From the ECS State Policy Database Student Supports--Remediation

This database is made possible by your state's fiscal support of the Education Commission of the States (ECS). Most entries are legislative, although rules/regulations and executive orders that make substantive changes are included. Every effort is made to collect the latest available version of policies; in some instances, recent changes might not be reflected. For expediency purposes minimal attention has been paid to style (capitalization, punctuation) and format. Please cite use of the database as: Education Commission of the States (ECS) State Policy Database, retrieved [date]. State Status/Date Level Summary CO Signed into law 05/2012 P-12 Postsec. Allows districts and charter schools to administer to 9th-12th-grade students the basic skills placement or assessment tests that are used for first-time college freshmen. Districts can administer the test as often as necessary, but the state education department will offset the costs for administrating each exam only once per student. Districts that administer the tests will inlcude the results and college/workforce readiness level in students' individual career and academic plan (ICAP). Intervention plans will be developed for students with scores that indicate a lack of readiness to help prepare them for postsecondary education without the need for remediation. If appropriate, students can enroll in one or more basic skills courses at a higher education institution through the state's concurrent/dual enrollment program. http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/CD3C8673214EEF8C872579CD00625FE2?Open&file=1345_enr.pdf Title: H.B. 1345 (sections 13 to 15) Source: http://www.leg.state.co.us FL Signed into law 04/2012 P-12 For the 2012-13 and 2013-14 school years, requires each district with one or more of the 100 lowest-performing elementary schools based on the state reading assessment to use specified funds to provide intensive reading instruction during an additional hour of instruction beyond the normal school day each day of the school year. Specifies this hour of instruction may only be provided by teachers or reading specialists who are effective in teaching reading. Makes participation in additional hour of reading instruction optional for students who have level 5 assessment scores. Specifies criteria that additional reading instruction must meet. Additionally amends provisions related to broader allocation of funds for research-based reading instruction. Previous policy permitted funds to be allocated to provide reading coaches, summer reading camps, intensive interventions for middle and high school students, and other purposes. New amendment includes the aforementioned additional hour a day in 100 lowest-performing elementary schools as another permitted allocation, as well as K-5 reading intervention teachers during the school day. Specifies that reading coaches are intended to support teachers in making instructional decisions based on student data and improve teacher delivery of effective reading instruction, intervention, and reading in the content areas. Specifies that summer reading camps are to be provided to all K-2 students demonstrating a reading deficiency, and to students in grades 3-5 scoring at Level 1 on FCAT Reading. Expands "intensive interventions" to make all K-12 students identified by FCAT as having a reading deficiency or reading below grade level. Existing provision required districts receiving reading funds to adopt and implement a district plan. New amendment directs the department to monitor implementation of each district plan, including conducting site visits and collecting specified data, and to report its findings annually to the legislature. Pages 26-33 of 41: http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h5101er.docx&DocumentType=Bill&BillNumber=5101&Session=2012 Title: H.B. 5101 - Reading Instruction Source: myfloridahouse.gov KY Signed into law 04/2012 P-12 Section 3: Directs the department of education, by January 2013, to communicate to all districts the minimum core content standards for postsecondary education introductory courses and career-readiness standards. Before the start of the 2013-14 school year, directs the department to assist districts in analyzing assessment data to identify students who are academically behind, who have higher than normal absentee rates, or who have a record of discipline problems at the end of any of grades 6, 8, 9, 10, or 11. Requires the department to develop enhanced courses in English, reading, and math for students in grades 6 or 9-12 for students who are academically behind to help them meet the college and career-readiness standards. Pages 4-5 of 16: http://www.lrc.ky.gov/record/12RS/SB38/bill.doc Title: S.B. 38 - Helping Students Meet College/Career-Readiness Standards Source: www.lrc.ky.gov 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 UT Signed into law 03/2012 P-12 Directs the education interim committee to conduct a study of programs and initiatives to assist students at risk of academic failure, including a study of: (1) The Carson Smith Scholarships for Students with Special Needs program to determine whether program funding is adequate to meet program demand (2) Programs and funding to assist students in the state's public schools who score below proficient on assessments of academic achievement or are economically disadvantaged (3) Programs in other states to assist students who score below proficient on assessments of academic achievement or are economically disadvantaged (4) Other initiatives to assist students at risk of academic failure. http://le.utah.gov/~2012/bills/sbillenr/sb0151.pdf Title: S.B. 151 Source: le.utah.gov IL Signed into law 07/2011 P-12 Provides that if a student has performed below grade level for two consecutive years, a remedial summer school program must provide an emphasis on reading and math. http://www.ilga.gov/legislation/97/HB/PDF/09700HB0139lv.pdf Title: H.B. 139 Source: www.ilga.gov OH Signed into law 06/2011 P-12 Directs the state board not to prescribe the three ranges of scores for the assessments prescribed by division (A)(2) of section 3301.0710 of the Revised Code http://codes.ohio.gov/orc/3301.0710, as amended by Am. Sub. H.B. 1 of the 128th General Assembly, until the board adopts the rule required by division (A) of this section. Until that date, the board must continue to prescribe the five ranges of scores required by the version of section 3301.0710 of the Revised Code in effect prior to the effective date of Section 265.20.15 of Am. Sub. H.B. 1 of the 128th General Assembly, and the following apply: (1) The range of scores designated by the state board as a proficient level of skill remains the passing score on the Ohio Graduation Tests for purposes of sections 3313.61, 3313.611, 3313.612, and 3325.08 of the Revised Code; (2) The range of scores designated as a limited level of skill remains the standard for applying the third-grade reading guarantee under division (A) of section 3313.608 of the Revised Code; (3) The range of scores designated by the state board as a proficient level of skill remains the standard for the summer remediation requirement of division (B)(2) of section 3313.608 of the Revised Code. (C) This section is not subject to expiration after June 30, 2013, under Section 809.10 of this act. Pages 981-982 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part3.pdf Title: H.B. 153 - Ranges of Scores on State Assessments Source: www.legislature.state.oh.us LA Signed into law 06/2011 P-12 Postsec. Creates the Remedial Education Commission to review the relevant data and recommend best practices and strategies for identifying and assisting K-12 and postsecondary students to ensure that they are successful throughout their academic careers. Outlines the purpose, membership, duties, reporting requirements and responsibilities of the commission. http://www.legis.state.la.us/billdata/streamdocument.asp?did=760096 Title: H.B. 419 Source: http://www.legis.state.la.us NC Veto overridden: legislature has overridden governor's veto 06/2011 P-12 Repeals § 115C-105.41, which required (1) districts to identify students who are at risk for academic failure, (2) development of a personal education plan for academic improvement with focused intervention and performance benchmarks, no later than the end of the first quarter, or after a teacher has had up to 9 weeks of instructional time with a student, (3) focused intervention and acceleration activities to include research-based best practices, and (4) parental notice of personal education plan and parent inclusion in implementation and ongoing review of personal education plans. Page 52 of 342: http://www.ncleg.net/Sessions/2011/Bills/House/PDF/H200v9.pdf Title: H.B. 200 - Identification of Students at Risk of Academic Failure, Personal Education Plans Source: www.ncleg.net OK Signed into law 05/2011 P-12 Requires that funds for remediation and intervention be used for any student in grades 6-12 determined to be in need of remediation or intervention including students who have scored at the unsatisfactory or limited knowledge level on tests. Directs school districts to provide intervention, rather than just remediation, to students who do not score at least proficient on certain criterion-referenced tests and end-of-instruction tests. Intervention and remediation may include supplementary services provided on an individual basis or in a classroom setting. http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB1917%20ENR.DOC Title: H.B. 1917 Source: http://webserver1.lsb.state.ok.us TN Signed into law 05/2011 P-12 States that attendance laws shall apply to remedial instruction for students who are determined to require such instruction, including summer school and after school programs. http://www.capitol.tn.gov/Bills/107/Bill/SB0414.pdf Title: S.B. 414 Source: http://www.capitol.tn.gov CO Signed into law 05/2011 P-12 Postsec. Community College Creates the Task Force on Student Academic Success. The overall charge of the task force is to identify the junctures at which grade-level performance are critical to student progress and to ensuring they are college and career ready upon graduation. More specifically, the task force will examine best practices and strategies for providing intervention services in K-12 and postsecondary remedial education; review the use of individual student career and academic plans; and review social promotion practices and recommend alternative strategies to ensure students are making sufficient progress. The task force also will examine and recommend potential policy changes to ensure high school graduates can demonstrate postsecondary and workforce readiness, and to assist postsecondary institutions in providing remedial education. http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/0216DB5B1A8D04D9872578250057DEF1?Open&file=111_enr.pdf Title: S.B. 111 Source: http://www.leg.state.co.us GA Signed into law 05/2011 P-12 Extends for 2013-14 and 2014-15 school years a provision waiving the state from specified reimbursement for additional days of instruction for low-performing students. Page 8 of 11: http://www.legis.ga.gov/Legislation/20112012/116810.pdf Title: H.B. 192 - Remediation Source: www.legis.ga.gov GA Signed into law 05/2011 P-12 Amends grade configurations and other criteria that qualify schools for participation in the middle school program. Repeals provision requiring minimum 5 hours of instruction in middle schools to include, for students not performing on grade level, remedial instruction in core academic courses. Repeals provision permitting a middle school to petition the state board to permit a 4.5-hour school day. Pages 9-11 http://www.legis.ga.gov/Legislation/20112012/116810.pdf Title: H.B. 192 - Middle School Program Source: www.legis.ga.gov AR Signed into law 04/2011 P-12 Includes information in the department of education's school performance report about the number of districts providing remediation and college preparation for high school students who take the ACT before their senior year. http://www.arkleg.state.ar.us/assembly/2011/2011R/Bills/SB352.pdf Title: S.B. 352 Source: http://www.arkleg.state.ar.us CA Signed into law 10/2010 P-12 From bill summary: Makes inoperative until July 1, 2013 the requirement that districts offer programs of direct, systematic and intensive supplemental instruction (during summer, before or after school, on Saturdays or during intersession--not during the regular instructional day) to pupils in grades 2-9 who have been recommended for retention or who have been retained at their grade for the next year. Provides that until July 2013, relieved from performing any activities under this provision that are deemed to be reimbursable state mandates. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1601-1650/ab_1610_bill_20101019_chaptered.pdf Title: A.B. 1610 - Supplemental Instruction Source: www.leginfo.ca.gov TX Adopted 08/2010 P-12 2007 H.B. 1270 requires an intensive reading and language intervention pilot program that had been permissive, and directs the commissioner to adopt rules to implement the program. Adopted as published in the March 26, 2010 Texas Register (pp 92-93 of 151): http://www.sos.state.tx.us/texreg/pdf/backview/0326/0326prop.pdf Title: 19 TAC 102.1057 Source: www.sos.state.tx.us GA Vetoed 06/2010 P-12 Revises and clarifies language relating to the organization of schools serving grades 6, 7 and/or 8. Provides that schools serving any of those grades qualify for the middle school program for students. Eliminates provision that for students not performing on grade level, the minimum 5 hours of instruction that middle schools must provide must include remedial academic instruction in English/language arts, reading, math, science or social studies as required to bring such students to grade level performance. Eliminates provision allowing middle schools to submit a waiver request to the state board to schedule a minimum of 4.5 hours of academic instruction (instead of 5), and requiring the state board to grant such a request if the school has achieved an acceptable rating for the preceding year. Amends provisions related to the scholarship program for K-12 special needs students. Requires specific eligibility notice to be provided to parents of students with a disability each January and April via letter, e-mail and, if the school system utilizes automated telephone calls, by such automated system. Also requires the district to ensure that a student is notified at each IEP meeting. Requires the department to provide scholarship application deadline opportunities on August 1, October 1 and March 1 of each school year for a student to transfer. Requires that quarterly scholarship payments from the department be paid in equal amounts, and that if a student enrolled in the participating school after the school's start date, on or before specified dates for students entering a school during each of four specified quarters. Specifies payment procedures if a quarterly payment date is missed because a student had not been enrolled in a school at least 10 days in the prior quarter. Bill text: http://www.legis.state.ga.us/legis/2009_10/pdf/hb907.pdf Governor's veto message: HB 907 was originally intended to allow additional flexibility for management of middle schools, which I support. During the legislative process, however, language from another bill was added which imposes onerous requirements on the Department of Education regarding the Special Needs Voucher, most significant of which was the unqualified requirement to pay such vouchers in four equal quarterly payments. In a budget environment as challenging as this one – an environment in which public schools are being forced to operate on smaller budgets – it is not appropriate to tie administrators' hands and require them to fund vouchers fully as they seek budget flexibility elsewhere during these uncertain economic times. For these reasons, I VETO HB 907. (From http://gov.georgia.gov/00/press/detail/0,2668,78006749_160096907_160291947,00.html) Title: H.B. 907 Source: www.legis.state.ga.us CT Signed into law 05/2010 P-12 Increases the minimum credits required for high school graduation from 20 to 25 and gives greater emphasis to math, science and world languages, beginning with the class of 2018. Students in the Class of 2018 will also be expected to complete "end of the school year examinations" (end-of-course exams) in Algebra I, Geometry, Biology, American History and Grade 10 English. Also requires every student to complete a "capstone project" (independent demonstration project). Beginning with classes graduating in 2018, requires local/regional boards of education to provide adequate student support and remedial services for students beginning in grade 7. Such services must provide an alternate means for a student to complete any high school graduation requirements or end of the year exams. Requires the local/regional board of education to adopt a policy for the granting of credit for on-line coursework. Further requires each local/regional board, beginning with the school year commencing July 1, 2012, to collect information for each student enrolled in public school, beginning in grade 6, that records students' career and academic choices in grades 6 to 12. http://www.cga.ct.gov/2010/ACT/PA/2010PA-00111-R00SB-00438-PA.htm Title: S.B. 438 - Sec. 16 Source: http://www.cga.ct.gov NY Adopted 04/2010 P-12 Establishes requirements for award of make-up credit to high school students. Adopted as proposed in January 2010: Pages 7-9 of 12: http://www.dos.state.ny.us/info/register/2010/jan27/pdfs/rules.pdf Title: Title 8 NYCRR Section 100.5 Source: www.dos.state.ny.us UT Signed into law 03/2010 P-12 Requires notification of a parent of a 1st, 2nd or 3rd grader, prior to midyear of the school term, that the student is reading below grade level, as determined by multiple assessments. Requires the district or charter school to provide information to the parent on reading remediation inteventions available through the district or charter school, and to provide focused reading remediation through appropriate interventions that may include tutoring, before and after school programs, or summer school assistance. Directs the state board to make rules defining expected reading levels for 1st, 2nd and 3rd grades. Directs the state board, by the November meeting of the Education Interim Committee, to annually report the number of students in grades 1-3 reading below grade level in the previous school year, and the number of such students who received reading intervention during the previous school year. Specifies that nothing in these provisions may be interpreted to imply that a student may or may not be advanced to the next grade level based on the student's reading ability as measured in accordance with these provisions. http://le.utah.gov/~2010/bills/sbillenr/sb0150.pdf Title: S.B. 150 Source: le.utah.gov IN Signed into law 03/2010 P-12 Adds a new chapter to the code, Chapter 8.5--Reading Deficiency Remediation Plan. Requires the state superintendent and the state board to develop a plan to improve reading skills of students and implement appropriate remediation techniques for students. In addition to appropriate consultation with parents or guardians, the plan must include the following: (1) Reading skills standards for grade 1 through grade 3; (2) emphasis on the method for making determinant evaluations by grade 3 that might require remedial action for the student, including retention as a last resort, after other methods of remediation have been evaluated or used, or both, if reading skills are below the standard; (3) fiscal impact of each component of the plan must be taken into account. For any component of the plan that has a fiscal impact, the state superintendent must present those components of the plan to the general assembly. The state board is to adopt rules to carry out this chapter. Adds a new chapter to the code, Chapter 16—School Fund Transfers. Allows the governing board of a school corporation to adopt a resolution to transfer money during the 2010-2011 school year from its capital projects fund if no employees of the school corporation will receive a compensation increase for the 2010-2011 school year, excluding certain incidental or automatic increases, certain reimbursement to teachers for completion of professional education development courses, and a compensation increase paid to a teacher as a result of the teacher receiving an advanced higher education degree. Provides that the maximum amount that may be transferred from a school corporation's capital projects fund is equal to 10% of the sum of: (1) the balance in the school corporation's capital projects fund on December 31, 2009; plus (2) the amount of the school corporation's property tax levy for its capital projects fund for taxes first due and payable in 2010. Provides that the governing body of a school corporation and an exclusive representative may mutually agree to forego any salary or compensation increases that would otherwise be required for the 2010-2011 school year under the statutes concerning minimum teacher pay. Requires school corporations to adopt a plan to take the actions necessary and desirable to preserve and protect institutional programs. Provides that the plan must address class sizes, curriculum or program offerings, certificated employee positions and teaching assistants, allocation of resources to students who are deficient in reading skills and limitations on employee and administrative salaries and other compensation. Public Law 109 http://www.in.gov/legislative/bills/2010/HE/HE1367.1.html Title: H.B. 1367 Source: http://www.in.gov/legislative AR Adopted 12/2009 P-12 Adopts rules governing public school end-of-course assessments and remediation. Provides that beginning with the 2009-10 school year and each school year thereafter, every student required to participate in the statewide program of educational assessments may not receive credit on his/her student transcript for biology, geometry or any other course that requires a general end-of-course assessment for which that student has not received the requisite scale score on a general end-of-course assessment(s) until the student is identified as having participated in remediation through an individual academic improvement plan. Not in legislation: Requires the Arkansas public school providing course instruction in Algebra I and English II to ensure that such instruction is provided in complete compliance with all required and approved frameworks, and to be prepared to provide documentation of such compliance to the department of education upon request. Requires a student who does not meet the requisite scale score on the relevant high-stakes end-of-course assessment to participate in an individualized academic improvement plan (IAIP). Not in legislation: A student's IAIP is to be provided in an electronic format of a type and at a site specified by the department of education. http://170.94.37.152/REGS/005.15.09-006F-10570.pdf Title: 005.15.09 Source: CA Signed into law 10/2009 P-12 Postsec. Community College Expresses legislative intent to refine higher education reporting requirements to provide for more effective, manageable and transparent reporting by the higher education segments. Requests that the University of California notify each high school's governing board of (1) the number of graduates who enrolled in the university in the previous year and the number of graduates who were required to take the entry level writing requirement and (2) the comparable numbers of all California high school graduates who enrolled in the university. Requests that the university of California report such information to the department of finance and the joint legislative budget committee. Establishes legislative intent that California State University (CSU) assess and report the entry-level proficiency of all first-time freshmen. Requires the CSU system to annually report to the legislature, by campus: (1) The total number of regularly admitted and specially admitted first-time freshmen (2) The proportion of regularly admitted and specially admitted first-time freshmen that are exempt from entry-level proficiency exams (3) The proportion of regularly admitted and specially admitted first-time freshmen that become exempt through each of the approved alternatives (4) The entry-level proficiency exam pass rates of regularly admitted and specially admitted first-time freshmen. Directs the California State University to and requests that the University of California report annually to the legislature on specified components of their institutional financial aid programs for undergraduate, graduate and professional degree students, including the typical financial aid package for a typical dependent undergraduate student with a parent income of $20,000, $40,000, $60,000, $80,000 and $100,000. Amends Section 66057 by establishing legislative intent that the University of California and the California State University accommodate enrollment growth by maximizing the utilization of existing instructional facilities during the summer term before building new classrooms and teaching laboratories. Also establishes legislative intent that the University of California and the California State University make requests for capital outlay funding for space for classrooms and class laboratories justified using legislatively approved utilization standards and a reasonable assumption of summer-term enrollment. Adds provisions related to five-year capital outlay for UC and CSU systems. Requests that the University of California and requires that California State University report annually to the legislature on summer enrollment counts and on efforts undertaken to increase summer enrollment. Repeals 66352, "Task force on instruction in business ethics." Eliminates provision in 67312(b) that the California State University must and the University of California system may report on its efforts to serve students with disabilities (requirement that California Community Colleges submit such reports remains in place). Adds Section 67501, which directs the California State University and California Community Colleges, and permits the University of California, to annually submit to the legislature a comprehensive five-year capital outlay plan that includes specifeid components. Requires five-year plans to be updated annually. Adds Section 67502, which requests that the the Regents of the University of California provide the joint legislative budget committee and the department of finance with a summary of all instructional and research space in the university system. Specifies elements the summary must address. Requires the California State University to provide the joint legislative budget committee and the department of finance with a summary of all instructional and faculty office space in the university system. Adds Section 67503, which requests that the Regents of the University of California, and requires California Community Colleges and the California State University, to annually report on the utilization of classrooms and teaching laboratories. Adds Section 67504, which relates to the Long Range Development Plans (LRDPs) that each University of California campus and medical center periodically develops to guide physical development. Repeals 71020, requiring the California Community Colleges Board of Governors every three years to develop and submit a diversity paper concerning its own membership. Adds 92611.9, establishing legislative intent that the University of California carefully monitor the use and effects of the contracting of services at newly developed facilities. Requests that the UC system annually report to the fiscal committees of the legislature on specified provisions related to hiring and contracting. Adds Chapter 10.5. University of California-Mexico Research Programs and Section 92830 under that chapter, requesting the University of California to report annually until 2013 to the legislature on specified components regarding the facility for University of California-Mexico research and academic programs in Mexico City. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1151-1200/ab_1182_bill_20091011_chaptered.pdf Title: A.B. 1182 Source: www.leginfo.ca.gov TX Signed into law 06/2009 P-12 Adds new Subchapter I in Chapter 42 of Education Code. Establishes the Select Committee on Public School Finance Weights, Allotments, and Adjustments to conduct a comprehensive review of weights, allotments and adjustments under the public school finance system. Establishes membership. Requires committee to hold first meeting by October 2009. Directs the committee to hold public hearings throughout the state and solicit testimony about the weights, allotments and adjustments under the finance system from parents of public school students and other interested persons. Requires at least one hearing to be held at a public school during a time that students are able to attend the hearing. Additionally directs the committee to identify specific short term goals that will assist the state in meeting the objectives and goals of public education, and specifies the review must include recommendations on: (1) Methods to close the achievement gap and define and measure readiness for college and the workforce (2) Revisions to the public accountability system (3) Methods for promoting efficient and effective support structures for public schools. By December 2010, requires the committee to provide a report, approved by a majority of committee members, with the findings of its review and the committee's recommendations for statutory changes. Provides subchapter expires January 11, 2011. Pages 63-67 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf Title: H.B. 3646 - Section 65 Source: www.legis.state.tx.us TX Signed into law 06/2009 P-12 Section 28: Provides that in determining student promotion, a district must consider the student's teacher's recommendation, the student 's grade in each course, the student's score on state assessments, and any other academic information deemed necessary by the district. Requires districts to publicize the requirements for student advancement (as established in Section 28.021) by the start of each school year. Directs the commissioner to provide guidelines to districts based on best practices that a district may use when considering factors for promotion. Section 29: Eliminates provision that a student may not be promoted to 4th grade if the student demonstrates inadequate performance on the grade 3 reading assessment. Adds provision that each time a student in grades 3-8 fails to perform satisfactorily on a specified state assessment in reading, math, writing, social studies or science (defined in Section 39.023(a)), the district must provide the student accelerated instruction in the applicable subject area. Specifies accelerated instruction may require the student's participation before or after normal school hours and participation and outside the normal school year. Adds provision that a student who does not perform satisfactorily on an aforementioned state assessment and who is promoted to the next grade must complete such accelerated instruction before placement in the next grade level. Specifies a student who fails to complete required accelerated instruction may not be promoted. Directs the commissioner to provide districts with research-based best practices and effective strategies for developing an accelerated instruction program. Provides that a student who is promoted by a grade placement committee must be assigned in each subject in which the student failed to perform satisfactorily on any specified state assessment instrument to a teacher who meets all state and federal qualifications to teach that subject and grade. Pages 26-28 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf Title: H.B. 3 - Section 28 and 29 Source: www.legis.state.tx.us NV Signed into law 05/2009 P-12 Provides for the reversion of certain money in the Account for Programs for Innovation and the Prevention of Remediation created to provide grants of money to public schools and consortiums of public schools for programs designed for the achievement of pupils that are linked to the plan to improve the achievement of pubils or for innovative programs, or both, to the State General Fund. Chapter 241 http://leg.state.nv.us/75th2009/Bills/AB/AB530_EN.pdf Title: A.B. 530 Source: http://www.leg.state.nv.us MN Signed into law 05/2009 P-12 Postsec. Community College Establishes a program to offer research-based high school-to-college programs to prepare students for college. Requires an evaluation for participating programs with a working group to develop methods and timelines for data collection and analysis of program effectiveness. Requires a report to the legislature on the effectiveness of these programs in improving the academic performance of participating students. https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=S2083.3.html&session=ls86 Title: S.B. 2083 Source: https://www.revisor.leg.state.mn.us OK Signed into law 05/2009 P-12 Relates to mastery of state academic content standards; adds Algebra II, Geometry, English II, English III, and United States History to the subjects that technology center schools may provide remediation and intervention in to students who do not attain at least a satisfactory score on any end- of-instruction test. http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB867_ENR.RTF Title: S.B. 867 Source: http://webserver1.lsb.state.ok.us OK Adopted 05/2009 P-12 Requires that a high school representative annually provide for review and discussion a report for each site regarding first-year college performance and remediation of local high school graduates. Title: OAC 210:35-25-4 Source: Lexis-Nexis/StateNet AR Signed into law 04/2009 P-12 Increases accountability for achievement gaps in school districts; provides intervention and support to public school districts to address the severity of achievement gaps. http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act949.pdf Title: H.B. 2163 Source: http://www.arkleg.state.ar.us KY Adopted 02/2009 P-12 Establishes requirements for extended school services. Defines "A5 program" as an alternative program with no attendance boundaries, serving dropouts returning to an alternate educational environment, potential dropouts, discipline problem students, nontraditional students (e.g., students who have to work during the school day), students needing emotional or psychological treatment and other at-risk students. Clarifies that "extended school services" are for students unlikely to achieve proficiency, transition to the next level of learning successfully, or be able to meet the academic expectations in 703 KAR 4:060 without additional time or differentiated opportunity to learn. Adds that "extended school services" also includes instructional and support services provided as interventions included in the student's intervention plan, in primary through grade 5, or in the student's Individual Learning Plan, in grades 6-12, to ensure that the student remains in school and is on track to meet goals for postsecondary education and career after high school. Provides definitions for "formative assessment," "individual learning plan" and "interim or benchmark assessments." Adds community based mentoring and academic advising to noninstructional activities that may be characterized as "support services." Clarifies that extended school services (ESS) are to to provide additional time and differentiated opportunity to learn in which rigorous academic and enrichment content are aligned with individual student needs to improve struggling students' performance. Provides that priorities for ESS must be placed on designing and delivering services to students at academic risk with specific objective that students are able to: (1) Progress from grade to grade with their cohort (2) Exit elementary school ready to meet middle school-level academic expectations (3) Exit middle school ready to meet high school-level academic expectations (4) Exit high school ready to meet academic expectations of postsecondary education and the workplace, with particular emphasis on literacy and mathematics. Specifies that the extended school services provided to a student shall be planned, documented and evaluated through the intervention plan, at primary through grade 5, or in the student's Individual Learning Plan, in grades 6 through 12. Removes existing language on components that the instructional program for extended services must include. Requires the instructional program for ESS to include (1) diagnostic assessments to identify areas of greatest academic need, (2) Development of goals, in consultation with classroom teachers, for eliminating the identified academic need, including timelines and specific measurable outcomes (3) Formative and summative assessments to facilitate student progress and to determine if the student has achieved the learning goals of the intervention plan (4) Instructional strategies that are varied and that do not replicate practices that have proven to be ineffective for the student in the traditional classroom (5) A plan for collaboration and consistent use of interventions among the teachers supporting the student in core academic classes and those providing supports through extended school services (6) Counseling and academic advising to remove barriers to achievement (7) Regular communication with the parent or guardian Provides that the ESS instructional program may be operated during the regular school day or in night programs. Specifies ESS must provide differentiated opportunity to learn. Directs certified staff to plan, deliver and evaluate extended school services instruction and supports in collaboration as part of a student's Individual Learning Plan (ILP) Requires teachers providing instruction in extended school programs to be provided with professional development on effective instructional strategies for meeting the needs of at-risk students and use of formative assessment strategies to monitor progress. Requires certified staff to supervise noncertified tutors. Provides that students may be identified as in need of extended school services based on student performance on high school, college or workforce readiness assessments required by KRS 158.6459 Requires districts solicit input from parents and the community to identify potential barriers to participation. Requires that identified barriers be addressed through engagement with community partners or off-campus locations of after school, weekend or evening services. Provides "A6 program" means that unique line for a school that starts in the biennium ending with the school year 2009-10 at one standard error of measurement below the school's baseline accountability index to a point that is one standard error of measurement below 80 on the accountability index scale in the biennium ending with the school year 2013-14, with the calculated points defining this line rounded to the nearest tenth. If a school's baseline is above 80, the assistance line means a horizontal line at 80 minus one standard error of measurement. Title: 704 KAR 3:390 Source: www.lexis.com CA Vetoed 09/2008 P-12 Amends existing law that requires the Superintendent of Public Instruction to apportion to each school district a per pupil amount of funds for providing intensive instruction and services to pupils who have not met the high school exit examination requirement and have failed one or both parts of that examination by the end of grade 12, and sets forth the calculation to determine funding. Makes a technical correction in the manner in which that calculation is described and other technical changes. http://www.assembly.ca.gov/acs/acsframeset2text.htm Title: A.B. 359 Source: http://www.assembly.ca.gov WY Adopted 07/2008 P-12 Establishes emergency rules regarding grants under the Wyoming Bridges Summer