 |
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 Drive |
| |
| 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--High Stakes/Competency |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Curriculum/Standards |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Data-Driven Improvement |
| |
| Economic/Workforce Development |
| |
| Equity |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
| |
| Governance--Regional Entities |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Credit Recovery |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| 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--Preparation |
| |
| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| 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 Data Systems |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Family Involvement |
| |
| 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 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Partnerships--University/School |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Licensing/Program Review and Approval |
| |
| 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--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--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Enrollments (Statistics) |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Adults |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--Military |
| |
| 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--Education Management Agencies (EMOs) |
| |
| Proficiency-Based Approaches |
| |
| Promotion/Retention |
| |
| Purposes of Public Education |
| |
| Reading/Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Religion--Scientific Creationism (Evolution) |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Year |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| 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--Facilities |
| |
| School/District Structure/Operations--Food Service |
| |
| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
| |
| School/District Structure/Operations--Personnel (Non-Teaching) |
| |
| School/District Structure/Operations--Shared Services |
| |
| School/District Structure/Operations--Transportation |
| |
| Service-Learning |
| |
 | Special Education |
| |
| DE | Signed into law 08/2012 | pre-K-12 | Allows parents and guardians who successfully challenge the denial of services to their children with special needs to recover the costs of expert witnesses that they needed to hire to advocate for their children. Only parents and guardians who prevailed in their appeals of service denials would be entitled to recover the costs of their experts.
http://legis.delaware.gov/lis/lis146.nsf/vwLegislation/HB+365?Opendocument
Title: H.B. 365
Source: http://legis.delaware.gov/
| |
| DE | Signed into law 08/2012 | P-12 | Clarifies state law provisions regarding the IDEA provision giving school districts the duty to locate, identify, and evaluate all children in need of special education and related services. Provisions now include homeless children or wards of the state and children enrolled in private schools.
http://legis.delaware.gov/LIS/lis146.nsf/vwLegislation/SB+207/$file/legis.html?open
Title: S.B. 207
Source: http://legis.delaware.gov/
| |
| IL | Signed into law 08/2012 | P-12 | Amends provisions related to service animals. Replaces certain references to "guide dog" with "service animal." Includes miniature horse in definition of service animal. Requires a public place of accommodation to make reasonable accommodation for a service animal, including a miniature horse, within certain considerations. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0956.pdf
Title: H.B. 3826
Source: www.ilga.gov
| |
| IL | Adopted 08/2012 | P-12 | From Illinois Register: Authorizes certified school nurses (CSN), physicians, registered nurses with bachelor's degrees, and advanced practice nurses to conduct medical reviews, provided that only a certified school nurse makes recommendations regarding educational interventions, accommodations or modifications based on the findings of the student's medical review. This rulemaking was in response to a request by the school nurses association for the agency to reconsider a 2010 rulemaking that allowed any registered and advanced practice nurse to conduct medical reviews. This change was made at that time to address concerns from some districts that they were having difficulty finding a sufficient number of certified school nurses to conduct these reviews. Pages 473-481 of 492: http://www.cyberdriveillinois.com/departments/index/register/register_volume36_issue31.pdf
Title: 23 IL ADC 226.840
Source: www.cyberdriveillinois.com
| |
| NY | Signed into law 08/2012 | P-12 | Adds provision that an additional parent (other than the parent of the student in question) attend a meeting of a district-level committee on special education unless specifically requested in writing at least 72 hours before such meeting by the parent(s) of the student in question, the student, or a member of the committee. Requires that the parents of the student in question receive written notice of their right to have an additional parent attend any committee meeting regarding the student, along with a statement from the department on the role of having the additional parent attending the meeting. http://assembly.state.ny.us/leg/?default_fld=&bn=A07216&term=&Summary=Y&Memo=Y&Text=Y
Title: A.B. 7216
Source: assembly.state.ny.us
| |
| NY | Signed into law 08/2012 | P-12 | Authorizes teacher and service provider access to a student's individualized education program (IEP) electronically. If any policy provides that a student's IEP is to be accessed electronically, requires that such policy ensure that individuals responsible for implementing the student's IEP be notified and trained on accessing the IEP electronically. http://assembly.state.ny.us/leg/?default_fld=%0D%0A&bn=A07823&term=&Summary=Y&Memo=Y&Text=Y
Title: A.B. 7823
Source: assembly.state.ny.us
| |
| NY | Signed into law 08/2012 | P-12 | Permits boards of cooperative educational services (BOCES) to enter into contracts of up to two years with out-of-state districts for special education and/or career/technical education services, or for the use of existing products that demonstrate how to map the Common Core State Standards (CCSS) to assessments and/or provide access to existing webinars or online courses relating to implementation of the CCSS. Requires any such contract to be approved by the commissioner, the board of cooperative educational services, and the district superintendent of schools. Establishes parameters for contracts, including that they may authorize out-of-state students to participate in an instructional program only if such services are available to all eligible students in the component New York state districts, the number of out-of-state students comprises only 5% of the total enrolled students, and a BOCES spend no more than 30% of its employees' time on services to out-of-state districts. Directs the commissioner of education to prepare two reports regarding such contracts; requires interim report to be submitted to board of regents, governor and legislature by April 15, 2013, and final report, no later than December 15, 2013, with recommendations on whether and under what conditions such contracts should continue to be authorized beyond the July 2014 expiration date of these provisions. Provisions repealed July 1, 2014.
http://open.nysenate.gov/legislation/bill/A10205A-2011
Title: A.B. 10205
Source: open.nysenate.gov
| |
| NJ | Signed into law 07/2012 | P-12 | Requires school buses transporting certain disabled persons to use flashing lights and establishes penalties for drivers who fail to yield.
http://www.njleg.state.nj.us/2012/Bills/AL12/20_.PDF
Title: S 618
Source: http://www.njleg.state.nj.us/
| |
| CT | Signed into law 06/2012 | P-12 | Requires that a permanency plan of a child in the care and custody of the Commissioner of Children and Families include information regarding what steps the department has taken to make any necessary referrals for children under five years of age to early intervention, preschool, or special education services, steps taken to enable a child sixteen years of age or older to learn independent living skills and complete a secondary education or vocation program, and steps taken to develop a personalized transition plan that includes education for children between the ages of sixteen and eighteen. http://www.cga.ct.gov/2012/ACT/Pa/pdf/2012PA-00053-R00SB-00293-PA.pdf
Title: S.B. 293
Source: ga.ct.gov
| |
| CT | Signed into law 06/2012 | P-12 | Requires each local and regional board of education, institution and facility that provides special education for a child to (1) record each instance of the use of physical restraint or seclusion on a child, (2) specify whether the use of seclusion was in accordance with an individualized education program or whether the use of physical restraint or seclusion was an emergency, including the nature of the emergency that necessitated its use, and (3) include such information in an annual compilation on its use of such restraint and seclusion on children. Direcrs the State Board of Education to review the annual compilation and produce an annual summary report and provide such report to the Select Committee on Children each year. http://www.cga.ct.gov/2012/ACT/PA/2012PA-00088-R00HB-05347-PA.htm
Title: H.B. 5347
Source: cga.ct.gov
| |
| CT | Signed into law 06/2012 | P-12 | Directs the Office of Workforce Competitiveness, in collaboration with the Department of Education and the Board of Regents for Higher Education, to study model programs concerning the preemployment training and employment of young adults with autism spectrum disorder and other developmental disabilities. http://www.cga.ct.gov/2012/ACT/SA/2012SA-00009-R00SB-00041-SA.htm
Title: S.B. 41
Source: cga.ct.gov
| |
| CT | Signed into law 06/2012 | P-12 | Requires additional opportunities for meetings and the exchange of information between school district officials and parents of students in, or under evaluation for, special education. Requires teacher certification preparation, in-service training, and professional development to include expanded instruction and training regarding implementing individualized education programs (IEPs). Specifies the school district eligible for special education excess cost grant money when a child is placed in a school district other than his or her district of origin. Requires any IEP for a child identified as deaf or hearing impaired to include a language and communication plan developed by the child's planning and placement team (PPT). Specifies that, if a school district provides special education services to a student whose parents have chosen to send him or her to a private school, the services must comply with the federal Individuals with Disabilities Education Act (IDEA). http://www.cga.ct.gov/2012/ACT/PA/2012PA-00173-R00HB-05353-PA.htm
Title: H.B. 5353
Source: cga.ct.gov
| |
| MI | Signed into law 06/2012 | P-12 | Creates the Autism Council as an advisory body within the Michigan Department of Community Health. Determines membership, operations, and respinsibilities which include charging the council with reviewing and adopting a Michigan Autism Spectrum Disorder (ASD) State Plan and implementing, monitoring, and updateing that plan. http://www.michigan.gov/documents/snyder/EO_2012-11_390797_7.pdf
Title: Ex Order - 2012-11
Source: michigan.gov
| |
| NH | Signed into law 06/2012 | pre-K-12 | Requires the state board of education and the commissioner of the department of education to submit reports detailing any proposed or adopted special education rules which exceed the minimum requirements of state or federal law.
