 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Innovation Schools |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Choice of Schools--Vouchers--Privately Funded |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Data-Driven Improvement |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Integrated Services/Full-Service Schools |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Preparation--Alternative |
| |
| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Ensuring Quality |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Health and Mental Health |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Special Ed./Inclusion |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Student Learning |
| |
| Postsecondary Affordability |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Textbooks |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Finance--Efficiency/Performance-Based Funding |
| |
| Postsecondary Finance--Facilities |
| |
| Postsecondary Finance--Revenue and Expenditures |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Governance and Structures--Administrative/Leadership Issues |
| |
| Postsecondary Governance and Structures--State Executives/State Agencies |
| |
| Postsecondary Institutions |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Four-Year Baccalaureate |
| |
| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Enrollments (Statistics) |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Adults |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--International |
| |
| Postsecondary Students--Low-Income |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Retention/Persistence |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Public Involvement |
| |
| Reading/Literacy |
| |
| Reading/Literacy--Adult Literacy |
| |
| Religion |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Week |
| |
| Scheduling/School Calendar--Year |
| |
| Scheduling/School Calendar--Year Round |
| |
| School Climate/Culture |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Corporal Punishment |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| School Safety--Uniforms/Dress Codes |
| |
| School/District Structure/Operations |
| |
| School/District Structure/Operations--District Consolidation/Deconsolidation |
| |
| School/District Structure/Operations--District Size |
| |
| School/District Structure/Operations--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Libraries |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--School Size |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Staffing Ratios |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
 | Special Education |
| |
| OH | Signed into law 12/2011 | P-12 | Specifies dyslexia as a specific learning disability. Directs the superintendent of public instruction to establish a pilot project, to operate for three school years in three districts, to provide early screening and intervention services for children with risk factors for dyslexia, including low phonemic awareness. In establishing and operating the pilot, directs the superintendent to consult with the international dyslexia association or any other nationally recognized organization that specializes in multisensory structured language programs for the treatment of dyslexia. Requires participating districts to report annually to the superintendent data about the operation and results of the pilot project. Directs the state superintendent, not later than December 31 of the third school year of the pilot, to report to the general assembly the superintendent's evaluation of the results of the pilot project and legislative recommendations whether to continue, expand or make changes to the pilot project. http://www.legislature.state.oh.us/BillText129/129_HB_96_EN_N.pdf
Title: H.B. 96
Source: www.legislature.state.oh.us/
| |
| OH | Signed into law 12/2011 | P-12 | Defines "dyslexia" and "dyslexia specialist". Permits the governing board of any educational service center to engage the services of a dyslexia specialist to provide training for teachers of grades K-4 on the indicators of dyslexia and the instruction that children with dyslexia need to learn, read, write and spell. Provides that if a service center provides this training, it must make the training available to districts within the service center's territory and to other districts, community schools, and STEM schools that have contracted for the training from the service center. Provides that if an educational service center's governing board does not provide the training, a group of local districts within the service center's territory may engage the services of a dyslexia specialist to provide training for teachers independently. Permits a district or school to require the aforementioned training for its teachers as part of the district's or school's regular in-service training programs. Pages 11-12 of 22: http://www.legislature.state.oh.us/BillText129/129_HB_157_EN_N.pdf
Title: H.B. 157 - Dyslexia Training for K-4 Teachers
Source: www.legislature.state.oh.us
| |
| CA | Signed into law 10/2011 | P-12 | From bill summary: Deletes the schedule for submission of instructional materials for foreign languages and health for state board approval, and the exception to the requirement that criteria for the evaluation of instructional materials be approved when curriculum frameworks are approved or at least 30 months before the date that the materials are to be approved for adoption. Requires the state board to adopt revised curriculum frameworks and evaluation criteria that are aligned to the common core academic content standards developed by the consortium and adopted by the board for mathematics and English language arts no later than May 30, 2013, and May 30, 2014, respectively. Requires state board policies to ensure that the K-12 English language arts curriculum frameworks and K-8 instructional materials include the English language development standards as adopted by the state board in 1997 and revised thereafter, and English language development strategies in the core subjects of mathematics, science, and history-social science. Requires state board policies to ensure that K-12 curriculum frameworks and K-8 instructional materials include strategies to address the needs of pupils with disabilities in mathematics, science, history-social science, and English language arts. Requires the curriculum frameworks to describe the manner in which content can be delivered to intentionally build pupil creativity, innovation, critical thinking, problem solving, collaboration, and communication into and across each content area.
Renames the Curriculum Development and Supplemental Materials Commission the Instructional Quality Commission and makes conforming changes. Deletes the requirement that the commission review specified educational films or video recordings. Requires the criteria developed for evaluating instructional materials to include specified directions to publishers and requires the commission to perform additional prescribed functions. States the intent of the legislature to ensure that school districts are provided with as many standards-aligned instructional material options as possible. Requires the superintendent of public instruction to develop model professional development modules, as specified, and to report to the state board on the development of those modules. Requires the state department of education to use certain federal funds, and any other available state and federal funds, to implement the provisions of this bill. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0201-0250/ab_250_bill_20111008_chaptered.pdf
Title: A.B. 250 - Curriculum Frameworks, Standards, Instructional Materials, Model Professional Development Modules
Source:
| |
| NH | Notices of Adopted Rules 10/2011 | P-12 | Update the requirements for certification and teacher preparation program for general special education and early childhood special education. The early childhood special education category has been separated from the general special category in Ed 507.39 and Ed 612.07 and adopted in new rules Ed 507.391 and Ed 612.071 to make it easier to see what is required. This was done because of a request from the educators in these categories. NEW HAMPSHIRE REG 252647
Title: NH ADC Ed 507.39, 391; NH ADC Ed 612.07, 071
Source: Westlaw/StateNet
| |
| NV | Adopted 10/2011 | P-12 | Revises provisions relating to special education endorsements.
Title: NAC 391.054, 343, 347, 356, 360, 363, 376, 380, 381, 383
Source: http://www.leg.state.nv.us
| |
| CA | Signed into law 09/2011 | P-12 | Replaces references to "mental retardation" to "intellectual disability" in provisions governing special education programs. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0901-0950/sb_942_bill_20110926_chaptered.pdf
Title: S.B. 942 - Intellectual Disability
Source: www.leginfo.ca.gov
| |
| NY | Signed into law 09/2011 | P-12 | Requires a provider of special education services or programs to obtain a waiver pursuant to 6503-B (see next paragraph) before providing evaluation services. Provides that to be eligible for approval as an evaluator, a group of appropriately licensed or certified professionals must be formed as a limited liability company or professional services corporation. Provides the approval of any groups of licensed or certified professionals in existence July 1, 2011 that would not be eligible for approval thereafter will terminate on July 1, 2013. Authorizes approved private special education programs to employ licensed professionals or contract with licensed professionals or entities legally authorized to provide professional services. Permits an approved program to operate as any of various specified corporations or limited liability companies, or as a registered limited liability partnership or registered foreign limited liability partnership. Permits a group of appropriately licensed or certified professionals to be formed as either a professional services corporation, or as any of various types of limited liability companies or limited liability partnerships. Establishes parameters on the services different types of corporations, limited liability companies or limited liability partnerships may offer.
Creates 6503-B in the education code. Defines "special education school", "early intervention agency", "early intervention program services", "multi-disciplinary evaluation" (of a preschool child who has or is suspected of having a disability). Provides no special education school may conduct components of a multi-disciplinary evaluation, provide related services, or provide an evaluation component or related services by contract without a waiver pursuant to this section. Provides no early intervention agency may employ or contract with individuals or with various legally-established entities to conduct an early intervention program multi-disciplinary evaluation, provide service coordination services or early intervention program services without a waiver pursuant to this section. Identifies information that must be asked for on waiver application and establishes procedures for obtaining a waiver. Provides that the waiver must provide that services rendered pursuant to section 6503-B, directly or indirectly, must be provided only by a person appropriately licensed to provide such services, or by a professional services entity authorized by law to provide such services. Requires each officer, trustee and director of such school or agency to provide an attestation of his/her good moral character. Directs the commissioner of education to promulgate rules regarding the standards for the waiver for special education schools and early intervention agencies; such rules must include standards for the school's or agency's ability to provide services, the school's or agency's maintenance of student or client and business records, the school's or agency's fiscal policies, and other such standards as may be prescribed by the commissioner. Requires the special education school or early intervention agency operating pursuant to a waiver to display a certificate of such waiver at each site where services are provided. Requires each school or agency to re-apply for a waiver every 3 years. Provides an early intervention agency's waiver may not be renewed unless the agency is approved to provide early intervention program multi-disciplinary evaluations, service coordination or early intervention program services. Creates provisions regarding the renewal of a waiver. Provides a special education school or early intervention agency is under the supervision of the regents of the university of the state of New York and is subject to disciplinary proceedings and penalties. Provides a special education school or early intervention agency operating under a waiver is subject to suspension, revocation or annulment of the waiver for cause. http://assembly.state.ny.us/leg/?default_fld=&bn=S05524&term=2011&Summary=Y&Actions=Y&Memo=Y&Text=Y
Title: S.B. 5524
Source: assembly.state.ny.us
| |
| OR | Signed into law 08/2011 | P-12 | Requires Department of Education to be responsible for payment of costs of education of students in eligible day treatment
program or eligible residential treatment program by contracting with school district in which program is located. Directs school
district in which program is located to ensure education is provided to student in program. First applies to 2011-2012 school year.
http://www.leg.state.or.us/11reg/measpdf/sb0100.dir/sb0170.en.pdf
Title: S.B. 170
Source: http://www.leg.state.or.us
| |
| CA | Signed into law 07/2011 | P-12 | From bill summary: Amends the Budget Act of 2011 by reducing the amount of moneys appropriated from the general fund to the state department of education for special education instruction. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0101-0150/ab_108_bill_20110726_chaptered.pdf
Title: A.B. 108 - Special Education Funding
Source: www.leginfo.ca.gov
| |
| CT | Signed into law 07/2011 | P-12 | Requires the Commissioner of Education to conduct a review of the cost of state-mandated special education requirements including, but not limited to, examining who is best suited to bear the burden of proof in determining whether a student is eligible for special education services. Requires the Commissioner to submit a report on or before February 1, 2012, to the General Assembly. http://www.cga.ct.gov/2011/ACT/sa/pdf/2011SA-00009-R00HB-06103-SA.pdf
Title: H.B. 6103
Source: http://www.cga.ct.gov
| |
| CT | Signed into law 07/2011 | P-12 | Prevents delays in the evaluation process of children suspected of requiring special education and related services. http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00235-R00HB-06501-PA.pdf
Title: H.B. 6501
Source: http://www.cga.ct.gov
| |
| DE | Signed into law 07/2011 | P-12 | Empowers the Department of Education to adopt rules and regulations regarding eligibility for supportive instruction and which also provide for the identification of licensed professionals authorized to certify eligibility for supportive instruction.
http://legis.delaware.gov/LIS/lis146.nsf/vwLegislation/SB+112/$file/legis.html?open
Title: S.B. 112
Source: http://legis.delaware.gov
| |
| MN | Signed into law 07/2011 | P-12 | Updates statutory terms to conform with federal terminology and Minnesota rule. (Article 3, Sec 1)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us/
| |
| NC | Signed into law 07/2011 | P-12 | Provides a taxpayer a credit against the tax imposed for each of the taxpayer's eligible dependent children who is a resident of the state and who for one or two semesters during the taxable year is enrolled in grades kindergarten through 12 in a nonpublic school or in a public school at which tuition is charged. http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H344v7.pdf
Title: H.B. 344
Source: http://www.ncga.state.nc.us
| |
| FL | Signed into law 06/2011 | P-12 | Expands eligibility for the John M. McKay Scholarships for Students with Disabilities Program to students with disabilities who have 504 accommodation plan issued under federal law (previously the only students eligible were those with an individual educational plan has been written in accordance with rules of the State Board of Education). Provides that parent may choose to enroll student in public school in adjacent district under certain conditions. Provides for scholarship amounts.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1329er.docx&DocumentType=Bill&BillNumber=1329&Session=2011
Title: H.B. 1329
Source: http://www.myfloridahouse.govt
| |
| HI | Signed into law 06/2011 | P-12 | Authorizes the Department of Education (DOE) to monitor students with disabilities who are placed, at DOE's expense, at private schools or placements. Require private schools or placements to allow the department of education access to exercise its authority to monitor students. Requires private schools or placements to post rates, fees, and tuition by April of each year. Requires certain private schools or placements to charge the department of education the same rates, fees and tuition charged to parents who unilaterally place a student at the school Requires DOE to pay only for private school or placement services that are specified in a student's individualized education program and to withhold payment to private schools or placements that restrict or deny monitoring by DOE. Exempts certain schools. http://www.capitol.hawaii.gov/session2011/Bills/SB1284_CD1_.HTM
Title: S.B. 1284
Source: www.capitol.hawaii.gov
| |
| HI | Signed into law 06/2011 | P-12 | Requires certain private special education schools and programs that provide services to students with disabilities who receive state funding, to comply with federal and state laws, rules, and regulations. Requires accreditation within a certain time for certain private schools or programs that accept students with disabilities who receive state funding. http://www.capitol.hawaii.gov/session2011/Bills/SB1503_CD1_.HTM
Title: S.B. 1503
Source: www.capitol.hawaii.gov
| |
| ME | Signed into law 06/2011 | P-12 | Provides that the school administrative unit may not have an attorney present at an individualized education program team meeting unless the school administrative unit has provided the parents of a child with a disability at least seven days' written notice prior to the meeting. Provides that if the parent of a child with a disability has an attorney present at the individualized education program team meeting, the school administrative unit may have an attorney present without providing prior written notice. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC363.asp
Title: H.P. 822
Source: http://www.mainelegislature.org
| |
| ME | Signed into law 06/2011 | P-12 | Repeals provisions providing for planning the transition of students with disabilities to adult services and for transitional services coordination projects for students with disabilities by the Interdepartmental Committee on Transition in order to make state requirements regarding these students not exceed federal requirements. Eliminates the Interdepartmental Committee on Transition and repeals provisions for transitional pilot projects for which funding is no longer provided. Details the duties of school administrative units and the Commissioner of Education with regard to services for students with disabilities who are in transition from school to the community in accordance with the provisions of rules adopted by the Department of Education. Provides for the coordination of the Department of Health and Human Services and the Department of Education in the submission of the annual report on efforts to plan for and develop social and habilitative services for persons who have autism and other pervasive developmental disorders and requires the report to be submitted to the Legislature. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/PUBLIC348.asp
Title: H.P. 986
Source: http://www.mainelegislature.org
| |
| OH | Signed into law 06/2011 | P-12 | Requires that staff at a nonpublic school participating in the Jon Peterson special needs scholarship program or at a college-preparatory boarding school undergo criminal background checks. Permits the chief administrator of a registered private provider participating in the autism scholarship program to request criminal background information. Specifies that when the superintendent receives a request from a nonpublic school participating in the Jon Peterson special needs scholarship program or the autism scholarship program, the superintendent must proceed as if the request came from a local board
Pages 79-100 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part1.pdf
Title: H.B. 153 - Background Checks at Certain Schools
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 06/2011 | P-12 | Specifies that the services provided under the scholarship must include an educational component. Pages 74-77 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Autism Scholarship Program
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Establishes the Jon Peterson Special Needs Scholarship Program, effective with the 2012-13 school year, for K-12 students with disabilities to attend either (1) a registered private provider (i.e., a nonpublic school or other nonpublic entity that has been registered by the superintendent of public instruction), (2) a school district that is not the school district in which the child is entitled to attend school or the child's school district of residence, or (3) a public entity other than a school district, to which a parent or person in loco parentis owes fees for services provided to a child. Provides that an eligible student may not be participating in the educational choice scholarship pilot program (low-performing schools scholarship program), the pilot project scholarship program (Cleveland scholarship program), or the autism scholarship program in a year for which scholarship funds are sought. Provides that the scholarship may cover all or a part of the fees for the child to attend the special education program, and other services agreed to by the provider and eligible applicant that are not included in the individualized education program but are associated with educating the child. Specifies the number of scholarships awarded in any fiscal year may not exceed 5% of the total number of students in the state identified as chidlren with disabilities. Requires participating students to take state-mandated assessments and for those results to be reported to the department of education, unless the student is excused from an assessment under federal law or the student's IEP. Establishes a method for determining the amount to be paid for a qualified special education child under the program. Specifies the criteria a nonpublic provider must meet to be eligible to receive payments under the program.
Pages 77-86 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Jon Peterson Special Needs Scholarship Program
Source: www.legislature.state.oh.us
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| OH | Signed into law 06/2011 | P-12 | Authorizes the director of developmental disabilities to establish an interagency workgroup on autism to improve the coordination of the state's efforts to address the service needs of individuals with autism spectrum disorders and those individuals' families. Authorizes the director to enter into interagency agreements with the government entities represented on the workgroup. Creates the interagency workgroup on autism fund in the state treasury to suppor the activities of the workgroup.
Pages 342-343 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part3.pdf
Title: H.B. 153 - Interagency Workgroup on Autism
Source: www.legislature.state.oh.us
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| OR | Signed into law 06/2011 | P-12 | Specifies that students receiving a modified diploma, extended diploma or alternative certificate have access to instructional hours and transitional hours equal to at least the total provided students attending public high school. Authorizes student's individualized education program (IEP) team to decide that student will not access total number of hours. Provides notice to parents regarding educational, service options, design and implementation of student's IEP. Effective July 1, 2011.
http://www.leg.state.or.us/11reg/measpdf/hb2200.dir/hb2283.en.pdf
Title: H.B. 2283
Source: http://www.leg.state.or.us/
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| OR | To governor 06/2011 | P-12 | Requires school district in which public charter school is located to be responsible for identifying, locating and evaluating students to determine which students may be in need of special education and related services. Provides for distribution of state funding to school district for those students. Establishes notice requirements , including notice requirements related to special education and related services, when student enrolls in public charter school or withdraws from public charter school. Effective July 1, 2011.