School, Enrichment and Extended Day Grant Program. Sets forth grant requirements and application procedures to which districts must adhere to for eligibility. http://www.k12.wy.us/A/supt_memos/2008_096.pdf Title: Chapter 33 Source: Department of Education SC Signed into law 06/2008 P-12 Deletes all of Article 5 -- Academic Plans for Students. These plans included academic review for students performing below standard; required plans to consider summer school; required parent participation, etc. http://www.scstatehouse.net/html-pages/house2.html or http://www.scstatehouse.net/sess117_2007-2008/prever/4662_20080529.doc Title: H.B. 4662 -- Multiple Provisions Source: http://www.scstatehouse.net/ TX Adopted 06/2008 P-12 The Intensive Summer Program purpose is to create pilot programs in which institutions of higher education provide intensive academic instruction for students who are identified as being at risk of dropping out of school or college. The areas for intensive instruction are English/language arts, mathematics and science. The Intensive Summer Programs pilot will identify best practices and strategies that work to help prepare students for college and workforce readiness. http://www.thecb.state.tx.us/Rules/tac3.cfm?Chapter_ID=4&Subchapter=L Title: 19 TAC 1.4.L.4.210 -.214 Source: http://www.thecb.state.tx.us TN Signed into law 05/2008 P-12 Requires districts to provide remediation services to any student who fails a portion of any Tennessee comprehensive assessment program test and annually report the number and type of all such interventions to the commissioner of education. - Amends TCA Title 49. http://www.legislature.state.tn.us/bills/currentga/BILL/HB0081.pdf Title: H.B. 81 Source: http://www.legislature.state.tn.us AL Adopted 05/2008 P-12 Increases the minimum number of teaching days in the school year from 175 to 180 (in compliance with 2003 S.B. 4). Permits secondary school students (in both summer school and regular school year) to demonstrate mastery of Alabama course of study content standards without specified instructional time. Authorizes local boards to create honors curricula that include rigor above that of the Advanced Academic Endorsement. Provides that effective with the ninth grade class of 2009-2010 (Class of 2013), the Alabama High School Diploma with Advanced Academic Endorsement becomes the first-choice diploma option for high school students. Permits local boards of education to voluntarily implement this endorsement as the first-choice diploma option for the 2008-2009 school year. Provides that effective with 9th grade students during the 2008-2009 school year, students will be required to complete one distance-learning course prior to graduation. Allows exceptions through Individualized Education Plans. Eliminates the Alternate Adult High School Diploma, which allowed students who did not pas all sections of the graduation exam to earn a high school diploma by completing all course requirements and passing the GED. Establishes the Alabama High School Diploma with Credit-Based Endorsement for students who have taken the Alabama High School Graduation Exam through the 12th grade and have passed the reading, mathematics, and one of the science, language, or social studies subject-area tests of the exam. Provides that effective for students in the 12th grade during 2007-2008 school year, to earn an Alabama High School Diploma with Credit-Based Endorsement, eligible general education students and students with disabilities must complete the required credits in the core curriculum for an Alabama diploma and earn one additional Career/Technical Education (CTE) or academic credit related to the student's career objective consistent with any guidelines established by the State Department of Education and local boards of education. Authorizes local boards to establish Credit Recovery programs allowing certain students learning opportunities to master concepts and skills in one or more failed courses. Requires course content for credit recovery courses to be composed of standards in which students proved deficient rather than all standards of the original course. Provides schools may offer these courses using computer software, online instruction, or teacher-directed instruction. Requires the curriculum to align with state board courses of study content standards in which students are deficient. Eliminates provision that a secondary school student may earn no more than ten credits during a school year. Title: 290-3-1-.02 Source: www.lexis.com IL Adopted 01/2008 P-12 Strengthen recipient districts' accountability with respect to implementation of the program, chiefly by providing for some quality assurance measures regarding the teachers paid from the state funds provided. Salient among these requirements are following the established curriculum and sequence and planning to teach every day while the program is in session. The latter provision has been found to be critical because the Summer Bridges Program is compressed into a short period of time and each day of instruction is important to students' success. Pages 881-888 of 917: http://www.cyberdriveillinois.com/departments/index/register/register_volume32_issue6.pdf Title: 23 IAC 232.50, .60 Source: www.cyberdriveillinois.com LA Adopted 11/2007 P-12 Makes changes to Bulletin 741 - Louisiana Handbook for School Administrators: 1103: Allows students in danger of failing due to excessive absences to make up missed time in class sessions held outside the regular class time. The make-up sessions must be completed before the end of the current semester and all other policies must be met. 2323: Allows students who have failed a course to take a proficiency exam for that course. Prior policy did not allow students who had taken a course to take a proficiency exam to earn credit for the course. 2324: Adds section allowing districts to implement credit recovery programs for students who have failed a course. Note from Rules: These two revisions are the result of a recommendation from the High School Redesign Commission that policy changes be considered to help students who are failing or who are in danger of failing to recover credit. The revision to Section 1103 assists students who are in danger of failing due to excessive absences. The revision to Section 2323 and the addition of Section 2324 provide ways for students to recover credit after they have failed a class. http://www.doa.louisiana.gov/osr/reg/0711/0711.doc Title: LAC 28:CXV.1103, 2323, and 2324 Source: www.doa.louisiana.gov IL Signed into law 11/2007 P-12 Community College Postsec. Requires the state community college board to create a 3-year college and career readiness pilot program, beginning with the high school class of 2008, to meet the following goals: (1) To diagnose college readiness by developing a system to align ACT scores to specific community college courses in developmental and freshman curriculums. (2) To reduce remediation by decreasing the need for remedial coursework in mathematics, reading, and writing at the college level by (i) increasing the number of students enrolled in a college-prep core curriculum, (ii) assisting students in improving college readiness skills, and (iii) increasing successful student transitions into postsecondary education. (3) To align high school and college curriculums. (4) To provide resources and academic support to students to enrich the senior year of high school through remedial or advanced coursework and other interventions. (5) To develop an appropriate evaluation process to measure the effectiveness of readiness intervention strategies. Directs the state board to select four community colleges to participate in the program, based on the number of students in developmental courses, student demographics, geographic diversity, the college's willingness to submit developmental and introductory courses to ACT for analysis of college placement, and the college's ability to partner with local high schools to develop college and career readiness strategies and college readiness teams. Directs the state board to work with ACT to analyze up to 10 courses at each college to determine student placement and college readiness. Directs each participating community college to establish an agreement with one or more high schools to: (A) Create a data-sharing agreement. (B) Create a Readiness Prescription for each student, showing all of the following: (i) The readiness status for college-level work. (ii) Course recommendations for remediation or for advanced coursework in Advanced Placement classes or dual credit and dual enrollment programs. (iii) Additional academic support services, including tutoring, mentoring, and college application assistance. (C) Create college and career readiness teams of faculty and counselors or advisers from the community college and high school, the college and career readiness coordinator from the community college, and other members as determined by the high school and community college. Provides the the teams may include local business or civic leaders. Directs the teams to develop intervention strategies by: (i) Using the Readiness Prescription to develop a contract with each student for remedial or advanced coursework to be taken during the senior year. (ii) Monitor student progress. (iii) Provide readiness support services. (D) Retest students in the spring of 2008 to assess progress and college readiness. Directs the state board to work with participating community colleges and high schools to develop an evaluation process that includes specified criteria, including student enrollment in college in fall 2008, placement of college and career readiness students in developmental and regular courses in the fall of 2008, and retention of college and career readiness students in spring semester 2009. Directs the state board to work with participating community colleges and high schools to establish operational processes and a budget for college and career readiness pilot programs, including employment of a college and career readiness coordinator at each community college site. Provides that in year two of the program, beginning with the Class of 2009, the state board must additionally: (1) Analyze courses at 3 new community college sites. (2) Undertake intervention strategies through college and career readiness teams with students in the class of 2009. (3) Monitor and assist college and career readiness graduates from the class of 2008 in college. Provides that in year three of the program, beginning with the Class of 2010, the state board must: (1) Analyze courses at 5 additional community college sites. (2) Add college and career readiness teams at 3 new sites (from year 2 of the program). (3) Undertake intervention strategies through college and career readiness teams with students of the class of 2010 at 7 sites. (4) Monitor and assist students from the classes of 2008 and 2009 in college. Adds an immediate effective date. http://www.ilga.gov/legislation/publicacts/95/PDF/095-0694.pdf Title: S.B. 858 Source: www.ilga.gov/legislation AK Adopted 11/2007 P-12 Requires districts to provide a remediation program for students who have not passed the Alaska High School Graduation Qualifying Exam after the fall administration in the student's 11th grade year. ALASKA 3573 http://touchngo.com/lglcntr/akstats/AAC/Title04.htm Title: 4 AAC 06.759 Source: http://touchngo.com/lglcntr/akstats OK Adopted 10/2007 P-12 Amends rules regarding the school testing program to provide clear guidelines for schools to implement remediation programs. Adds the following language: (f)    Each public school student who does not score at least at the satisfactory level on state criterion-referenced tests in reading and mathematics by the end of the student's seventh grade year shall be provided remediation for the purpose of assisting the student in performing at least at the satisfactory level on the eighth-grade criterion-referenced tests in reading and mathematics. Each public school student who does not score at least at the satisfactory level on state criterion-referenced tests in reading and mathematics by the end of the student's eighth grade year shall be provided remediation for the purpose of assisting the student in performing at least at the satisfactory level on the end-of-instruction tests administered in high school. (1)    Districts and/or schools may provide remediation through extended instructional time during the school day, a summer academy, tutoring, online coursework, or other supplementary services. Remediation is not limited to these practices. (2)    Remediation provided through instructional time during the school day, a summer academy, or school-based tutoring shall be under the supervision of a highly qualified teacher in mathematics or reading, as appropriate. (3)    The State Department of Education (SDE) shall provide information about best practices for remediation and interventions on the SDE website. (4)    Beginning spring 2007 and each year thereafter, a district plan of remediation shall be submitted to the State Department of Education's online reporting site for students who do not score at least at the satisfactory level on the seventh grade criterion-referenced tests in reading and mathematics. Beginning spring 2008 and each year thereafter, a district plan of remediation shall be submitted for students who do not score at least at the satisfactory level on the eighth grade criterion-referenced tests in reading and mathematics. Plans shall be reviewed and approved prior to release of state funds allocated for remediation. (5)    The per-student dollar amount shall be determined by the State Board of Education after the total number of students who qualify for remediation funding have been identified by final scores on the state criterion-references tests in reading and mathematics. (6)    Upon State Department of Education approval of the district remediation plan, to include estimated expenditures and assurances, funds shall be released to the district on a per-student basis for the costs associated with providing remediation. Any unallocated funds remaining at the end of the fiscal year shall return to the general fund. (7)    School districts shall monitor the results of the remediation, as measured by periodic progress assessments, and submit the findings annually to the State Department of Education's online reporting site. State Department of Education regional accreditation officers shall assist districts in compliance with reporting requirements. (8)    Any district not showing adequate improvement shall be required to submit a detailed plan of improvement for remediation programs and may be subject to onsite monitoring by the State Department of Education. Adequate improvement shall be defined as the percentage of students provided remediation that are not successful on the eighth grade criterion-referenced tests in reading and mathematics, as compared with a targeted percentage of improvement established by the State Board of Education. http://www.oar.state.ok.us/register/Volume-25_Issue-03.htm#a20495 Title: OAC 210:10-13-2 Source: http://www.oar.state.ok.us/register CA Signed into law 09/2007 P-12 Relates to funding for intensive instruction for pupils that have not satisfied the exit examination requirements, the use by a school district of its uniform complaint process to identify and resolve deficiencies related to availability of the intensive instruction and services options, requiring school counselors explain the availability of intensive instruction and services, and school visits by county superintendents of schools to verify pupils are informed of such instruction. Revises the definition of "eligible pupil" to include pupils who have not satisfied the requirement that they pass the high school exist exam and have failed one or both parts of the exam by the end of grade 12; authorizes the receipt of instruction and services on Saturdays, evenings or at a time and location deemed appropriate by the school district for eligible pupils; expans the authorized scope of intensive instruction and services to include instruction in English language arts or mathematics. Requires a county superintendent of schools to conduct school visits and verify that pupils who have not passed the high school exist exam by the end of grade qw are informed that they are entitled to receive intensive instruction and services for up to 2 consecutive academic years after completion of grade 12 or until the pupil has passed both parts of the exit exam and verifying that those pupils who elected to receive the instruction and services are being served. Chapter 526. http://www.leginfo.ca.gov/pub/07-08/bill/asm/ab_0301-0350/ab_347_bill_20071012_chaptered.pdf Title: A.B. 347 Source: http://www.leginfo.ca.gov/ NY Adopted 09/2007 P-12 Amends regulations regarding diagnostic screenings of students who are new entrants to school or who have low test scores on the statewide third grade English language arts or mathematics assessment. Specifies that diagnostic screening must include a determination of development in oral expression, listening comprehension, written expression, basic reading skills and reading fluency and comprehension, mathematical calculation and problem solving, motor development, articulation skills, and cognitive development using recognized and validated screening tools. Adds that diagnostic screening for students with low test scores must include: (1) vision and hearing screenings to determine whether a vision or hearing impairment is impacting the student's ability to learn; and (2) a review of the instructional programs in reading and mathematics to ensure that explicit and research validated instruction is being provided in reading and mathematics.   Provides that students with low test scores must be monitored periodically through screenings and on-going assessments of the student's reading and mathematic abilities and skills. If the student is determined to be making sub-standard progress in such areas of study, instruction must be provided that is tailored to meet the student's individual needs with increasingly intensive levels of targeted intervention and instruction.   Directs school districts to provide written notification to parents when a student requires an intervention beyond which is provided to the general education classroom. Provides that such notification must include: information about the performance data that will be collected and the general education services that will be provided; strategies for increasing the student's rate of learning; and the parents' right to request an evaluation by the Committee on Special Education to determine whether the student has a disability. Title: Title 8 NYCRR Part 117 Source: Lexis SC Signed into law 07/2007 P-12 Approves regulations of the Board of Education. This regulation addresses the requirement of the Education and Economic Development Act of 2005 that a separate regulation be written for at-risk students. The regulation defines at-risk students and outlines specific objective criteria for districts to use in the identification of students at-risk for being poorly prepared for the next level of study or for dropping out of school. The criterion includes diagnostic assessments to identify strengths and weaknesses in the core academic areas. The State Department of Education in collaboration with school districts will ensure that students are being properly identified and provided timely, appropriate guidance and assistance and to ensure that no group is disproportionately represented. The regulation includes evidence-based model programs for at-risk students designed to ensure that students have an opportunity to graduate with a state high school diploma. It will include an evaluation of model programs in place in each high school to ensure the programs are providing students an opportunity to graduate with a state high school diploma. http://www.scstatehouse.net/sess117_2007-2008/prever/3628_20070410.htm Title: H.B. 3628 Source: http://www.scstatehouse.net NV Signed into law 06/2007 P-12 Revises provisions governing the Commission on Educational Excellence. requires the Commission to establish guidelines for reviewing, evaluating and approving applications for grants of money from the Account. Directs that the guidelines include consideration of the list of priorities of schools provided to the Commission by the Department of Education and revises the contents of that list. Also requires each school district to provide assistance, upon the request of a public school within the school district, in the development of an application for a grant. Provides that the Commission shall not award a grant of money from the Account for a program of full-day kindergarten. Identifies specific information relating to allocations from the Account that the Commission is required to include in its annual report on the Account. Places a limitation on the amount of money that may be expended from the Account each biennium for expenses incurred by members of the Commission to travel to the school districts and schools that receive allocations from the Account. Also authorizes the Commission to spend a maximum amount of money from the Account each biennium for: (1) the costs incurred by the Commission to hold meetings and conferences for recipients of allocations from the Account to discuss or display effective programs, practices and strategies; and (2) an evaluation of the programs that received allocations from the Account by an independent consultant. http://www.leg.state.nv.us/74th/Bills/SB/SB185_EN.pdf Title: S.B. 185 Source: http://www.leg.state.nv.us TX Signed into law 06/2007 P-12 Requires the commissioner to establish an intensive mathematics and algebra intervention pilot program for students not performing at grade level in mathematics in grades 4 through 8 on campuses with populations of students identified as at-risk that exceed the statewide average. Campuses that participate in the intervention would be required to use screening and diagnostic assessments approved by the Texas Education Agency (TEA). Requires the commissioner to adopt a list of approved mathematics and algebra intervention programs reviewed and recommended by a panel of recognized experts in mathematics education to be used by participating school districts. Requires TEA to contract for an evaluation of the program and to submit a report to the legislature in December of each even year regarding student progress and making recommendations for any statutory changes appropriate to promote mathematics and algebra readiness. http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB02504F.pdf Title: H.B. 2504 Source: http://www.legis.state.tx.us IN Signed into law 05/2007 P-12 From Center for Evaluation & Education Policy: Appropriates money for state agencies and makes other distributions. Specifies a school funding formula. Requires a study of the efficiency and effectiveness of charter schools. Changes references from vocational education to career and technical education. Creates a prekindergarten pilot program. Increases tuition support by approximately 3.7% in FY2008 and 3.6% in FY2009. Funds the Early Literacy Intervention Grant and the Reading Diagnostic Assessment programs at the continued level of $3.7 million/year and $1 million/year, respectively. Increases textbook reimbursement from $19.9 million to $39.9 million. Funds Full-Day Kindergarten at $33.5 million in FY2008 and $58.5 million in FY2009 with a cap of $2,500 per FDK student. Non-English Speaking Program funds were increased by $6.2 million to $6.9 million/year. Gifted and Talented Program funds were increased by $7.18 million to a level of $12.78 million/year. Testing and Remediation monies were increased by $10 million to a total of $41 million/year, while GQE Remediation funds remained level at $4.9 million/year. Creates funding of up to $100,000/year for school consolidation studies that school corporations can apply directly to the IDOE to use in order to assess the feasibility of consolidation or merging services with another corporation. Funds the school finance studies conducted by the Center for Evaluation and Education Policy at Indiana University at $140,000/year. Requires a comprehensive study of the efficiency and effectiveness of charter schools in Indiana and commissions the Center for Evaluation and Education Policy to complete the study. Keeps funding for summer school constant at $18.36 million/year. Funds education service centers at $2.32 million/year. Funds the Principals' Leadership Academy at $462,832/year. The Technology Grant Program was funded at $5 million for the biennium. Funds the School Business Officials Academy at $150,000/year. Title: H.B. 1001 Source: Center for Evaluation & Education Policy AR Signed into law 04/2007 P-12 An act for the department of health and human services - division of child care and early childhood education - after school literacy and nutrition programs general improvement appropriation. (Act No. 1106) http://www.arkleg.state.ar.us/ftproot/bills/2007/public/HB1884.pdf Title: H.B. 1884 Source: http://www.arkleg.state.ar.us AR Signed into law 04/2007 P-12 Postsec. Improves the college remediation rate and ensures a general suitable, and efficient system of college and workforce readiness for all students; supports voluntary statewide act assessment for all 11th grade students called the Voluntary Universal ACT Assessment Program; encourages greater participation in the Smart Core curriculum. (Act No. 881) http://www.arkleg.state.ar.us/ftproot/bills/2007/public/HB1562.pdf Title: H.B. 1562 Source: http://www.arkleg.state.ar.us/ftproot/bills/2007/public/HB1562.pdf ID Signed into law 04/2007 P-12 Increases state education funding to school districts, partially in order to create greater funding equity between school districts in the state. The appropriation provides $20.13 million in new line item funding for classroom supplies, textbooks and remedial education. For districts and public charter schools that currently expend discretionary funds for these items, which were not previously funded by the state, those moneys may now be freed up for other uses. Session Law Chapter 352 http://www3.state.id.us/oasis/S1236.html Title: S.B. 1236 (Section 8) Source: www3.state.id.us ID Signed into law 04/2007 P-12 Postsec. Community College Strikes existing provision that funding for the Idaho Digital Learning Academy be provided from an annual budget request to the legislature from the superintendent of public instruction. Creates new section providing that a portion of the annual legislative appropriation be distributed to support the Idaho Digital Learning Academy. Provides that "enrollment" for purposes of the academy be counted each time an Idaho student enrolls in an academy class, and that an individual student enrolled in multiple classes must count as multiple enrollments. Directs the Idaho Digital Learning Academy (IDLA) to use state funds to achieve the following: (1) No increase in tuition charged by IDLA to Idaho students. (2) Provide remedial coursework for students failing to achieve proficiency in one or more areas of the Idaho Standards Achievement Test. (3) Pursuant to state board rule, IDAPA 08.02.03.106 http://adm.idaho.gov/adminrules/rules/idapa08/0203.pdf, provide advanced opportunities for students (defined as Advanced Placement courses, dual credit courses, tech prep, or International Baccalaureate programs. (4) Pursuant to state board rule, IDAPA 08.02.03.106, work with institutions of higher education to provide dual credit coursework. Provides that the preceding list must not be construed as excluding other instruction and training that may be provided by the Idaho Digital Learning Academy. Session Law Chapter 352 http://www3.state.id.us/oasis/S1237.html Title: S.B. 1237 (Sections 12-14) Source: www3.state.id.us VA Signed into law 03/2007 P-12 Provides for the phasing out of the eighth grade cumulative history test in the 2007-2008 school year, and the implementation of the United States History to 1877, United States History: 1877 to the Present, and Civics and Economics tests in the 2008-2009 school year; clarifies that a career and technical education course may be used as an option to fulfill credit requirements for graduation; adds effective classroom management to the listing of professional development programs to be provided to teachers and principals; emphasizes that student improvement efforts should focus particularly on educationally at-risk students; requires local school divisions to post a current copy of the school division policies, including the Student Conduct Policy, on the local division's website while ensuring that printed copies of such policies are available, as needed, to citizens who do not have Internet access; makes technical changes to standards 1, 3, 4, 5, 6, and 7 of the Standards of Quality. http://leg1.state.va.us/cgi-bin/legp504.exe?071+ful+SB795ER Title: S.B. 795 Source: http://legis.state.va.us/ TX Adopted 01/2007 P-12 Postsec. Community College Establishes rules, in cooperation with the commissioner of education, for the implementation of the P-16 College Readiness and Success Strategic Action Plan recommended by the statewide P-16 Council and adopted by the board. Defines the purpose of the P-16 College Readiness and Success Strategic Action Plan: (a) To increase student success and decrease the number of students enrolling in developmental course work in institutions of higher education, the board, in cooperation with the commissioner of education, shall implement the P-16 College Readiness and Success Strategic Action Plan as recommended by the statewide P-16 Council and adopted by the board pursuant to Texas Education Code, Section 61.0761(a). Sets criteria for participation. Describes the purpose of summer higher education bridge programs: For institutions of higher education to provide public high school students who are not college-ready with appropriate instruction and other activities during summer programs to ensure eligible students achieve college readiness. Establishes processes for program funding and financial aid. http://www.thecb.state.tx.us/GeneralPubs/Agenda/Ag2007_01/VD/VDA1.pdf Title: 19 TAC 1.4.A.4.3 Source: http://www.thecb.state.tx.us CA Vetoed 09/2006 P-12 Community College Postsec. Establishes the Community College Early Assessment Pilot Program for the purpose of providing high school pupils with an indicator of their readiness for transfer level English and mathematics at the end of grade 11 and allowing high schools to work with pupils in grade 12 to elevate their skills to first-time community college freshman students. Requires the program to be administered by the Board of Governors of the State Community Colleges. http://www.leginfo.ca.gov/pub/bill/sen/sb_1551-1600/sb_1563_bill_20060905_enrolled.pdf Title: S.B. 1563 Source: California Legislature UT Adopted 08/2006 P-12 Provides for remedial instruction to students who have failed the Utah Basic Skills Competency Test (UBSCT) in the two lowest ranges after the spring of their junior year; establishes requirements for Basic Skills Education providers and students/parents, as well as procedures for program administration. http://www.rules.utah.gov/publicat/bulletin/2006/20060601/28735.htm Title: R277-603 Source: http://www.rules.utah.gov GA Adopted 07/2006 P-12 Clarifies rules regarding the following: Remedial education for students in grades 6-12: http://rules.sos.state.ga.us/docs/160/4/5/01.pdf Charter schools: http://rules.sos.state.ga.us/docs/160/4/9/04.pdf Class size: http://rules.sos.state.ga.us/docs/160/5/1/08.pdf Student attendance: http://rules.sos.state.ga.us/docs/160/5/1/10.pdf Title: GAC 160-4-5-.01; -4-9-.04; -5-1-.08, -.10 Source: Lexis-Nexis/StateNet GA Adopted 06/2006 P-12 Clarifies rules regarding the Comprehensive Academic Performance System (CAPS) Demonstration Site Grant. The intent of the funding is to provide seed resources to stimulate the adoption of a school-based comprehensive academic performance system that consolidates the use of curriculum standards alignment and pacing, benchmark assessment, differentiated instruction, parent involvement, and public accountability. Use of a web-based accountability system is required. Each participant school, with the support of its affiliated district, must: (a) Develop and implement an achievement-oriented, comprehensive instructional model that champions standards-based instruction, benchmark assessment, data driven decision-making, differentiated instruction, parent involvement, and public accountability; (b) Make the time and funding commitments required for the training of leaders, teachers, coaches, parents, community, etc.; (c) Set annual and benchmark measurable goals for improving learning, teaching and assessment; (d) Align instruction to state standards for the content that all students should know by grade span and subject; (e) Conduct formative and summative assessment of student academic achievement at regular intervals; (f) Utilize results of benchmark student assessments that have clear performance criteria to differentiate instruction; (g) Publicize student performance statistics at each interval, including statistics by subject, by teacher and by class; (h) Provide parents with specific information regarding the performance of their students; (i) Agree to participate in ongoing coordination with the GaDOE and school/system project teams. http://rules.sos.state.ga.us/docs/160/1/4/200/72.pdf Title: GAC 160-1-4-.272 Source: rules.sos.state.ga.us IL Signed into law 06/2006 P-12 Deletes language related to local learning objectives and assessment. Makes districts' setting of student learning objectives optional rather than mandatory. Eliminates requirement that a district's school improvement plan address specific activities the district intends to implement to assist pupils not meeting state standards or local objectives. Pages 17-26 of 49: http://www.ilga.gov/legislation/94/SB/PDF/09400SB2829lv.pdf Title: S.B. 2829 - Local Learning Objectives Source: www.ilga.gov FL Signed into law 05/2006 P-12 Defines secondary schools as those serving grades 6-12. Specifies that the following guiding principles must be used in the annual preparation of each secondary school's improvement plan: (a) Struggling students, especially those in failing schools, need the highest quality teachers and dramatically different, innovative approaches to teaching and learning. (b) Every teacher must contribute to every student's reading improvement. (c) Quality professional development provides teachers and principals with the tools they need to better serve students. (d) Small learning communities allow teachers to personalize instruction to better address student learning styles, strengths, and weaknesses. (e) Intensive intervention in reading and math must occur early and through innovative delivery systems. (f) Parents need access to tools they can use to monitor their child's progress in school, communicate with teachers, and act early on behalf of their child. (g) Applied and integrated courses help students see the relationships between subjects and relevance to their futures. (h) School is more relevant when students choose courses based on their goals, interests, and talents. (i) Master schedules should not determine instruction and must be designed based on student needs, not adult or institutional needs. (j) Academic and career planning engages students in developing a personally meaningful course of study so they can achieve goals they have set for themselves. Requires local boards to adopt policies to address: (a) Procedures for placing and promoting grade 6-12 students entering from out of state or from a foreign country, including a review of the student's prior academic performance. (b) Alternative methods for students to demonstrate competency in required courses and credits, with special support for students who have been retained. (c) Applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs. (d) Credit recovery courses and intensive reading and math intervention courses based on student performance on the FCAT. These courses should be competency based and offered through innovative delivery systems, including computer-assisted instruction. Districts should use learning gains as well as other appropriate data and provide incentives to identify and reward high-performing teachers who teach credit recovery and intensive intervention courses. (e) Grade forgiveness policies that replace a grade of "D" or "F" with a grade of "C" or higher earned subsequently in the same or a comparable course. (f) Summer academies for students to receive intensive reading and mathematics intervention courses or competency-based credit recovery courses. A student's participation in an instructional or remediation program prior to or immediately following entering grade 9 for the first time shall not affect that student's classification as a first-time 9th grader for reporting purposes. (g) Strategies to support teachers' pursuit of the reading endorsement and emphasize reading instruction professional development for content area teachers. (h) Creative and flexible scheduling designed to meet student needs. (i) Procedures for high school students who have not prepared an electronic personal education plan to prepare such plan. (j) Tools for parents to regularly monitor student progress and communicate with teachers. (k) Additional course requirements for promotion and graduation which may be determined by each school district in the student progression plan and may include additional academic, fine and performing arts, physical education, or career and technical education courses in order to provide a complete education program. Requires the department to: (a) By February 1, 2007, increase the number of approved applied, integrated, and combined courses available to districts. (b) By the beginning of the 2006-2007 school year, make available a professional development package designed to provide the information that content area teachers need to become proficient in applying scientifically based reading strategies through their content areas. (c) Share best practices for providing a complete education program to students enrolled in course recovery, credit recovery, intensive reading intervention, or intensive math intervention. (d) Expedite assistance and decisions and coordinate policies throughout all divisions within the department to provide districts with support to implement the Florida Secondary School Redesign Act. (e) Use data to provide the Legislature with an annual longitudinal analysis of the success of this reform effort, including the progress of 6th grade students and 9th grade students scoring at Level 1 on FCAT Reading or FCAT Math. Directs the commissioner of education to create and implement the Secondary School Improvement Award Program to reward public secondary schools that demonstrate continuous student academic improvement and show the greatest gains in student academic achievement in reading and math. Pages 35-39 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006 Title: H.B. 7087 - Section 19 Source: www.myfloridahouse.gov FL Signed into law 05/2006 P-12 Amends high school graduation requirements effective for the Class of 2011. Adds "reading for information" as area of major concentration in 4 units of English required. Increases math requirement from 3 to 4 units and encourages districts to set specific goals to increase enrollments in, and successful completion of, geometry and Algebra II. Deletes specifications regarding 1 unit world history, .5 unit of economics and .5 unit U.S. government requirements. Deletes 1 unit choice of practical arts career ed, performing fine arts, or .5 unit each. Adds 1 unit fine arts requirement. Deletes .5 unit life management skills. Deletes existing specifications regarding unit of p.e. and adds specification that 1 unit p.e. must include "integration of health." Replaces 8.5 unit electives requirement with 8 unit electives requirement, to be completed through 4 units in a major area of interest, and 4 units in elective courses chosen by the student. Defines "major area of interest" as sequential courses in a career and technical program, fine and performing arts, or academic content area, selected by the student as part of the education plan. Defines "minor area of interest" as 3 units chosen by the student as part of the student's education plan. Allows students to revise major areas of interest each year. Requires local boards to annually approve major areas of interest and submit the list of majors to the commissioner of education for approval. Provides that upon approval, each district's major areas of interest must be available for use by all districts and must be posted on the department's Web site. Allows 4 elective units to be completed by a second major area of interest, a minor area of interest, elective courses, intensive reading or math intervention courses, or credit recovery courses. Requires a student to complete an intensive reading course following each year the student scores at Level 1 on FCAT reading. Provides that placement of Level 2 readings in either an intensive reading course or a content area course in which reading strategies are delivered must be determined by diagnosis of reading needs. Requires the department to provide guidance on appropriate strategies for diagnosing meeting the varying instructional needs of students reading below grade level. Requires reading courses to be designed and offered in accordance with the comprehensive reading plan required by s. 1302 1011.62(8). Requires a student to participate in remediation following each year a student scores at Level 1 or 2 on FCAT Math. Specifies these courses may be taught through applied, integrated or combined courses. Requires credit recovery courses to be offered so that students can simultaneously earn an elective credit and the recovered credit. Adds that in lieu of the specified 24 units, students may complete graduation requirements through an Advanced International Certificate of Education (AICE) curriculum. Requires students to be advised of eligibility requirements for state scholarship programs and postsecondary admissions. Pages 47-50 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006 Title: H.B. 7087 - Section 23 (1) and (2) Source: www.myfloridahouse.gov OK Signed into law 05/2006 P-12 Relates to reading and mathematics criterion-referenced tests at the 7th and 8th grade levels. Requires that, beginning in 2006-07, students must attain at least satisfactory score on their 7th grade criterion-referenced tests or be provided remediation in order to assist them in attaining at least a satisfactory score on their 8th grade tests. Defines state and local duties. http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1792_ENR.RTF Title: S.B. 1792 Source: http://webserver1.lsb.state.ok.us/ OK Signed into law 05/2006 P-12 Creates the Achieving Classroom Excellence (ACE) steering committee to assist the state board with implementation of the student assessment requirements in the ACE Act. The ACE steering committee will advise the board on: (1) curriculum alignment of third through eighth grade and high school subjects which are assessed pursuant to Okla. Stat. Ann. 1210.508; (2) review of existing and development of new assessments; (3) determination of cut scores for required assessments; (4) alternate tests or assessments which equal or exceed the rigor of the end-of-instruction assessments; (5) intervention and remediation strategies and delivery methods for students who do not meet the mandated standard; and levels; and (6) consequences for eighth-grade students who do not meet the mandated standard. http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1792_ENR.RTF Title: S.B. 1792 Source: http://webserver1.lsb.state.ok.us/ KS Signed into law 05/2006 P-12 Defines "nonproficient pupil" as a student who is not eligible for free lunches and who has scored less than proficient on the state math or reading assessment during school year 2004-2005 and who is enrolled in a district which maintains an approved proficiency assistance plan. Creates a ''nonproficient pupil weighting'' as an addend component assigned to enrollment of districts on the basis of enrollment of nonproficient pupils. Requires that assistance or programs provided to nonproficient pupils be paid from the at-risk education fund. Requires every local board to annually submit to the state board a report on the at-risk program or assistance provided by the district. Requires such report to include information specifying the number of at-risk pupils and nonproficient pupils served or provided assistance, the type of service provided, the research upon which the district relied in determining that a need for service or assistance existed, the results of providing such service or assistance and any other information required by the state board. Specifies that districts must report such information as specified by the state board in order to achieve uniform reporting of the number of at-risk pupils and nonproficient pupils provided service or assistance by school districts in at-risk programs. Bill: http://www.kslegislature.org/bills/2006/549.pdf Conference Committee Report Brief: http://www.kslegislature.org/supplemental/2006/CCRB549.pdf Title: S.B. 549 - Section 3, 9, 15 Source: www.kslegislature.org GA Signed into law 05/2006 P-12 Relates to educational programs under the "Quality Basic Education Act," so as to expand the grades of eligibility for the remedial education program. http://www.legis.state.ga.us/legis/2005_06/pdf/sb515.pdf Title: S.B. 515 Source: Lexis-Nexis/StateNet KY Signed into law 04/2006 P-12 Postsec. Section 1: Requires the state assessment system, by the 2007-2008 school year, to include: 1. A high school readiness examination to assess English, reading, math and science in grade 8; 2. A college readiness examination to assess English, reading, math and science in grade 10; 3. The ACT college admissions and placement examination to assess English, reading, math and science, to be taken by all students in grade 11; and 4. Any other component necessary to comply with the No Child Left Behind Act of 2001. These assessments are to be administered in lieu of a customized or commercially available norm-referenced test. Provides that a student whose scores on the grade 8 high school readiness exam indicate a high degree of readiness for high school must be counseled to enroll in accelerated courses. Provides that a student whose scores on the grade 10 college readiness exam or grade 11 ACT indicate a high degree of readiness for college must be counseled to enroll in accelerated courses, with an emphasis on Advanced Placement (AP) courses. Specifies that the department will pay for the initial ACT exam, but that the student must pay for additional ACT exams. Provides that students in grades 10, 11 and 12, by the 2007-2008 school year, may take the WorkKeys assessments in reading for information, locating information, and applied mathematics, with the cost of the initial assessment paid by the department of education. Provides that a student whose scores on the WorkKeys assessments indicate that additional assistance is required in reading for information, locating information, or applied mathematics must have intervention strategies for accelerated learning incorporated into his or her learning plan. Provides that a student meeting the WorkKeys threshold established by the Cabinet for Workforce Development must be issued the appropriate Kentucky employability certificate. Provides that the high school readiness assessment in grade 8, the college readiness assessments in grades 10 and 11, and the WorkKeys assessments are to be collectively known as the "Kentucky Work and College Readiness Examination" or "Readiness Examination." Directs the department of education to conduct periodic studies comparing the standards in reading, mathematics, and science for middle and high school within the Kentucky core content for assessment and the concepts and content measured by the ACT and the high school and college readiness examinations. Provides that if the department determines that if the grade 8 high school readiness and grades 10 and 11 college readiness exams in reading, math and science are shown to provide direct measures of content standards and concepts identified in the Kentucky core content for assessment, the state board must seek the advice of the Office of Education Accountability, the School Curriculum, Assessment, and Accountability Council, and the National Technical Advisory Panel on Assessment and Accountability regarding reducing the number of questions on the Commonwealth Accountability Testing System. Directs the department to continue to include open-response or multiple-choice items, or both, that assess student knowledge and skills in reading, mathematics, and science to the degree necessary for adequate coverage of the elements of the Kentucky core content for assessment not covered by the examinations. Specifies the types of accommodations to be provided a student with a disability taking the ACT. Requires the reporting system to include: (1) An individual student report to parents for each 5th grade student summarizing the student's readiness in reading and math based on the student's 4th grade state assessment results. The school's 5th grade staff must develop a plan for accelerated learning for any student with identified deficiencies; (2) An individual report for each student who takes a high school or college readiness exam that: 1. Provides the student's test scores; 2. Provides a judgment regarding whether or not a student has met or failed to meet the expectations for each standard assessed; and 3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation; and (3) A student's scores on the ACT examination or WorkKeys assessments. Requires scores from the state-sponsored ACT exam to be recorded on the student's official high school transcript. Section 2: Mandates that a high school student whose scores on the grade 8 high school readiness exam, on the grade 10 college readiness exam, or on the WorkKeys indicate that additional assistance is required in English, reading, or math must have intervention strategies for accelerated learning incorporated into his or her learning plan. Mandates that a high school student whose score on the state-administered ACT exam in English, reading, or math is below the system-wide standard established by the Council on Postsecondary Education for entry into a credit-bearing course at a public postsecondary institution without placement in a remedial course or an entry-level course with supplementary academic support must be provided the opportunity to participate in accelerated learning designed to address his or her identified academic deficiencies prior to high school graduation. Requires a high school, in collaboration with its school district, to develop and implement accelerated learning that: (a) Allows a student's learning plan to be individualized to meet the student's academic needs based on an assessment of test results and consultation among parents, teachers, and the student; and (b) May include changes in a student's class schedule. Directs the department of education, the council on postsecondary education, and public postsecondary institutions to offer support and technical assistance to schools and school districts in the development of accelerated learning. Provides that a student who participates in accelerated learning due to inadequate scores on the grade 8 high school readiness exam, the grade 10 college readiness exam, the WorkKeys or the ACT must be allowed to take the ACT exam a second time prior to high school graduation at the expense of the Kentucky Department of Education. The cost of any subsequent administrations of the achievement test shall be the responsibility of the student. http://www.lrc.ky.gov/RECORD/06RS/SB130/bill.doc Title: S.B. 130 Source: www.lrc.ky.gov MI Signed into law 04/2006 P-12 Establishes statewide high school graduation requirements effective with the class of 2010, including 4 units English; 3 units science, including biology and either chemistry or physics. Strongly encourages students to complete a fourth credit in science, such as forensics, astronomy, Earth science, agricultural science, environmental science, geology, physics or chemistry, physiology, or microbiology. Directs the department to develop content area expectations in each of the subject areas required for high school graduation. Requires the process to include input from a number of stakeholder groups, including representatives from 4-year colleges or universities, community colleges, and other postsecondary institutions; from the business community; and from vocational and career and technical education providers Directs the department to determine the basic level of technology and internet access required for students to complete the online course or learning experience requirement set forth in S.B. 1124 http://www.legislature.mi.gov/documents/2005-2006/publicact/pdf/2006-PA-0124.pdf and determine the assessments through which students may demonstrate proficiency. Requires the department to develop material to assist schools in implementing the graduation requirements here and in S.B. 1124, including guidelines for alternative instructional delivery methods. Authorizes a parent to request a personal curriculum for the student that modifies certain graduation requirements. Establishes a procedure for this process. Bars a personal curriculum from deviating from the statewide English and science requirements. Establishes limitations on the modifications possible to the math, social studies, health/physical education and arts graduation requirements in a personal curriculum. Authorizes schools to provide the high school graduation requirement curriculum through alternative instructional delivery methods such as alternative course work, humanities course sequences, career and technical education, industrial technology courses, or vocational education, or by a combination of these. Encourages schools operating career and technical education programs to integrate the high school graduation requirements into those programs. Beginning with the 2008-2009 school year, links a high school's accreditation to its offering of the curriculum necessary to fulfill high school graduation requirements. Provides that if a school does not offer all the required credits, the school must ensure student access to the required units via alternate means, such as dual enrollment; enrollment in an online course; a cooperative arrangement with a neighboring school district or with a public school academy; or granting approval for the student to be counted in membership in another school district. If a student is not successfully completing a unit required for graduation, or is identified as being at risk of withdrawing from high school, requires the student's district or charter school to notify the student's parent of the availability of tutoring or other supplemental educational support and counseling services that may be available to the student under existing state or federal programs, such as those programs or services available under section 31a of the state school aid act of 1979, MCL 388.1631a, or under the No Child Left Behind Act of 2001. Mandates that units required for high school graduation be taught by highly qualified teachers. Provides that if a district or charter school demonstrates to the department that it is unable to do so because it is unable to hire enough highly qualified teachers, the department must work with the district or charter school to develop a plan to allow it to hire enough highly qualified teachers to meet the highly qualified teachers requirement. Requires schools to ensure that each grade 7 student has the opportunity to develop an educational development plan, and that each student has developed an educational development plan before he or she begins high school. Mandates that an educational development plan be developed by the student under the supervision of the student's school counselor or another qualified designee qualified selected by the high school principal and be based on a career pathways program or similar career exploration program. Allows districts and charter schools unable to implement all of the curricular requirements to apply to the department for permission to phase in one or more of the requirements. Provides that if a district or charter school does not offer all of the required credits or provide options to have access to the required credits and legislation is enacted to allow districts and charter schools to apply for a contract that waives certain state or federal requirements, then the school district or public school academy is encouraged to apply for a contract to improve student performance. Clarifies that students may complete high school graduation requirements through advanced studies such as accelerated course placement, advanced placement, dual enrollment in a postsecondary institution, or participation in the international baccalaureate program or an early college/middle college program. Requires the department to submit an annual report to the legislature that evaluates the overall success of the new graduation requirements, the rigor and relevance of the course work required by the curriculum, the ability of public schools to implement the curriculum and the required course work, and the impact of the curriculum on pupil success, and that details any activities the department has undertaken to implement these requirements and the requirements in S.B.1124 or to assist public schools in implementing the new graduation requirements. http://www.legislature.mi.gov/documents/2005-2006/publicact/pdf/2006-PA-0123.pdf Title: H.B. 5606 Source: www.legislature.mi.gov VA Signed into law 04/2006 P-12 Amends standards for remediation programs; requires that data submitted to the state board include the number of students failing any Standards of Learning assessments for grades three through eight; provides that students who fail the Standards for Learning assessments in grades three through eight must attend summer school or after-school remediation programs; requires notification of parents of failure to secure a student's attendance. http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0834 Title: H.B. 216 Source: Lexis-Nexis/StateNet GA Adopted 04/2006 P-12 Clarifies rules regarding the Early Intervention Program for students in grades K-5 http://public.doe.k12.ga.us/_documents/doe/legalservices/160-4-2-.17.pdf, hearing processes http://public.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.18.pdf and student transportation funding surveys http://public.doe.k12.ga.us/_documents/doe/legalservices/160-5-3-.10.pdf. Title: GAC 160-4-2-.17; -7-.18; -5-3-.10 Source: public.doe.k12.ga.us ID Signed into law 04/2006 P-12 Specifies that $1,100,000 of the appropriation in section 3 of the bill be distributed to the Idaho Digital Learning Academy, as follows: (1) $200,000 shall be utilized to reduce or eliminate tuition charged by the Idaho Digital Learning Academy to Idaho students. Requires any funds remaining after the elimination of such tuition charges to be used to provide advanced placement coursework. (2) Of the remaining $900,000, the highest priority shall be to provide remedial coursework for students failing to achieve proficiency in 1 or more areas of the Idaho Standards Achievement Test. Allows funds to be used to provide basic coursework, advanced placement coursework, and other specialized coursework not available in many small school districts. http://www3.state.id.us/oasis/2006/H0847.html#billtext Title: H.B. 847 Section 9 Source: www3.state.id.us UT Signed into law 03/2006 P-12 This bill provides stipends for supplemental instruction to students who have not passed the Utah Basic Skills Competency Test, funding to implement proposals to improve mathematics achievement test scores in grades four through six, and makes modifications to the Utah Orderly School Termination Procedures Act (see separate record in this database for more details on dismissal provision). Specifies eligibility requirements for students to receive a stipend for basic skills education; establishes stipend amounts; requires basic skills providers to accept students for instruction on a first come/first served basis; allows a basic skills provider to charge a stipend recipient an additional amount above the stipend amount; provides that a basic skills provider shall receive payment in the amount of the stipend if the stipend recipient passes the subtest for which the basic skills provider provided instruction; requires the State Board of Education to administer the Basic Skills Education Stipend Program and make rules; requires the Legislature to annually appropriate money from the General Fund for stipends for basic skills education; directs the State Board of Education to issue a request for proposals from school districts and charter schools to improve mathematics achievement test scores of students in grades four through six; requires the proposals to use professional development, incentive bonuses, or a combination of both, as a strategy to improve mathematics achievement test scores; requires the State Board of Education to: give priority to Title I schools in awarding funding to implement proposals; and report to the Education Interim Committee on the implementation of proposals to improve mathematics achievement test scores; specifies procedures for the termination or discontinuation of a career employees's contract; and appropriates money for stipends for basic skills education and to implement proposals to improve mathematics achievement test scores of students in grades four through six.Appropriates for fiscal year 2006-07 only, $7,500,000 from the General Fund to the State Board; and for fiscal year 2006-07 only, $7,500,000 from the Uniform School Fund to the State Board of Education. http://www.le.state.ut.us/~2006/bills/hbillenr/hb0181.pdf Title: H.B. 181 Source: http://www.le.state.ut.us VA Signed into law 02/2006 P-12 Aligns language regarding the Standards of Learning assessments with amendments made to the Standards of Quality. The bill reflects the Commonwealth's decision to shift from testing in grades three, five, and eight to testing annually in grades three through eight. Allows division superintendents to seek immediate compliance with the compulsory school attendance law after a reasonable effort to seek the student's attendance in a summer school program or after-school session has failed, including direct notification of the parents of such student of the attendance requirement and failure of the parents to secure the student's attendance, when: 1. A student is required to take a special program of prevention, intervention, or remediation in a public summer school program or to participate in another form of remediation; and 2. The division superintendent determines that remediation of the student's poor academic performance, passage of the Standards of Learning Assessment in grades three through eight, or promotion is related directly to the student's attendance in the summer school program or participation in another form of remediation. http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0041 Title: S.B. 67 Source: http://leg1.state.va.us CA Signed into law 09/2005 P-12 States that funds received through section 37252 for supplemental instruction may be used to provide intensive instruction and services to students who have failed one or both parts of the California High School Exit Examination (CAHSEE). Requires the state superintendent to rank schools on the basis of the percentage of eligible pupils (students who have failed one or both parts of the exam and who are required to pass the exam to graduate from high school). Authorizes the superintendent to give priority to schools with the highest percentage of eligible pupils who have failed both parts of the examination. Requires $600 per eligible pupil to be awarded to districts identified by the superintendent (until the appropriation is exhausted) for services and instruction to help eligible pupils pass the California High School Exit Examination. Identifies activities that may be funded for such services, including purchasing, scoring, and reviewing diagnostic assessments; counseling and appropriate teacher training to meet the needs of eligible pupils. Requires every district receiving funds under this program to: (1) Ensure that each eligible pupil receives an appropriate diagnostic assessment to identify that pupil's areas of need. (2) Ensure that each pupil receives intensive instruction and services based on the results of the diagnostic assessment. (3) Demonstrate that funds will be used to supplement and not supplant existing services. (4) Provide to the Superintendent of Public Instruction, in a manner and by a date certain determined by the Superintendent, the number of eligible pupils at each high school in the school district. (5) Submit an annual report to the Superintendent in a manner determined by the Superintendent that describes the number of pupils served, the types of services provided, and the percentage of pupils in the school district who successfully pass the California High School Exit Examination. Makes an appropriation. Declares that it is to take effect immediately as an urgency statute. http://www.leginfo.ca.gov/pub/bill/asm/ab_0101-0150/ab_128_bill_20050913_chaptered.pdf Title: A.B. 128 Source: www.leginfo.ca.gov TN Signed into law 06/2005 P-12 Reduces number of hours of operations from 20 hours per week to 15 hours per week for after school programs to be eligible for technical assistance and grants. Deletes requirement that eligible programs offer computer literacy and skills development. Reduces requirement that programs serve 80% at risk students (with specific criteria) to serving 50% meeting designated "at risk" requirements. http://tennessee.gov/sos/acts/104/pub/pc0425.pdf Title: H.B. 838 Source: http://tennessee.gov CO Vetoed 06/2005 P-12 Recognizes the importance of supplemental online education courses, especially to smaller districts and rural schools. States that such courses are eligible to receive funding from the state education fund created in article IX of the state constitution. Requires the department, on or before October 1, 2005, to contract with a supplemental on-line course provider to provide high-quality supplemental on-line education courses statewide for purchase by districts, boards of cooperative services, charter schools and the state charter school institute. