VT | Eligible for GOVERNOR'S desk. 05/2010 | P-12 | Proposes to implement results of the earlier "Challenges for Change" legislation. Education-related provisions (beginning page 141) include the following: In order to achieve a two-percent reduction in education spending statewide, directs the commissioner of education to determine and allocate a recommended individualized amount of reductions in FY 2012 education spending to each supervisory union and to each technical center district, which in the aggregate totals $23,200,000.00. The commissioner is to consider factors such as:
(1) demonstrated fiscal restraint; (2) per-pupil administrative costs; (3) student-to-staff ratios; (4) the percentages of students from economically deprived backgrounds or for whom English is not the first language or both; and (5) other unique circumstances that affect education spending. On or before August 1, 2010, the commissioner is to notify each supervisory union and technical center district of the recommended individualized amount by which FY 2012 education spending should be reduced below FY 2011 education spending. School boards are to work jointly to achieve the necessary reductions.
http://www.leg.state.vt.us/docs/2010/bills/Passed/H-792.pdf
Title: H.B. 792
Source: http://www.leg.state.vt.us
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| AL | Signed into law 04/2010 | P-12 | The state of Alabama issued $66.5 million in bonds dedicated toward public education. These bonds were paid for through dedicated state excise tax revenue. Details about this borrowing program must be provided to the chairs of the house education appropriation committee and the senate finance and taxation-education committee before the bonds are issued.
Title: H.B. 743
Source: www.lexis.com
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| MD | Signed into law 04/2010 | P-12 | Waives the fiscal 2010 county maintenance of effort (MOE) penalty for public education; Directs the Senate Budget and Taxation Committee and the House Ways and Means Committee to study the appropriate calculation of the penalty for failing to meet the MOE requirement and the appropriate party against whom the penalty should be applied; Requires the committees must report their findings and recommendations to the Legislative Policy Committee by December 31, 2010. http://mlis.state.md.us/2010rs/bills/hb/hb0223t.pdf
Title: H.B. 223
Source: http://mlis.state.md.us
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| MS | Signed into law 04/2010 | P-12 | Requires the school board of a school district having a certain ending fund balance in the 2010, 2011 and 2012 fiscal years to submit a plan for budget cuts to the State Department of Education; authorizes the State Board of Education to adopt rules and regulations specifying the required contents of the plan; requires the Department to approve or return the plan to the school district with instructions. http://billstatus.ls.state.ms.us/documents/2010/pdf/HB/1100-1199/HB1170SG.pdf
Title: H.B. 1170
Source: http://billstatus.ls.state.ms.us
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| MS | Signed into law 03/2010 | P-12 | Creates the School District Emergency Bridge Loan Act to assist districts that suffer revenue losses due to the economic downturn. Provides that a district that receives a loan shall pledge to repayment any part of the homestead exemption annual tax loss reimbursement to which it may be entitled; authorizes state bonds for moneys for the loan program; grants to the state department of education certain powers and duties with regard to this act.
http://billstatus.ls.state.ms.us/documents/2010/pdf/HB/1100-1199/HB1170SG.pdf
Title: H.B. 1349
Source: http://billstatus.ls.state.ms.us
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| NM | Signed into law 03/2010 | P-12 | Provides flexibility to school districts to meet state fiscal solvency requirements; provides that the Secretary of Education may waive requirements of the Public School Code and rules promulgated in accordance with that code pertaining to individual class load, teaching load, length of school day, staffing patterns, subject areas and purchases of instructional materials.
http://nmlegis.gov/Sessions/10%20Regular/final/SB0097.pdf
Title: S.B. 97
Source: http://nmlegis.gov/
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| OH | Signed into law 03/2010 | P-12 | Amends 371.50.90 of Am. Sub. H.B. 1 of the 128th General Assembly (enacted July 2009). Clarifies that from an appropriation item in 2009 H.B. 1, eTech Ohio must use up to $1 million in FY 2010 to maintain the clearinghouse of distance learning courses called for in section 3333.82, up to $1 million in FY 2011 to contract with an entity to provide online Advanced Placement (AP) courses, and up to $1 million in FY 2011 for the continued maintenance of the clearinghouse established under section 3333.82. A provision in H.B. 1 barred students from being charged a fee for clearinghouse courses in FY 2010 but permitted a student fee in FY 2011; new provision extends fee waiver through FY 2011. Adds provision that in choosing a vendor to provide AP courses, eTech may require that the courses be provided through the clearinghouse established under section 3333.82. Pages 31-32 http://www.legislature.state.oh.us/BillText128/128_SB_155_EN_N.pdf
Title: S.B. 155 - Section 6
Source: www.legislature.state.oh.us
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| UT | Signed into law 03/2010 | P-12
Postsec. | Section 1: Directs the state board, by December 31, 2010, to review mandates provided for in administrative rule, to determine whether some could be waived to remove funding pressures on public schools temporarily.