Title: H.B. 2299
Source: Westlaw/StateNet
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| SC | Signed into law 06/2011 | P-12 | Creates the South Carolina Dyslexia Task Force to study and evaluate practices for diagnosing, treating, and educating children with dyslexia and to examine how current statutes and regulations affect these students. Provides for the compostition of the tast force. Requires the task force to report its findings to the General Assembly. http://www.scstatehouse.gov/sess119_2011-2012/bills/241.htm
Title: S.J.R. 241
Source: http://www.scstatehouse.gov
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| TN | Signed into law 06/2011 | P-12 | Requires isolation and restraint to be imposed by school personnel who have been certified for completing a behavior intervention training program or other school personnel when trained personnel are not immediately available. Deletes the definition of state-approved training program and adds the definition of behavior intervention training program for the purposes of isolation and restraint of special education students. Requires the records that local education agencies (LEAs) keep on incidents of isolation and restraint to contain whether the individual imposing the isolation and restraint has completed a behavior intervention training program. Requires LEAs, to the extent possible, to include behavior intervention training during any in-service days that an LEA uses to address the issues of prevention and intervention strategies for students in the area of behavioral and emotional issues. Requires school personnel who have completed a behavior intervention training program to be renewed periodically. Requires all schools to maintain records of isolation and restraint and to report bi-annually on these incidents to the LEA using existing data systems.
Requires LEAs to report annually to the state department on the use of isolation and restraint. Requires the Department to report this information to the State Advisory Council for Education of Students with Disabilities and this requires the Council to make recommendations to the State Board of Education (SBOE). Requires the SBOE to use the recommendations and other data or reports to establish policies to reduce or eliminate the use of isolation and restraint.
http://www.capitol.tn.gov/Bills/107/Bill/HB1336.pdf
Title: H.B. 1336
Source: http://www.capitol.tn.gov
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| TX | Signed into law 06/2011 | P-12 | Repeals provision directing the Texas Education Agency to annually disseminate to each district a list of districts that for two consecutive years maintain a ratio of full-time equivalent students placed in partially or totally self-contained classrooms to the number of full-time equivalent students placed in resource room or mainstream arrangements that is 25% higher than the statewide average ratio. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB01130F.pdf#navpanes=0
Title: H.B. 1130
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Directs the Texas Education Agency to develop and implement a statewide plan to ensure that each district develops a process for regular classroom teachers teaching a student with a disability to request a review of the student's individualized education program (IEP). Requires that the statewide plan provide for the district must provide a timely response to the teacher's request, and for the student's parent or guardian to be notified of that response. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB01335F.pdf#navpanes=0
Title: H.B. 1335
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Requires that to be eligible to be issued a certificate to teach students with visual impairments, a person must (1) complete all coursework required by an approved educator preparation program or complete approved alternative certification program, (2) perform satisfactorily on each examination prescribed by statute for certification to teach students with visual impairments, after completing the educator preparation program or alternative program, and (3) satisfy any other requirements prescribed by the board. Provides that the coursework or alternative education program requirement does not apply if the application for
the initial certificate was submitted by September 1, 2011. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/SB00054F.pdf#navpanes=0
Title: S.B. 54
Source: www.capitol.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Includes professional staff who educate students with disabilities on district-level and campus-level planning and decision-making committees. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB00778F.pdf#navpanes=0
Title: S.B. 778
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2011 | P-12
Postsec. | Requires that minimum academic qualifications for an educator certificate that requires a bachelor degree to require instruction in detection and education of students with dyslexia. Provides this does not apply to an individual obtaining a certificate through an alternative certification program. Requires continuing education requirements for an educator who teaches students with dyslexia to include training on new research and practices in educating students with dyslexia; provides this training may be offered in an online course. Specifies that unless otherwise provided by law, a K-12 or postsecondary student determined to have dyslexia during a dyslexia screening may not be retested for dyslexia for the purpose of reassessing the student's need for accommodations until the district or institution of higher education reevaluates the information obtained from previous testing of the student. Directs the Texas Education Agency to establish a committee to develop a plan for integrating technology into the classroom to help accommodate students with dyslexia. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB00866F.pdf#navpanes=0
Title: S.B. 866
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2011 | P-12 | Directs the Texas Education Agency to develop a model form for districts to elect to use in developing an individualized education program (IEP). Provides the form may include only specified information. Requires that the form be posted to the agency Web site. Adds provision that the written statement of a student's IEP may be required to include only information included in the model form. Adds section requiring that appropriate state transition planning begin not later than when the student reaches 14 years of age. http://www.legis.state.tx.us/tlodocs/82R/billtext/pdf/SB01788F.pdf#navpanes=0
Title: S.B. 1788
Source: www.legis.state.tx.us
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| CO | Signed into law 05/2011 | P-12 | Revises special education statutes. Expands definition of children with disabilities to include conditions such as autism and serious emotional disability, and ages birth through two years. Clarifies that "educational placement" means providing services along a continuum of alternative placements, but not a specific place. Clarifies types of settings special education students may be placed, such as certain facilities, foster or group homes. Revises description of least restrictive environments, and clarifies and expands definition of "parent." Defines special education expenditures and which employees, costs, materials and services the funds can support. Describes requirements, circumstances and procedures for administrative units to purchase special education services. Describes procedures and requirements for special education students who enroll in charter schools and online programs.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/A58089DC75F0EAB18725780800800FD9?Open&file=1277_enr.pdf
Title: H.B. 1277
Source: http://www.leg.state.co.us
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| ME | Signed into law 05/2011 | P-12 | Directs the state Board of Education and the Department of Education (DOE) to conduct a study to ensure that teachers and paraprofessionals who work with children with autism spectrum disorders are appropriately and adequately prepared. Requires the DOE to convene a work group with broad stakeholder representation. Provides that the purpose of the work group is to analyze the qualifications of teachers and paraprofessionals who work with children with autism spectrum disorders and to make recommendations that will assist the department in ensuring that the teachers and paraprofessionals are appropriately and adequately prepared. Requires the work group to submit its recommendations to the state Board of Education and the DOE by November 1, 2011 and the State Board of Education and the DOE to submit a report, including the findings and recommendations from the work group, to the legislature by December 7, 2011. Authorizes the legislature to introduce legislation to the Second Regular Session of the 125th Legislature. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/RESOLVE47.asp
Title: H.R. 546
Source: http://www.mainelegislature.org
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| ME | Signed into law 05/2011 | P-12 | Requires the Department of Education to amend state statute Maine Unified Special Education Regulation Birth to Age Twenty to permit a qualified examiner to observe a child at school or at a potential educational placement when the qualified examiner is not employed by the school and is conducting an independent educational evaluation at the request of the parent, at times and durations as the school would permit a qualified examiner that is employed by the school. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/RESOLVE42.asp
Title: H.R. 708
Source: http://www.mainelegislature.org
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| ND | Signed into law 05/2011 | P-12 | Requires school districts to receive state reimbursement for 80% of the room and board costs paid by the district for a student with disabilities who is placed in a facility regardless of whether that facility is located within or outside the student's school district of
residence.
http://www.legis.nd.gov/assembly/62-2011/title-summaries/2011titlesummaries.pdf
Title: H.B. 1074
Source: http://www.legis.nd.gov
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| NV | Signed into law 05/2011 | P-12 | This bill provides that in all due process hearings held pursuant to the feder Individuals with Disabilities Education Act where the school district is a party, the school district bear the burden of proof and the burden of production.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB318_EN.pdf
Title: A.B. 318
Source: http://www.leg.state.nv.us
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| OK | Signed into law 05/2011 | P-12 | Parents requesting a Lindsey Nicole Henry Scholarship for Students with Disabilities must make their request no later than December 1 of the school year during which the scholarship is requested. Removes the date of April 1 by which the school district must notify parents of their rights in regard to the scholarship and leaves in that the district must simply notify them. It also removes language that stated a parent must not be required to accept the offer of enrolling in another public school in lieu of the scholarship and language that instructs the State Department of Education to use funds from general appropriations to pay the scholarship if the district's state aid cannot be reduced enough to cover the expense. Allows for a 2.5% administrative fee by the State Department of Education and gives the Department the authority to reduce state aid to school districts failing to comply with provisions of the program. Also creates the Special Education State-wide Cooperative Task Force until May 31, 2012, to study ways to improve special education and related services. Parents will notify the State Department of Education rather than the school district of the request for a scholarship. The scholarship will be in effect until the student graduates or turns 22, whichever occurs first. Students will not be eligible for the scholarship if they are not having regular contact with the private school teachers at the physical location of the private school.