http://www.gencourt.state.nh.us/legislation/2012/HB1360.html
Title: H.B. 1360
Source: http://www.gencourt.state.nh.us/
| |
| NH | Signed into law 06/2012 | P-12 | Establishes a procedure for the provision of special education and related services to a child with a disability who is enrolled in a chartered public school and requires chartered public schools to provide due process in the provision of special education and related services to children with disabilities.
http://www.gencourt.state.nh.us/legislation/2012/SB0300.html
Title: S.B. 300
Source: http://www.gencourt.state.nh.us/
| |
| OH | Signed into law 06/2012 | P-12 | Each time a child's district completes evaluation for a child with a disability or undertakes the development, review, or revision of the child's IEP, requires the district to notify the child's parent about both the autism scholarship program and the Jon Peterson special needs scholarship program. Requires the notice to include specified contact information.
Pages 228-229 of 592: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_Y.pdf
Title: S.B. 316 - Autism Scholarship and Jon Peterson Special Needs Scholarship Programs
Source: www.legislature.state.oh.us
| |
| OH | Signed into law 06/2012 | P-12 | Directs the department of education to annually (1) Notify each district and community school of the requirements under section 3323.19 (requiring a student identified with disabilities to undergo a comprehensive eye examination performed by a licensed optometrist or physician); and (2) Collect from districts and community schools the total number of students who were subject to the requirements of 3323.19 and the total number of students who received the examination, as verified by documentation received from the district. Additionally requires the department, by December 31, 2013, to issue a report on the compliance of districts and community schools with the requirement to have students with disabilities undergo a comprehensive eye examination.
Pages 155-156, 397 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf
Title: S.B. 316 - Eye Examination for a Student Identified with Disabilities
Source: www.legislature.state.oh.us
| |
| RI | Signed into law 06/2012 | P-12 | Adds a representative of community-based providers of services to adults with disabilities and a representative of community-based providers of adult behavioral healthcare to the interagency transition council within the department of elementary and secondary education. This act also lowers from 16 to 14 the age for transition planning to be initiated. Makes other technical amendments.
http://www.rilin.state.ri.us/BillText12/HouseText12/H7739Aaa.htm
Title: H.B. 7739
Source: http://www.rilin.state.ri.us
| |
| AZ | Signed into law 05/2012 | P-12 | Requires that a parent or guardian sign a contract to participate in an Arizona Empowerment Scholarship Account if he/she does not plan to enroll the child in a public, private or charter school or a homeschool; Broadens the definition of a qualified student beyond students with disabilities to include a student (1) attending a school or district assigned a "D" or "F" grade, (2) a previous recipient of an ESA or Arizona scholarship for pupils with disabilities, (3) a child of a parent or guardian who is a U.S. Armed Forces member on active duty, (4) certain current or former wards of the juvenile court; Prohibits student from concurrently accepting a scholarship from a school tuition organization and an empowerment scholarship account. Includes (1) educational therapies/services expenses incurred by licensed paraprofessionals or educational aides and (2) services provided by a public school, including individual classes and extracurricular programs, as allowable expenditures of ESA funds; Specifies that a signed ESA agreement does not relieve the previously attended school district or charter school from the obligation to evaluate children for placement in special education programs; Prohibits the expenditure of ESA monies on computers, transportation expenses and consumable educational supplies; Prohibits the parents of qualified students from filing an affidavit of intent to homeschool, in order to enroll for an ESA; Establishes the Department of Education (ADE Fund) and State Treasurer (Treasurer Fund) Empowerment Scholarship Account Funds; Allows the department to retain up to 5 percent of the base level support for each student for the purpose of covering administrative costs and deposits retained monies in the Fund; Stipulates that previously qualified students are eligible to apply for ESA renewal for the duration of high school, regardless of any changes to their multidisciplinary evaluation team plan; Requires the department to determine a period that is between July 1 and May1 of each year to accept applications for the following year and estimate the amount required to fund the ESA by May 30. http://www.azleg.gov/legtext/50leg/2r/laws/0360.pdf
Title: H.B. 2622
Source: azleg.gov
| |
| GA | Signed into law 05/2012 | P-12 | Clarifies that hardbound and softbound textbooks remain the property of the local unit purchasing or acquiring them, while assistive technology devices and digital versions of textbooks may remain the property of the student. Provides that the electronic format of a textbook that the publisher is required to provide may include a digital version.
Pages 6-7 of 7: http://www.legis.ga.gov/Legislation/20112012/127888.pdf
Title: S.B. 289 - Textbooks and Assistive Technology Devices
Source: www.legis.ga.gov
| |
| GA | Vetoed 05/2012 | P-12 | Specifies the language school systems must use to notify parents of a child's potential eligibility for a Georgia Special Needs Scholarship. Requires the student's resident school system to ensure the parent of a student with a disability is provided such notice at each individualized education program (IEP) meeting. Authorizes the state board to require a local board to expedite the development of an IEP and waive the scholarship qualification requirement that a student have spent the previous school year in a Georgia public school, on a case-by-case basis for a student's specific medical needs, on parental request. Authorizes the state board to require such an expedited IEP process to be completed before the start of the school year. Directs the state board to provide an annual report through 2015 on the number of waivers approved pursuant to these provisions. Establishes 3 scholarship application deadlines each school year (September 15, December 15, February 15) for a special needs student to transfer. Allows scholarship amounts to be reduced under certain circumstances. Specifies dates for making quarterly scholarship payments, and requires such payments to be equal, as nearly as practical. Directs the state auditor to cite as an audit exception any failure by the department to meet any payment deadlines and to include such audit exceptions on the state's Transparency in Government website.
Bill text: http://www.legis.ga.gov/Legislation/20112012/127590.pdf
Governor's veto message: http://gov.georgia.gov/00/press/detail/0,2668,165937316_184600248_184703295,00.html
Title: H.B. 181
Source: www.legis.ga.gov
| |
| LA | Signed into law 05/2012 | P-12 | Creates a permanent program out of the two-year School Choice Pilot Program for Certain Students with Exceptionalities. The program is designed for students with various disabilities, including autism, a mental disability, emotional disturbance, developmental delay, other health impairment, specific learning disability, or traumatic brain injury, and has an Individual Education Plan. The program allows students to attend schools of their parents' choosing that provide educational services that specifically address the student's needs. Addresses reporting requirements for the program.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=805343
Title: H.B. 911
Source: http://www.legis.state.la.us
| |
| ME | SIGNED 05/2012 | P-12 | This bill clarifies that the school administrative unit is responsible for the costs of transporting students who are placed in an educational program at the Maine Educational Center for the Deaf and Hard of Hearing and the Governor Baxter School for the Deaf..
Title: S.P. 637
Source: Westlaw/StateNet
| |
| MS | Signed into law 05/2012 | P-12 | Establishes the Mississippi Dyslexia Therapy Scholarship For Students With Dyslexia program. Outlines student eligibility requirements for receipt of a scholarship and the term of the scholarship. Stipulates the obligations of parents, students and schools and school districts, and prescribes the duties of the department of education and the state board of education regarding the administration of the scholarship program. Grants authority to the Department of Education to verify the eligibility of nonpublic schools and to establish the process for notifications of violations. Authorizes the state board of education to deny, suspend or revoke a school's participation in the scholarship program.
Requires that all compulsory-school-age children be screened for dyslexia during the period between the spring of kindergarten and the fall of grade 1 and other appropriate times as deemed necessary in the public schools of this state. Establishes procedures for screening and evaluation of students for dyslexia and related disorders. Requires that school diagnosticians receive additional training in the evaluation and diagnosis of dyslexia. Requires that students receive comprehensive academic evaluations by trained diagnosticians in the diagnosis of dyslexia if screening indicates risk of dyslexia.