Sections 2-4: Eliminates the requirement to administer criterion-referenced tests to students in grade 2. Directs the state board, before the October 2010 Education Interim Committee meeting, to present its plan for a pilot program for the 2010-11 and 2011-12 school years to (1) replace the 10th-grade basic skills competency test with computer adaptive testing of basic skills, and (2) administer the ACT exam to high school students. Directs the state board to implement such a pilot program during the 2010-11 and 2011-12 school years. Exempts districts and charter schools from administering the 10th-grade basic skills competency test during the the 2010-11 and 2011-12 school years. Directs the state board to re-direct the money saved by not administering the 10th-grade basic skills competency test to fund implementation of the pilot program during the 2010-11 and 2011-12 fiscal years. Exempts a student from the 10th-grade basic skills competency test requirement if the student was in 10th grade in the 2008-09 or 2009-10 school years and did not pass the competency test (10th-grade basic skills competency test functions as exit exam unless certain waivers apply).
Section 5: Exempts local boards from the requirement to develop and administer activity disclosure statements for high school-level extracurricular activities (as called for in Section 53A-3-420) until the 2012-13 school year.
Section 6: Exempts the state board, until the 2012-13 school year, from the requirements called for in Section 53A-3-602.5 to annually (1) develop a school performance report for schools, districts and charter schools, and (2) collect and electronically report specified performance data for schools, districts and charter schools.
Section 7: Exempts a school district from certain requirements related to the disposal of textbooks until the 2012-13 school year.
Section 8: Until the 2012-13 school year, releases districts from the requirement in Section 53A-13-107 that an annual presentation on adoption be given to students in grades 7-12.
Section 9: Until the 2012-13 school year, releases districts from the requirement in Section 53A-14-107 regarding alignment of primary instructional materials aligned with the core curriculum adopted under Section 53A-1-402.
http://le.utah.gov/~2010/bills/hbillenr/hb0166.pdf
Title: H.B. 166
Source: le.utah.gov
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| UT | Signed into law 03/2010 | P-12 | Adds Section 53A-17a-105.5. Defines "qualifying program" as (1) the at-risk flow through program; (2) the homeless and disadvantaged minority students program [both created in 53A-17a-121]; (3) the gifted and talented program; (4) the advanced placement program; (5) the concurrent enrollment program. Allows a district or charter school that receives a state allocation of less than $10,000 for a qualifying program to either (1) combine the funds with certain other program funds and use the combined funds in accordance with the program requirements for any of the qualifying programs that are combined; or (2) transfer the funds to a qualifying program for which the district or charter school received an allocation of funds that is greater than or equal to $10,000; and use the combined funds in accordance with the program requirements for the qualifying program to which the funds are transferred. Pages 5-6 of 6: http://le.utah.gov/~2010/bills/hbillenr/hb0149.pdf
Title: H.B. 149 - Section 3
Source: le.utah.gov
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| IA | Signed into law 01/2010 | P-12 | Delays establishing the state percent of growth, also known as allowable growth, for the budget year beginning July 1, 2011, from the 2010 Legislative Session to the 2011 Legislative Session for the state school foundation program.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=BillInfo&Service=Billbook&ga=83&hbill=SF2045
Title: S.B. 2045
Source: http://coolice.legis.state.ia.us
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| Finance--Student Fees |
| |
| UT | Signed into law 03/2010 | P-12 | Provides that a minor enrolled in a private school or a home school is eligible to participate in extracurricular activities at a public school whose district boundaries the student's parent resides within or from which the student withdrew. Provides a private school student may only participate in a public school extracurricular activity that is not offered by the student's private school. Provides exceptions. Prohibits districts or schools from imposing eligibility requirements on private and homeschool students that are not imposed on regular public school students. Requires private and homeschool students to pay same fees as regular public school students to participate in an extracurricular activity. Requires a district superintendent to appoint a panel to verify a home school student's compliance with academic eligibility requirements when requested by a principal. Identifies criteria for and responsibilities of panel members. Permits a homeschool student whom a panel finds not in compliance with academic eligibility to seek to establish academic eligibility for the next activity season. Provides a public school student who has been declared academically ineligible to participate in extracurricular activities and who subsequently enrolls in a home school is academically ineligible until the student demonstrates academic eligibility through specified means. Provides that a public school student declared to be behaviorally ineligible to participate in extracurricular activities and who subsequently enrolls in a home school loses eligibility for participation in extracurricular activities until the student meets the eligibility standards applied to a regular public school student. http://le.utah.gov/~2010/bills/sbillenr/sb0066.pdf
Title: S.B. 66
Source: le.utah.gov
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| Finance--Taxes/Revenues |
| |
| GA | Signed into law 06/2010 | P-12 | Requires local boards of education to submit specified information on tax revenues to the department of audits and accounts for posting on a searchable Web site accessible by the public. http://www.legis.state.ga.us/legis/2009_10/pdf/hb1013.pdf
Title: H.B. 1013
Source: www.legis.state.ga.us
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| RI | SIGNED BY GOVERNOR. 06/2010 | P-12 | Joint resolution supporting the Federal "Race to the Top" grant program and urging the governor and the Rhode Island Department of Elementary and Secondary Education to submit a competitive application for the Race to the Top Round Two.
