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State |
Status/Date |
Level |
Summary |
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 | 21st Century Skills |
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| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
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| Accountability--Reporting Results |
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| Accountability--Rewards |
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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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| Accountability--School Improvement |
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| Adult Basic Education |
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| Assessment |
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| Assessment--Accommodations |
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| Assessment--College Entrance Exams |
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| Assessment--Computer Based |
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| Assessment--Formative/Interim |
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| Assessment--Value Added |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
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| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Business Involvement |
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| Career/Technical Education |
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| Career/Technical Education--Career Academies/Apprenticeship |
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| Choice of Schools--Charter Schools |
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| Choice of Schools--Charter Schools--Charter Districts |
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| Choice of Schools--Charter Schools--Closings |
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| Choice of Schools--Charter Schools--Cyber Charters |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Choice/Open Enrollment--Research |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Civic Knowledge and Literacy |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
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| Curriculum |
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| Curriculum--Alignment |
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| Curriculum--Arts Education |
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| Curriculum--Censorship |
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| Curriculum--Drivers Education |
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| Curriculum--Excusal |
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| Curriculum--Family Living Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Geography Education |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--Language Arts |
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| Curriculum--Language Arts--Writing/Spelling |
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| Curriculum--Mathematics |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
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| Demographics--Enrollments |
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| Economic/Workforce Development |
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| Equity |
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| Federal |
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| Finance |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Facilities |
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| Finance--Federal |
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| Finance--Funding Formulas |
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| Finance--Local Foundations/Funds |
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| Finance--Lotteries |
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| Finance--Private Giving |
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| Finance--Resource Efficiency |
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| Finance--State Budgets/Expenditures |
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| Finance--Student Fees |
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| Finance--Taxes/Revenues |
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| Finance--Taxes/Revenues--Alternative Revenues |
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| Governance |
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| Governance--Deregulation/Waivers/Home Rule |
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| Governance--Ethics/Conflict of Interest |
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| Governance--Mandates |
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| Governance--School Boards |
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| Governance--School Boards--Training |
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| Governance--Site-Based Management |
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| Governance--State Boards/Chiefs/Agencies |
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| Health |
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| Health--Child Abuse |
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| Health--Mental Health |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Dropout Rates/Graduation Rates |
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| High School--Dual/Concurrent Enrollment |
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| High School--Early Colleges/Middle Colleges |
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| High School--Exit Exams |
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| High School--GED (General Education Development) |
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| High School--Graduation Requirements |
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| High School--International Baccalaureate |
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| Instructional Approaches--Grading Practices |
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| Instructional Approaches--Homeschooling |
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| Integrated Services/Full-Service Schools |
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| International Benchmarking |
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| Leadership |
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| Leadership--District Superintendent |
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| Leadership--District Superintendent--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership |
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| Leadership--Principal/School Leadership--Certification and Licensure |
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| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
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| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
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| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
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| Leadership--Principal/School Leadership--Preparation |
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| Leadership--Principal/School Leadership--Preparation--Alternative |
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| Leadership--Principal/School Leadership--Tenure |
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| Middle School |
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| Minority/Diversity Issues |
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| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
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| Minority/Diversity Issues--Hispanic |
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| No Child Left Behind--Adequate Yearly Progress |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Finance |
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| No Child Left Behind--Reauthorization Issues/Waivers |
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| No Child Left Behind--Report Cards |
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| No Child Left Behind--School Support |
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| No Child Left Behind--Special Populations |
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| Online Learning--Digital/Blended Learning |
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| Online Learning--Virtual Schools/Courses |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Child Care |
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| P-3 Content Standards and Assessment |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Evaluation/Economic Benefits |
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| P-3 Family Involvement |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Kindergarten |
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| P-3 Preschool |
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| P-3 Teaching Quality/Professional Development |
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| Parent/Family |
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| Parent/Family--Parent Rights |
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| Partnerships--University/School |
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| Postsecondary |
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| Postsecondary Accountability |
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| Postsecondary Accountability--Accreditation |
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| Postsecondary Accountability--Diploma Mills |
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| Postsecondary Affordability--Financial Aid |
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| Postsecondary Affordability--Textbooks |
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| Postsecondary Affordability--Tuition/Fees |
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| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
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| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
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| Postsecondary Faculty--Compensation |
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| Postsecondary Faculty--Tenure |
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| Postsecondary Finance |
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| Postsecondary Finance--Efficiency/Performance-Based Funding |
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| Postsecondary Finance--Facilities |
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| Postsecondary Finance--Revenue and Expenditures |
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| Postsecondary Governance and Structures |
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| Postsecondary Governance and Structures--Administrative/Leadership Issues |
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| Postsecondary Governance and Structures--State Executives/State Agencies |
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| Postsecondary Institutions |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Students--Adults |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--International |
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| Postsecondary Students--Military |
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| Postsecondary Students--Minority |
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| Postsecondary Success |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization |
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| Promotion/Retention |
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| Public Involvement |
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| Reading/Literacy |
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| Religion |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Week |
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| Scheduling/School Calendar--Year |
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| Scheduling/School Calendar--Year Round |
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| School Climate/Culture |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Corporal Punishment |
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| School Safety--Disaster/Emergency Preparedness |
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| School Safety--Expulsion/Suspension |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Personnel (Non-Teaching) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Migrant Education |
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| Special Populations--Military |
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| Standards |
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| Standards--Common Core State Standards |
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| State Longitudinal Data Systems |
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| State Policymaking |
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| State Policymaking--Task Forces/Commissions |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Student Supports |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Remediation |
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| Student Surveys |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--K-12 Exchange Students |
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| Students--Mobility |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Working Conditions |
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| Technology |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Research/Evaluation |
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| Textbooks and Open Source |
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| Whole-School Reform Models |
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