Requires the department of education to submit an annual report to the legislature summarizing student performance, student assessments, funding and any recommended changes. Prescribes appropriate dyslexia qualifications for administrative and instructional personnel. Requires the state department of education to serve as the local educational agency for those schools. Requires the state to pay directly to the school any federal or state aid attributable to a student with a disability attending the school.
http://billstatus.ls.state.ms.us/documents/2012/pdf/HB/1000-1099/HB1031SG.pdf
Title: H.B. 1031
Source: http://billstatus.ls.state.ms.us/
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| MS | Signed into law 05/2012 | P-12 | Establishes the Mississippi Dyslexia Education Scholarship Program and Commission for the purpose of recruiting and training qualified persons to practice dyslexia instruction in this state. Creates the Mississippi Dyslexia Education Scholarship Commission to administer the program. Establishes a board for the Mississippi Dyslexia Education Scholarship Commission and prescribes its powers and duties. Outlines the eligibility requirements for undergraduate students seeking entry into the program. Authorizes the Commission to provide financial assistance to program participants, and requires participants to enter and complete dyslexia education programs. Requires participants who fail to complete their dyslexia education program to repay, on a pro rata basis, any financial assistance received through the program plus penalties.
Establishes the Certified Teacher of the Visually Impaired Scholarship program, to be administered by the Mississippi instructional resource center. Provides that funding for the scholarship is subject to appropriation and shall be administered by the Mississippi Department of Education.
http://billstatus.ls.state.ms.us/documents/2012/pdf/HB/1000-1099/HB1032SG.pdf
Title: H.B. 1032
Source: http://billstatus.ls.state.ms.us/
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| MS | Signed into law 05/2012 | P-12 | Authorizes a parent of an exceptional child to record individualized education program (IEP) meetings with audio or visual recording at the parent's expense. Provides that a parent or guardian or local educational agency must notify the members of the Individualized Education Program team of his, her, or its intent to audio record a meeting at least twenty-four hours prior to the meeting. Requires that such parental right to record be included in the procedural safeguards.
http://billstatus.ls.state.ms.us/documents/2012/pdf/HB/1400-1499/HB1405SG.pdf
Title: H.B. 1405
Source: http://billstatus.ls.state.ms.us/
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| OK | Signed into law 05/2012 | P-12 | New section of law. Establishes a dyslexia teacher training pilot to train higher education faculty to teach multisensory structure reading education for students with dyslexia to teacher candidates. Other purposes are to demonstrate and evaluate the effectiveness of having trained teachers who can provide early reading assistance programs for children with risk factors and evaluate whether the early assistance programs can reduce future special education costs. An additional goal is to create a replicable model that can be followed by other higher education institutions. Requires Regents to promulgate rules. The program will operate by contract with a nonprofit education center that is certified as a multisensory structured language training institute.
http://webserver1.lsb.state.ok.us/2011-12bills/SB/SB1565_ENR.RTF
Title: S.B. 1565
Source: http://webserver1.lsb.state.ok.us
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| OK | Signed into law 05/2012 | P-12 | Creates the Rethinking Special Education Competency and Transition Task Force. The task force will focus on improved educational services and outcomes and meaningful postsecondary transition plans. Topics for study also include how special education services can be enhanced through collaboration models, what are the most salient issues when a parent files a complaint, teacher preparation for accommodating students with learning differences, safeguards to assure annual progress, procedures regarding referral and evaluation for special education services, barriers for students who graduate and want to attend postsecondary education classes, options for creating a statewide special education entity and other states' models. Makeup of the task force is modified to include 24 members.
Clarifies that acceptance of a Lindsey Nicole Henry Scholarship will have the same effect as parental revocation of consent to service through the Individuals with Disabilities Education Act and that the amount of a scholarship will be prorated to reflect the number of school days remaining if the scholarship is granted after the beginning of the school year. Specifies that the state department will notify private schools of the amounts for scholarships within 10 days after receiving the request when total State Aid factors have been determined for the current fiscal year.
http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB3090%20ENR.DOC
Title: H.B. 3090
Source: http://webserver1.lsb.state.ok.us
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| DE | Signed into law 04/2012 | P-12 | Allows students with individualized education plans until the age of 21 to complete their driver education certification.