Title: H.J.R. 8175
Source: http://www.rilin.state.ri.us/
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| AL | Signed into law 04/2010 | P-12 | The state of Alabama issued $66.5 million in bonds dedicated toward public education. These bonds were paid for through dedicated state excise tax revenue. Details about this borrowing program must be provided to the chairs of the house education appropriation committee and the senate finance and taxation-education committee before the bonds are issued.
Title: H.B. 743
Source: www.lexis.com
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| AZ | Signed into law 04/2010 | P-12 | Relates to school district override elections; amends a notification date; relates to a special program for children with disabilities in preschool programs; relates to budget balance carryforwards; limits special budget overrides that were previously approved to a percent of the revenue control limit attributable to the weighted student count in preschool programs for children with disabilities, kindergarten programs and grades one through eight. Chapter 179
http://www.azleg.gov/legtext/49leg/2r/bills/hb2386s.pdf
Title: H.B. 2386
Source: http://www.azleg.gov/
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| UT | Signed into law 03/2010 | P-12 | Amends provisions in the Minimum School Program Act related to certain uses of school district property tax revenue. Allows local school boards to use revenue collected from capital property tax levies for general fund purposes for fiscal years 2010-11 and 2011-12. Requires a local school board to notify taxpayers of such uses of property tax revenue. http://le.utah.gov/~2010/bills/hbillenr/hb0282.pdf
Title: H.B. 295
Source: le.utah.gov
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| NE | Signed into law 02/2010 | P-12 | Provides the Board of Educational Lands and Funds with the power to issue leases relating to solar and wind energy and enter into contracts relating to carbon sequestration rights. http://www.nebraskalegislature.gov/FloorDocs/Current/PDF/Slip/LB235.pdf
Title: L.B. 235
Source: http://www.nebraskalegislature.gov
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| IA | Signed into law 01/2010 | P-12 | Modifies membership and duties of the School Budget Review Committee. Duties modify relate to review of a school district's unexpended fund balance upon a school district's request for supplemental aid due to an unusual financial circumstance; requires that a school district use those unexpended funds prior to levying additional property taxes.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=BillInfo&Service=Billbook&ga=83&hbill=HF2030
Title: H.B. 2030
Source: http://coolice.legis.state.ia.us
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| Finance--Taxes/Revenues--Alternative Revenues |
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| HI | Became law without governor's signature 07/2010 | P-12 | Authorizes the department of education to make rules governing traffic and parking conditions on roadways and other areas under the jurisdiction of the department, including rules for the assessment of parking fees. Requires such fees to be deposited into the same fund as are fees the department collects for the use of school facilities, provided that any parking fees assessed and collected by a school must be deposited to the credit of the school's nonappropriated local school fund account. http://www.capitol.hawaii.gov/session2010/Bills/SB2256_CD1_.HTM
Title: S.B. 2256
Source: www.capitol.hawaii.gov
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| OH | Signed into law 03/2010 | P-12 | Creates the teen driver education license plate fund in the state treasury, from applicants who obtain teen driver education license plates. Directs the department of public safety to use the money in the fund to fund the rental, lease or purchase of the simulated driving curriculum of the Michelle's leading star foundation by local boards of education. Directs the department of public safety to adopt rules establishing a process for distributing money in the fund to those boards. http://www.legislature.state.oh.us/bills.cfm?ID=128_HB_27
Title: H.B. 27
Source: www.legislature.state.oh.us
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| UT | Signed into law 03/2010 | P-12 | Creates an Autism Awareness support special group license plate for programs that create or support autism awareness programs. Requires applicants for a new plate to make a $25 annual donation to the Autism Awareness Restricted Account. Creates the Autism Awareness Restricted Account. Requires the superintendent of public instruction to distribute funds in the Autism Awareness Restricted Account to certain organizations that provide programs that create or support autism awareness programs. Grants the state board of education rulemaking authority to make rules providing procedures for an organization to apply to receive a distribution. http://le.utah.gov/~2010/bills/hbillenr/hb0327.pdf
Title: H.B. 327
Source: le.utah.gov
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| Governance |
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| ID | Signed into law 04/2010 | P-12 | Amends and adds to existing law relating to the Idaho Education Network to revise the duties of the State Superintendent of Public Instruction and the State Department of Education with regard to the Idaho Education Network; to remove language providing for governance and operations of the Idaho Education Network and for the Idaho Education Network Fund; and to provide for the Idaho Education Network Program and Resource Advisory Council (IPRAC). Chapter 357
http://www.legislature.idaho.gov/legislation/2010/H0727.htm
Title: H.B. 727
Source: http://www.legislature.idaho.gov
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| IA | Signed into law 03/2010 | P-12 | Establishes a task force to review the present mission, structure, governance, and funding of the area education agency system to determine if the current model is applicable to the challenges and requirements of 21st century learning. Sets the membership parameters.
http://coolice.legis.state.ia.us/linc/HF2295_Enrolled.pdf
Title: H.B. 2295
Source: http://coolice.legis.state.ia.us
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| OR | Signed into law 03/2010 | P-12 | Removes sunset on pilot education service districts; allows existing pilot education service districts to organize as shared governance education service districts; establishes process by which education service district may organize to be shared governance education service district; deletes requirement that districts biennially report to interim legislative committees; declares emergency, effective on passage. Chapter 59
http://www.leg.state.or.us/10ss1/measpdf/sb0900.dir/sb0987.en.pdf
Title: S.B. 987A
Source: http://www.leg.state.or.us
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| MA | Signed into law 01/2010 | P-12 | An Innovation School shall be a public school, operating within a public school district, that is established for the purpose of improving school performance and student achievement through increased autonomy and flexibility. An Innovation School may be established as a new public school or as a conversion of an existing public school. A student who is enrolled in a school at the time it is established as an Innovation School shall retain the ability to remain enrolled in the school if the student chooses to do so. An Innovation School shall have increased autonomy and flexibility in 1 or more of the following areas:
(i) curriculum;
(ii) budget;
(iii) school schedule and calendar;
(iv) staffing policies and procedures, including waivers from or modifications to, contracts or collective bargaining agreements;
(v) school district policies and procedures; and
(vi) professional development.
(Section 8)
http://www.mass.gov/legis/bills/senate/186/st02/st02247.htm
Title: S.B. 2247; (NEW BILL)
Source: http://www.mass.gov
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| Governance--Deregulation/Waivers/Home Rule |
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| FL | Signed into law 07/2010 | P-12 | Repeals 1003.63, which created the deregulated public schools pilot program. Also repeals subsection (7) of section 1008.345, which allowed schools earning an "A" grade in the state accountability system to receive deregulated status upon the school's request. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7037er.docx&DocumentType=Bill&BillNumber=7037&Session=2010
Title: HB 7037 - Sec 29 and 30
Source: http://www.myfloridahouse.gov
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| LA | Signed into law 06/2010 | P-12 | Authorizes the State Board of Elementary and Secondary Education to exempt districts from various laws and regulations pertaining to education; to provide procedures regarding request for and approval of such waivers, including schools within the Recovery School District. The waiver procedures are different for low-performing schools. Schools must explain how waivers will improve student learning and teacher effectiveness, and how results will be measured.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722584
Title: H.B. 1368
Source: http://www.legis.state.la.us/
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| Governance--Ethics/Conflict of Interest |
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| NY | Vetoed 08/2010 | Postsec. | Relates to qualifications for certain appointed positions with the board of trustees for the state university and CUNY. Prohibits specified SUNY trustees who are gubernatorial appointees from being employees of the governor. Prohibits specified CUNY trustees who are appointed by the governor and mayor from being employees of the governor and mayor, respectively. http://assembly.state.ny.us/leg/?default_fld=&bn=S01736&Summary=Y&Actions=Y&Text=Y
Title: S.B. 1736
Source: assembly.state.ny.us
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| IL | Signed into law 07/2010 | P-12 | Allows a school treasurer to pay recurring bills upon certification by the clerk or secretary of the school board (instead of requiring an order of the school board signed by the president and clerk or secretary or by a majority of the board). Makes changes to when the record of the official acts of the school board must be submitted to the treasurer. Regarding the prohibition on a school board member having an interest in district contracts, work, business or sales, provides that a school board member must not be deemed interested if the board member is an employee of a business that is involved in the transaction of business with the school district, provided that the board member has no financial interests other than as an employee. Provides that a school board member's oath of office must be administered as determined by the board.
Provides that a school board may authorize by policy (rather than by regulation) the superintendent, principal, assistant principal or dean of students to suspend pupils. Provides that a school board must be given a summary of the notice of a parent's right to a review of the suspension, including the reason for the suspension and the suspension length (instead of a copy of the full statement of the reasons for the suspension and the notice of the parent's right to a review). Makes changes concerning when an educational support personnel employee who has been dismissed is paid. Makes changes concerning the filing of a teacher's transcript of college credits. http://www.ilga.gov/legislation/96/SB/PDF/09600SB3515lv.pdf
Title: S.B. 3515
Source: www.ilga.gov
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| TX | Adopted 06/2010 | P-12 | Amends s.33.5, concerning the code of ethics policy for managing and investing the Texas Permanent School Fund. Section 33.5 establishes procedures and requirements for a code of ethics policy relating to the Texas Permanent School Fund. The amendment clarifies and updates the code of ethics policy. Pages 11-19 of 64: http://www.sos.state.tx.us/texreg/pdf/backview/0625/0625adop.pdf
Title: 19 TAC 33.5
Source: www.sos.state.tx.us
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| GA | Signed into law 05/2010 | P-12 | Requires local board member who moves out of local board jurisdiction to notify the local board secretary within 10 days of such move. Allows employees of private K-12 schools to serve on local school boards.
Defines "immediate family member" as spouse, child, sibling or parent (or spouse of a child, sibling or parent). Bars an individual with an immediate family member (1) on a local board, or (2) serving as a local school superintendent, principal or assistant principal, or system administrative staff in the local school system from serving on the local board of education. Requires (1) every local board member to be a U.S. citizen and registered voter; to have read and understood the code of ethics and conflict of interest provisions applicable to local board members and agreed to abide by them; and have agreed to annually disclose compliance with the state board policy on local board member training, the local board's code of ethics and the conflict of interest provisions applicable to local board members. Authorizes the state board to waive these provisions by request of a local board or an individual seeking to qualify for office on a local board and (2) every candidate for a local board to file an affidavit affirming that he/she meets all the aforementioned qualifications (beginning with "U.S. citizen".) Provides that any person judicially determined mentally incompetent is ineligible for election to a local board of education unless the disability determination has been removed.
Bars any local school board from having more than seven members, unless board exceeds seven members by local constitutional amendment, federal court order or other specified provisions. Amends provisions related to per diem and reimbursement of expenses for local board members. Provides for the fundamental roles of local boards of education and local school superintendents. Adds provision barring local board members or their family members from business activities or from acting in their official capacity in any matter that would constitute a conflict of interest. Adds provision barring local board members to use their position to secure privileges, advantages or employment for him/herself or others. Bars local board members (and their immediate family members and businesses in which board members have an interest) from accepting gifts, political contributions or other things of value given or offered to influence the board member in the discharge of his/her official duties. Adds provisions relating to confidentiality of information to which board members are privy that is not available to the general public.
Directs the state board to adopt a model code of ethics for local board members, including appropriate consequences for a violation of the code of ethics. Within three months of state board adoption of a model code of ethics, requires each local board to adopt a code of ethics that, at a minimum, includes the state board's model code of ethics.
Provides that if a local district or school is placed on the level of accreditation immediately preceding loss of accreditation for school board governance-related reasons, the governor may suspend all eligible members of the local board with pay and, in consultation with the state board, appoint temporary replacement members. Allows suspended board member to petition for reinstatement within 90 days; provides that any suspended member who does not petition for reinstatement within 90 days will be permamently removed, and his/her temporary replacement become a permanent member to finish out the removed member's term. Adds provisions relating to a removed board member's petition for reinstatement--requires hearing to determine whether the member's continued service on the board is more likely than not to improve the school system or school's ability to retain accreditation.
Makes ineligible for service as a local superintendent any individual with an immediate family member (1) on the local board or (2) serving as a principal, assistant principal or system administrative staff member in that school system. Allows the state board to waive this provision on a local board's request.
Repeals existing 20-2-230(b) requiring new members of governing boards to receive at least 12 hours of orientation within a year of assuming office. Directs the state board to adopt a training program for local board members. Within three months of such adoption, requires local boards and each governing board of other local units of administration to adopt a training program that includes, at a minimum, the state board's training program. http://www.legis.state.ga.us/legis/2009_10/pdf/sb84.pdf
Title: S.B. 84
Source: www.legis.state.ga.us
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| UT | Signed into law 03/2010 | P-12 | Requires candidates for governor, lieutenant governor, state auditor, state treasurer, attorney general, state legislator, or state board of education member to file a financial disclosure at the time of filing a declaration of candidacy, and at least annually after election to office. Requires a candidate's financial disclosure form to be made publicly available. Amends definition of "conflict of interest" in Section 76-8-109; new language defines "conflict of interest" as an action that is taken by a regulated officeholder that the officeholder reasonably believes may cause direct financial benefit or detriment to the officeholder, a member of the officeholder's immediate family, or to an entity that the officeholder is required to disclose under legislative provisions. Defines "entity" and "income" for these purposes. Also requires such elected officials to publicly declare a conflict of interest before or while acting (including voting, in the case of a legislator or state board member) on a contract or other matter that creates a conflict of interest not stated in the financial disclosure form. http://le.utah.gov/~2010/bills/hbillenr/hb0270.pdf
Title: H.B. 270
Source: le.utah.gov
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| UT | Signed into law 03/2010 | P-12 | Expands the membership of the state board of education by including a member of the state charter school board as a nonvoting member. Removes a statutory enrollment cap on charter schools. Allows the state board to approve an increase in charter school enrollment capacity, beginning in the 2012-13 school year, subject to legislative appropriation. Establishes state board and state charter school board procedures if the legislature does not appropriate funds for an increase in charter school enrollment capacity that has been tentatively approved by the state board. Modifies procedures for admitting students to charter schools and transferring from a charter school to a school district or another charter school. Modifies conflict of interest provisions applicable to charter school officers. Provides for the nomination by the state charter school board of members of a committee that reviews requests for loans to charter schools. http://le.utah.gov/~2010/bills/sbillenr/sb0188.pdf
Title: S.B. 188
Source: le.utah.gov
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| Governance--Mandates |
| |
| IL | Signed into law 08/2010 | P-12 | Deletes language requiring that on or before February 1, 1998, and each year thereafter, the state board of education submit a cumulative report summarizing all types of waivers of mandates and modifications of mandates granted by the state board or the general assembly. Page 17 of 51: http://www.ilga.gov/legislation/publicacts/96/PDF/096-1423.pdf
Title: S.B. 3681 - (105 ILCS 5/2-3.25g(f)
Source: www.ilga.gov
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| IL | Signed into law 08/2010 | P-12 | Provides that no public school district or private school is obligated to comply with any new unfunded mandate adopted by the legislature or state board of education. Provides that if the amount appropriated to fund a new mandate does not fully fund the mandated activity, the district or private school may choose to discontinue or modify the activity to ensure that the costs of compliance do not exceed the funding received. Provides that before discontinuing or modifying the mandate, a district must petition its regional superintendent of schools on or before February 15 of each year to request to be exempt from implementing the mandate in a school or schools in the next school year. Sets forth provisions concerning what the petition must contain, review of the petition and a public hearing, granting an exemption, state board of education notification, and appealing the regional superintendent's decision.
Provides that these provisions do not apply to:
(1) Any new statutory or regulatory mandates related to revised learning standards developed through the Common Core State Standards Initiative and assessments developed to align with those standards or actions specified in the state's Phase 2 Race to the Top Grant application if it is approved by the U.S. Department of Education
(2) New statutory or regulatory mandates imposed on school districts designated as being in the lowest performing 5% of schools within the Race to the Top Grant application.
http://www.ilga.gov/legislation/96/HB/PDF/09600HB4711lv.pdf
Title: H.B. 4711
Source: www.ilga.gov
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| IL | Signed into law 07/2010 | P-12 | Defines "instructional mandate" as any state law that requires a district to devote any amount of time to the instruction of or engagement by students in any subject or course. Directs the state board to create the Instructional Mandates Task Force. Establishes task force membership. Directs the task force to examine all K-12 instructional mandates on public schools, and to make recommendations on the propriety of all existing mandates, the imposition of future mandates, and waivers of instructional mandates. Directs the task force to submit a final report of its findings and recommendations to the governor and general assembly by July 2011. Provides that the task force is abolished on July 2, 2011, and this section is repealed on July 1, 2012. Provides a moratorium on the passage of instructional mandates for public schools from the effective date of this act until one year after the task force submits a final report to the governor and general assembly. http://www.ilga.gov/legislation/publicacts/96/PDF/096-1374.pdf
Title: H.B. 4209
Source: www.ilga.gov
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| RI | Signed into law 06/2010 | P-12 | Creates a special legislative commission to study relief from state mandates. Includes among the commission's nine members the commissioner of education or designee; and a union representative who represents teachers, to be appointed by the senate president. Directs the commission to report its findings and recommendations to the general assembly by February 1, 2011. Provides the commission will expire on March 31, 2011. http://www.rilin.state.ri.us/PublicLaws/law10/res10/res10339.htm
Title: S.R. 3013
Source: www.rilin.state.ri.us
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| UT | Signed into law 03/2010 | P-12
Postsec. | Section 1: Directs the state board, by December 31, 2010, to review mandates provided for in administrative rule, to determine whether some could be waived to remove funding pressures on public schools temporarily.