Link to summary: http://webserver1.lsb.state.ok.us/cf/2011-12%20SUPPORT%20DOCUMENTS/BILLSUM/House/HB1744%20CCS%20BILLSUM.DOC
Bill text: http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB1744%20ENR.DOC
Title: H.B. 1744
Source: Westlaw/StateNet
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| OR | Signed into law 05/2011 | P-12 | Allows student to attend school in school district where student does not have legal residence if student receives written consent from district where school is located. Requires school district to implement existing individualized education program for child who becomes resident of school district until new program is developed. Sunsets July 1, 2017. http://www.leg.state.or.us/11reg/measpdf/hb3600.dir/hb3681.a.pdf
Title: H.B. 2282
Source: http://www.leg.state.or.us/
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| TX | Signed into law 05/2011 | P-12 | Relating to membership of the state continuing advisory committee for special education services. Requires that at least one member be a director of special education programs for a school district or for a shared
services arrangement of multiple school districts. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB00861F.pdf#navpanes=0
Title: H.B. 861
Source: www.capitol.state.tx.us
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| TX | Became law without governor's signature 05/2011 | P-12 | Establishes the Interagency Council for Addressing Disproportionality to: (1) Examine the level of disproportionate involvement of children who are racial/ethnic minorities at each stage in the juvenile justice, child welfare and mental health systems; (2) Examine issues relating to the disproportionate delivery of various educational services to children who are racial/ethnic minorities in the education system; (3) make recommendations to reduce the involvement of children who are racial/ethnic minorities in the juvenile justice, child welfare and mental health systems and improve the children's success in the education system; and (4) Assist the Health and Human Services Commission in eliminating health and health access disparities in Texas among racial, multicultural, disadvantaged, ethnic and regional populations. Establishes the composition of the council and requires the council to meet at least quarterly. Sets forth the duties of the council, including reviewing current best practice standards addressing the disproportionate use of children's services by children who are members of a racial or ethnic minority group. Directs the council by December 2012 to prepare a report with the council's findings and recommendations for addressing the disproportionate representation of children who are racial/ethnic minorities in the use of children's services and the council's recommendation as to whether to continue the council. Provides these provisions expire December 1, 2013. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/SB00501F.pdf#navpanes=0
Title: S.B. 501
Source: www.capitol.state.tx.us
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| VT | Signed into law 05/2011 | P-12
Postsec. | Requires schools and local districts coordinate educational services to children and adolescents with a severe emotional disturbance with the department of mental health, the department for children and families, the department of disabilities, aging, and independent living, and the department of education. Makes other provisions for children and adolescents with severe emotional disturbance. Amends the membership on the advisory council on special education. All members of the council shall serve for a term of three years (beginning April 1 of year of appointment) or until their successors are appointed. A majority of the members shall be either individuals with disabilities or parents of children with disabilities. Makes a child or young adult under the custody of the commissioner of children and families and who is accepted to a Vermont college eligible for a grant.
http://www.leg.state.vt.us/docs/2012/Acts/ACT058.pdf
Title: S.B. 100 - Disabilities Sections
Source: http://www.leg.state.vt.us
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| AZ | Signed into law 04/2011 | P-12 | Amends Title 15, Arizona Revised Statutes, by adding chapter 19 creating a "scholarship account" program providing options for K-12 students with disabilities to attend private schools. Designates the expenses which can be applied to the account and rules applying to the program. http://www.azleg.gov/legtext/50leg/1r/bills/sb1553h.pdf
Title: S.B. 1553
Source: http://www.azleg.gov
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| AZ | Signed into law 04/2011 | P-12 | Arizona Revised Statutes 15-761 is amended to reflect previous statutory changes in the definition of speech/language impairment. Chapter 306. http://www.azleg.gov/legtest/50leg/1r/bills/sb1256s.pdf
Title: S.B. 1256--Disabled Students
Source: http://www.azleg.gov
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| IL | Adopted 04/2011 | P-12 | Urges the state board of education to encourage the establishment of a peer buddy program in each school district for children with autism spectrum disorder enrolled in elementary, middle and high school. http://www.ilga.gov/legislation/97/HR/PDF/09700HR0043lv.pdf
Title: H.R. 43
Source: www.ilga.gov
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| IN | Signed into law 04/2011 | P-12 | Requires a school corporation, including a charter school, to expend a proportionate share of its state special education grant on providing special education services to parentally placed nonpublic school students with disabilities.
http://www.in.gov/legislative/bills/2011/HE/HE1341.1.html
Title: H.B. 1341
Source: http://www.in.gov
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| AR | Signed into law 03/2011 | P-12 | Specifies the date for the department of education to pay the licensed pathologist bonus. Details repayment terms for teachers who receive bonus and leave the teaching field.
http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/HB1819.pdf
Title: H.B. 1819
Source: http://www.arkleg.state.ar.us/
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| CO | Signed into law 03/2011 | P-12 | Revises process for parents or guardians to appeal decisions related to special education students.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/AA346691179A6B4E872578080080E898?Open&file=061_enr.pdf
Title: S.B. 61
Source: http://www.leg.state.co.us
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| CO | Signed into law 03/2011 | P-12 | Revises policies and practices for identifying and serving gifted students and students with disabilities.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/1A5CF1E8E715B76F8725780800801246?Open&file=1077_enr.pdf
Title: H.B. 1077
Source: http://www.leg.state.co.us
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| KY | Signed into law 03/2011 | P-12 | Directs the Kentucky Department of Education, with the assistance of the Kentucky Personnel Cabinet, to adopt a salary schedule for administrators for the Kentucky School for the Deaf and the Kentucky School for the Blind. Requires salary schedules to be comparable to administrators' salaries with similar duties and qualifications in local school districts. Requires the salary schedule to be computed by September 1 of each year and to include 260 days. http://www.lrc.ky.gov/record/11RS/HB425/bill.doc
Title: H.B. 425 - Salaries for Administrators at Special Schools
Source: www.lrc.ky.gov
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| MS | Signed into law 03/2011 | P-12 | Creates the Mississippi Autism Advisory Council. Provides for membership terms of the committee and sets for the duties of the committee.
http://billstatus.ls.state.ms.us/documents/2011/pdf/HB/1100-1199/HB1125SG.pdf
Title: H.B. 1125
Source: http://billstatus.ls.state.ms.us
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| ND | Signed into law 03/2011 | P-12 | Changes terminology from "mental retardation" to "intellectual disability." Removes the requirement that multidisciplinary team include medical professionals and requires school districts to obtain parental consent before accessing any family insurance options, whether public or private, to pay for the cost of determining a student's medically related disability.
http://www.legis.nd.gov/assembly/62-2011/documents/11-0195-04000.pdf
Title: H.B. 1073, S.B. 2142
Source: http://www.legis.nd.gov
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| NY | Signed into law 03/2011 | P-12 | Sec. 51: Provides that effective with the 2011-12 school year, the district of residence must pay the tuition expenses of a child attending any of the state's schools for the deaf. Provides that the amount of tuition paid by the district is eligible for reimbursement to the extent provided in section 4204-b. Provides the state must pay the board and lodging expenses. (Prior to this lawmaking, the state paid for tuition, board and lodging).
Sec. 53: Amends section 4204-b. Provides that effective with the 2011-12 school year, a school district sending a student to one of the state schools for the blind or deaf is responsible for reimbursing the state in an amount equal to the difference between the school district contribution and the tuition paid by the district.
Sec. 54: Provides that effective with the 2011-12 school year, the district of residence must pay the tuition expenses of a child attending any of the state's schools for the blind. Provides that the amount of tuition paid by the district is eligible for reimbursement to the extent provided in section 4204-b. Provides the state must pay the board and lodging expenses. (Prior to this lawmaking, the state paid for tuition, board and lodging).
Chapter 58 http://assembly.state.ny.us/leg/?default_fld=&bn=S02808&Summary=Y&Memo=Y&Text=Y
Title: S.B. 2808 - Part A, Sec. 51, 53, 54
Source: assembly.state.ny.us
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| NY | Signed into law 03/2011 | P-12 | Increases percent reimbursement rate for school districts with a student with a disability placed in a state school or special act school district. Chapter 58 http://assembly.state.ny.us/leg/?default_fld=&bn=S02808&Summary=Y&Memo=Y&Text=Y
Title: S.B. 2808 - Part O
Source: assembly.state.ny.us
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| UT | Signed into law 03/2011 | P-12 | Modifies the Public-Private Partnership for Education Excellence Act by authorizing the Utah Schools for the Deaf and Blind to establish a non-profit foundation. http://le.utah.gov/~2011/bills/hbillenr/hb0415.pdf
Title: H.B. 415
Source: le.utah.gov
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| DE | Signed into law 02/2011 | P-12 | Allows services for children with disabilities to be funded based on identified individual needs rather than on their classification or placement. The "needs-based" funding system provides more flexibility to districts and charter schools in the provision of special education services and is intended to be more equitable in ensuring that resources are distributed based on the specific needs of students receiving special education services.
http://legis.delaware.gov/LIS/lis146.nsf/vwLegislation/HB+1/$file/legis.html?open
Title: H.B. 1
Source: http://legis.delaware.gov/
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| TX | Adopted 01/2011 | P-12 | Specifies graduation requirements for students receiving special education services. Reflects changes to assessment and curriculum requirements for graduation for students receiving special education services as required by House Bill (HB) 3, 81st Texas Legislature, 2009. Provides that students must complete the state's or district's (whichever is greater) required standards through courses that may contain modified content aligned to the standards required under the minimum high school program and the minimum high school program course requirements, including participation in required state assessments. Requires that the student also successfully complete the student's individualized education program (IEP) and meet one of several specified conditions, consistent with the IEP.
Repeals existing language providing that a student receiving special education services may receive a regular high school diploma when the student's ARD committee determines the student has met any of specified criteria, including simply completing the student's individualized education program (IEP).
Adopted as proposed in the October 15, 2010 Texas Register (pp 29-31): http://www.sos.state.tx.us/texreg/pdf/backview/1015/1015prop.pdf.
Title: 19 TAC 89.1070
Source: www.sos.state.tx.us
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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--Immigrant 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 Supports |
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| Student Supports--Counseling/Guidance |
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Student Surveys |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--Incentives |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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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 Attitudes |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Unions/Collective Bargaining--Strikes |
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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--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban--Change/Improvements |
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