http://legis.delaware.gov/LIS/lis146.nsf/vwLegislation/HB+264/$file/legis.html?open
Title: H.B. 264
Source: http://legis.delaware.gov/
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| KY | Signed into law 04/2012 | P-12 | Directs the state board to promulgate administrative regulations for an alternative high school diploma for students with disabilities completing a modified curriculum and an individualized course of study. Amends KRS 158.140 to require local boards to award the diploma to eligible students. http://www.lrc.ky.gov/record/12RS/SB43/bill.doc
Title: S.B. 43
Source: www.lrc.ky.gov
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| KY | Signed into law 04/2012 | P-12 | Defines "aphasia", "dyscalculia", "dysgraphia", "dyslexia", "phonemic awareness" and "scientifically based research". Directs the state board to promulgate administrative regulations for districtwide use of a response-to-intervention system for K-3 students, to provide general, compensatory and special education students interventions aligned with scientifically based research. Requires all districts to implement RTI systems for reading and writing by August 1, 2013; math by August 1, 2014; and behavior by August 1, 2015. Directs the department to make technical assistance and training available to all districts in the implementation of the system, and identifies the professional knowledge and skills the technical assistance must be designed to improve. Also directs the department to develop a Web-based resource for teachers that includes among other features instructional tools, based on scientifically based research, to assist students in reading, writing, math and behavior. Encourages the department to coordinate technical assistance and training with state postsecondary institutions, and requires the department to collaborate with specified entities to ensure teachers are prepared to utilize scientifically based interventions in reading, writing, math and behavior. Requires conformity with 20 U.S.C. sec. 1414(a)(1)(E) for initial evaluations of students with suspected disabilities. Directs the department to report annually beginning November 30, 2013 on implementation of the system. Pages 1-4 of 9: http://www.lrc.ky.gov/record/12RS/HB69/bill.doc
Title: H.B. 69 - K-3 Response to Intervention System in Reading, Writing, Math and Behavior
Source: www.lrc.ky.gov
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| KY | Signed into law 04/2012 | P-12 | Amends definition of "specific learning disability" to bring into conformity with federal definition (i.e., specify that it may include conditions such as dyslexia, dyscalculia, dysgraphia, developmental aphasia, or perceptual motor disabilities, and require that determination of a child's specific learning disability must include documentation that a child does not make sufficient progress in meeting age or grade-level content standards when provided with appropriate instruction and learning experiences delivered by qualified personnel, including the child's response to scientific, research-based interventions and additional information derived from an individual evaluation.) Clarifies that term does not include learning problem that is primarily the result of limited English proficiency.
Pages 4-9 of 9: http://www.lrc.ky.gov/record/12RS/HB69/bill.doc
Title: H.B. 69 - Definition of "Specific Learning Disability"
Source: www.lrc.ky.gov
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| MS | Signed into law 04/2012 | P-12 | Revises certain provisions of the blind persons' literacy rights and education act, provides that blind and visually impaired students should receive educational services from certified teachers of the visually impaired, requires each appropriate educational entity to provide for instruction in Braille and use Braille unless the IEP committee determines, after an evaluation of the child's needs, if instruction in Braille or the use of Braille is not appropriate for the child, requires assessments for students to include a minimum research-based learning media assessment, prohibits the denial of instruction in Braille to students with some residual vision, establishes the standard procedure to be used by the IEP or 504 team that Braille instruction or the use of Braille is required for blind students, requires the IEP or 504 team to base its decision on the current ability and needs and future needs of students, while considering the appropriate reading and writing media for children with some residual vision, requires textbook publishers that sell books to Mississippi school districts to furnish American standard code for information interchange (ASCII) or other electronically formatted files compatible with Braille conversion for all books and supplementary materials for literary and nonliterary subjects, requires the state board of education to promulgate and publish regulations, policies and procedures for the administrative operation of the Mississippi instructional resource center, establishes the certification qualifications for specialists in Braille who serve on the advisory committee, establishes the time within which the state superintendent of public education has to respond to the recommendations of the advisory committee, requires the state department of education to recognize Braille and orientation mobility as core subject areas for all blind students, requires the department to adopt a minimum standard for teachers of the blind certified on or before January 1, 2010, establishes the method for determining competency in reading and writing of literary Braille and Nemeth code.
http://billstatus.ls.state.ms.us/documents/2012/pdf/HB/0900-0999/HB0960SG.pdf
Title: H.B. 960
Source: http://billstatus.ls.state.ms.us/
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| OK | Signed into law 04/2012 | P-12 | Requries each school district to provide each parent, guardian or legal custodian of a student with an auditory or visual impairment with written information during the individual education program process concerning the availability of programs offered by the Oklahoma School for the Blind and the Oklahoma School for the Deaf for which the students of the district may be eligible. Requires districts providing special education services to students with auditory or visual impairments to develop procedures to ensure that staff assigned to work with students have effective access to resources and information provided by the Oklahoma School for the Blind and the Oklahoma School for the Deaf.
http://webserver1.lsb.state.ok.us/2011-12bills/SB/SB1119_ENR.RTF
Title: S.B. 1119
Source: http://webserver1.lsb.state.ok.us
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| OR | Administrative Rules 04/2012 | P-12 | Shifts student special education responsibilities from resident school district to the district in which the charter school is located if student is enrolled in a charter school in another school district from which the student resides.
Title: OAR 581-015-2005, 2010, 2040, 2075, 2080
Source: Westlaw/StateNet
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| TN | Signed into law 04/2012 | P-12 | Requires a special education diploma be awarded to students who have satisfactorily completed an IEP, but who have not passed the proficiency tests required for graduation with a regular diploma.
http://www.capitol.tn.gov/Bills/107/Bill/SB2900.pdf
Title: S.B. 2900
Source: http://www.capitol.tn.gov
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| VA | Signed into law 04/2012 | P-12 | Requires each school board to ensure that aides assigned to work with a teacher who has primary oversight of students with autism spectrum disorder demonstrate competency in student behavioral management within 60 days of assignment to such responsibility. The bill also requires the Board of Education to provide standards that school divisions may use to establish a measure for the demonstration of competency in student behavioral management.
http://lis.virginia.gov/cgi-bin/legp604.exe?121+ful+CHAP0755+pdf
Title: H.B. 325
Source: http://lis.virginia.gov/
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| VA | Signed into law 04/2012 | P-12 | Provides that the Virginia Disability Commission establish work groups to assist the Commission in carrying out its powers and duties. Such work groups include work groups that focus on issues related to (i) housing and transportation, (ii) education and employment, (iii) publicly funded services, and (iv) such other issues as the Commission may deem necessary. The bill also repeals the sunset provision for the Commission, which is set to expire July 1, 2012. This bill incorporates HB 1229.
http://lis.virginia.gov/cgi-bin/legp604.exe?121+ful+CHAP0741+pdf
Title: H.B. 79
Source: http://lis.virginia.gov
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| AR | Adopted 03/2012 | P-12 | Provides guidelines to ensure the availability and retention of certified speech-language pathologists by providing additional compensation for speech-language pathologists holding a Certificate of Clinical Competence in Speech Language Pathology from the American Speech-Language-Hearing Association. Requires the Department of Education to pay annual incentive bonuses to certified speech-language pathologists who: are licensed in their field, employed full-time at an Arkansas public school, and are not considered a purchased service contractor. Outlines rules for monitoring and funding the incentive bonus program.
http://170.94.37.152/REGS/005.16.11-002F-12901.pdf
Title: AR ADC 005.16.16-1.00 to AR ADC 005.16.16-6.00
Source: http://www.sos.arkansas.gov/rules_and_regs/
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| IN | Signed into law 03/2012 | P-12 | Establishes the center for deaf and hard of hearing education (center) to ensure that children who are deaf or hard of hearing acquire optimal communication and academic abilities. Specifies the duties of the center. Provides that before July 1, 2013, the office of management and budget (OMB) shall, in consultation with the Indiana School for the Deaf, the department of education, the state department of health, and the office of the secretary of family and social services, recommend to the general assembly through the budget process an appropriate agency to provide support for the center. Specifies that until the center is established and operating, the Indiana School for the Deaf shall continue to provide those services that will be transferred at the time the center is established and operating. Provides that the state board of finance and the state budget agency may not transfer for use by or for the center any appropriation made to the Indiana School for the Deaf by the 2011 budget act. Transfers the outreach services and consultative services to local education agencies to assist in meeting the needs of locally enrolled students with hearing disabilities of the Indiana School for the Deaf to the center. Provides that, before October 1, 2012, the OMB (in consultation with the Indiana School for the Deaf, the department of education, the state department of health, and the office of the secretary of family and social services) must submit a transition report to the state budget committee. Requires the OMB in developing the transition report to also consult with other specified entities, and to conduct two public meetings prior to submitting its transition report. Requires the OMB to post the final transition report on its Internet web site. Requires the state budget committee to consider the transition report in the state budget report and budget bill. Changes references throughout the Indiana Code from "hearing impaired" to "hard of hearing". Requires the state board of education to make recommendations before October 1, 2012, to the legislative council and to the state budget committee concerning the unique and appropriate methods of evaluation and accountability that should be applied to the Indiana School for the Blind and Visually Impaired and the Indiana School for the Deaf. http://www.in.gov/legislative/bills/2012/HE/HE1367.1.html
Title: H.B. 1367
Source: www.in.gov
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| NY | Signed into law 03/2012 | P-12 | Part A, Section 12: Extends through 2012-13 school year provision authorizing the board of education of a city school district with a population of 125,000 or more or New York City to increase class sizes in special classes containing students with disabilities in secondary grades by up to specified amounts.
Chapter 57: http://assembly.state.ny.us/leg/?default_fld=&bn=A09057&term=&Summary=Y&Memo=Y&Text=Y#jump_to_Text
Title: A.B. 9057 - Class Sizes for Students with Disabilities in Middle and High Schools
Source: assembly.state.ny.us
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| NY | Signed into law 03/2012 | P-12 | Part K, Section 1: Authorizes a board of cooperative educational services (BOCES) to enter into contracts with the commissioner of the office of children and family services to provide for children in the office's custody any special education programs and related programs the BOCES provides to districts. Provides for June 30, 2015 repeal of these provisions. Chapter 57: http://assembly.state.ny.us/leg/?default_fld=&bn=A09057&term=&Summary=Y&Memo=Y&Text=Y
Title: A.B. 9057 - BOCES Contracts to Provide Special Education Services
Source: assembly.state.ny.us
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| VA | Signed into law 03/2012 | P-12 | Provides that a school division may transfer assistive technology devices purchased by the division for a child with a disability to a different school division to which the child transfers or to a state agency that provides services to a child with a disability upon the child's graduation or when a school division ceases to provide special education services for the student.
http://leg1.state.va.us/cgi-bin/legp504.exe?121+ful+HB382ER+pdf
Title: H.B. 382
Source: http://leg1.state.va.us/
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| WV | Adopted 03/2012 | P-12 | Policies and procedures for local education agency in providing full education opportunities under the IDEA. http://apps.sos.wv.gov/adlaw/csr/ruleview.aspx?document=1744
Title: WV ADC s 126-16-1, 2, 3, 4, 5
Source: apps.sos.wv.gov
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| WY | Signed into law 03/2012 | P-12 | Requires assessment and early intervention for dyslexia and other reading difficulties in K-3. Directs districts to report number of students identified by screening.
http://legisweb.state.wy.us/2012/Enroll/SF0052.pdf
Title: S.F. 52
Source: http://legisweb.state.wy.us
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| IL | Signed into law 01/2012 | P-12 | Removes language requiring the department of human services to complete a financial analysis on each student attending the Illinois School for the Deaf or the Illinois School for the Visually Impaired and to ask parents or guardians to participate, if applicable, in the cost of identified services or activities that are not education related. Requires the department of human services to promulgate rules concerning fees for activities or services at the schools with input from (i) the superintendent of each school and (ii) directors of special education from selected local education agencies that place students at the schools. Removes fees for room and board for residential students and fees for day student meals from the list of established fees parents or guardians of students attending the Illinois School for the Deaf or the Illinois School for the Visually Impaired may be asked to financially participate in. Removes language exempting parents or guardians who are receiving Medicaid or Temporary Assistance for Needy Families (TANF) from financially participating in the established fees. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0664.pdf
Title: S.B. 274
Source: www.ilga.gov
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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--Ballot Questions |
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| State Policymaking--Constitutional Clauses |
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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--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--K-12 Exchange Students |
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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 Contracts (Not Tenure) |
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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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| 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--Internet Safety |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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