Sections 2-4: Eliminates the requirement to administer criterion-referenced tests to students in grade 2. Directs the state board, before the October 2010 Education Interim Committee meeting, to present its plan for a pilot program for the 2010-11 and 2011-12 school years to (1) replace the 10th-grade basic skills competency test with computer adaptive testing of basic skills, and (2) administer the ACT exam to high school students. Directs the state board to implement such a pilot program during the 2010-11 and 2011-12 school years. Exempts districts and charter schools from administering the 10th-grade basic skills competency test during the the 2010-11 and 2011-12 school years. Directs the state board to re-direct the money saved by not administering the 10th-grade basic skills competency test to fund implementation of the pilot program during the 2010-11 and 2011-12 fiscal years. Exempts a student from the 10th-grade basic skills competency test requirement if the student was in 10th grade in the 2008-09 or 2009-10 school years and did not pass the competency test (10th-grade basic skills competency test functions as exit exam unless certain waivers apply).
Section 5: Exempts local boards from the requirement to develop and administer activity disclosure statements for high school-level extracurricular activities (as called for in Section 53A-3-420) until the 2012-13 school year.
Section 6: Exempts the state board, until the 2012-13 school year, from the requirements called for in Section 53A-3-602.5 to annually (1) develop a school performance report for schools, districts and charter schools, and (2) collect and electronically report specified performance data for schools, districts and charter schools.
Section 7: Exempts a school district from certain requirements related to the disposal of textbooks until the 2012-13 school year.
Section 8: Until the 2012-13 school year, releases districts from the requirement in Section 53A-13-107 that an annual presentation on adoption be given to students in grades 7-12.
Section 9: Until the 2012-13 school year, releases districts from the requirement in Section 53A-14-107 regarding alignment of primary instructional materials aligned with the core curriculum adopted under Section 53A-1-402.
http://le.utah.gov/~2010/bills/hbillenr/hb0166.pdf
Title: H.B. 166
Source: le.utah.gov
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| Governance--School Boards |
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| HI | Approved by voters 11/2010 | P-12 | Proposes an amendment to the state constitution to direct the governor to nominate and, by and with the advice and consent of the senate, appoint the members of the board of education (Hawaii is currently a single-district state, meaning that the district board is the state board). Provides a period of transition from the elected to the appointed board. http://www.capitol.hawaii.gov/session2010/Bills/HB2376_CD1_.HTM
Constitutional amendment: http://www.capitol.hawaii.gov/session2010/otherreports/2010ConstitutionalAmendmentEnglish.pdf
Title: H.B. 2376
Source: www.capitol.hawaii.gov
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| LA | Signed into law 08/2010 | P-12 | Addressed the prohibitions on the involvement of members of local school boards in personnel matters with respect to the hiring, firing and disciplining employees. In particular, the fill focuses on role of board members with respect to local school superintendents.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722545
Title: H.B. 942
Source: http://www.legis.state.la.us
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| HI | Vetoed 07/2010 | P-12 | Requires board of education members to be nominated and, by and with the advice and consent of the senate, appointed by the governor from pools of qualified candidates presented to the governor by the board of education selection advisory council. Establishes duties of advisory council in selecting the candidates to be presented to the governor. Establishes membership of the education selection advisory council, including that four of the council's seven members must be appointed by the Hawaii P-20 Council.
Bill text: http://www.capitol.hawaii.gov/session2010/Bills/HB2377_CD1_.HTM
Governor's veto message: http://hawaii.gov/gov/leg/2010-legislative-session/bills/vetoes/HB2377_SOBJ.pdf
Title: H.B. 2377
Source: www.capitol.hawaii.gov
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| IL | Signed into law 07/2010 | P-12 | Allows a school treasurer to pay recurring bills upon certification by the clerk or secretary of the school board (instead of requiring an order of the school board signed by the president and clerk or secretary or by a majority of the board). Makes changes to when the record of the official acts of the school board must be submitted to the treasurer. Regarding the prohibition on a school board member having an interest in district contracts, work, business or sales, provides that a school board member must not be deemed interested if the board member is an employee of a business that is involved in the transaction of business with the school district, provided that the board member has no financial interests other than as an employee. Provides that a school board member's oath of office must be administered as determined by the board.
Provides that a school board may authorize by policy (rather than by regulation) the superintendent, principal, assistant principal or dean of students to suspend pupils. Provides that a school board must be given a summary of the notice of a parent's right to a review of the suspension, including the reason for the suspension and the suspension length (instead of a copy of the full statement of the reasons for the suspension and the notice of the parent's right to a review). Makes changes concerning when an educational support personnel employee who has been dismissed is paid. Makes changes concerning the filing of a teacher's transcript of college credits. http://www.ilga.gov/legislation/96/SB/PDF/09600SB3515lv.pdf
Title: S.B. 3515
Source: www.ilga.gov
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| NC | Signed into law 07/2010 | P-12 | Prohibits local boards of education from using public funds to endorse or oppose a referendum, election or a particular candidate for elective office. http://www.ncga.state.nc.us/Sessions/2009/Bills/House/HTML/H593v6.html
Title: H.B. 593
Source: http://www.ncga.state.nc.us
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| CT | Signed into law 05/2010 | P-12 | Allows two or more boards of education to jointly purchase health insurance for their employees. http://www.cga.ct.gov/2010/ACT/Pa/pdf/2010PA-00174-R00HB-05424-PA.pdf
Title: H.B. 5424
Source: http://www.cga.ct.gov
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| CT | Signed into law 05/2010 | P-12 | Establishes a grant in fiscal year 2012 to any municipality whose board of education makes a cooperative arrangement with at least one other board of education to provide school transportation that results in a savings in fiscal year 2011. The grant is in addition to the reimbursements for student transportation school districts receive under existing law; permits two or more boards of education to establish shared service agreements, in addition to cooperative arrangements that boards may enter under existing law. http://www.cga.ct.gov/2010/ACT/Pa/pdf/2010PA-00167-R00HB-05336-PA.pdf
Title: H.B. 5336
Source: http://www.cga.ct.gov
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| GA | Signed into law 05/2010 | P-12 | Repeals provision that barred a local school board member from engaging in the bail bond business in the jurisdiction of the board to which he/she was elected. http://www.legis.state.ga.us/legis/2009_10/pdf/hb980.pdf
Title: H.B. 980
Source: www.legis.state.ga.us
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| GA | Signed into law 05/2010 | P-12 | Requires local board member who moves out of local board jurisdiction to notify the local board secretary within 10 days of such move. Allows employees of private K-12 schools to serve on local school boards.
Defines "immediate family member" as spouse, child, sibling or parent (or spouse of a child, sibling or parent). Bars an individual with an immediate family member (1) on a local board, or (2) serving as a local school superintendent, principal or assistant principal, or system administrative staff in the local school system from serving on the local board of education. Requires (1) every local board member to be a U.S. citizen and registered voter; to have read and understood the code of ethics and conflict of interest provisions applicable to local board members and agreed to abide by them; and have agreed to annually disclose compliance with the state board policy on local board member training, the local board's code of ethics and the conflict of interest provisions applicable to local board members. Authorizes the state board to waive these provisions by request of a local board or an individual seeking to qualify for office on a local board and (2) every candidate for a local board to file an affidavit affirming that he/she meets all the aforementioned qualifications (beginning with "U.S. citizen".) Provides that any person judicially determined mentally incompetent is ineligible for election to a local board of education unless the disability determination has been removed.
Bars any local school board from having more than seven members, unless board exceeds seven members by local constitutional amendment, federal court order or other specified provisions. Amends provisions related to per diem and reimbursement of expenses for local board members. Provides for the fundamental roles of local boards of education and local school superintendents. Adds provision barring local board members or their family members from business activities or from acting in their official capacity in any matter that would constitute a conflict of interest. Adds provision barring local board members to use their position to secure privileges, advantages or employment for him/herself or others. Bars local board members (and their immediate family members and businesses in which board members have an interest) from accepting gifts, political contributions or other things of value given or offered to influence the board member in the discharge of his/her official duties. Adds provisions relating to confidentiality of information to which board members are privy that is not available to the general public.
Directs the state board to adopt a model code of ethics for local board members, including appropriate consequences for a violation of the code of ethics. Within three months of state board adoption of a model code of ethics, requires each local board to adopt a code of ethics that, at a minimum, includes the state board's model code of ethics.
Provides that if a local district or school is placed on the level of accreditation immediately preceding loss of accreditation for school board governance-related reasons, the governor may suspend all eligible members of the local board with pay and, in consultation with the state board, appoint temporary replacement members. Allows suspended board member to petition for reinstatement within 90 days; provides that any suspended member who does not petition for reinstatement within 90 days will be permamently removed, and his/her temporary replacement become a permanent member to finish out the removed member's term. Adds provisions relating to a removed board member's petition for reinstatement--requires hearing to determine whether the member's continued service on the board is more likely than not to improve the school system or school's ability to retain accreditation.
Makes ineligible for service as a local superintendent any individual with an immediate family member (1) on the local board or (2) serving as a principal, assistant principal or system administrative staff member in that school system. Allows the state board to waive this provision on a local board's request.
Repeals existing 20-2-230(b) requiring new members of governing boards to receive at least 12 hours of orientation within a year of assuming office. Directs the state board to adopt a training program for local board members. Within three months of such adoption, requires local boards and each governing board of other local units of administration to adopt a training program that includes, at a minimum, the state board's training program. http://www.legis.state.ga.us/legis/2009_10/pdf/sb84.pdf
Title: S.B. 84
Source: www.legis.state.ga.us
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| TN | Signed into law 05/2010 | P-12 | Requires that local districts update their policy pamphlets every two years, rather than annually.
http://www.capitol.tn.gov/Bills/106/Bill/SB3255.pdf
Title: S.B. 3255
Source: http://www.capitol.tn.gov
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| MD | Signed into law 04/2010 | | |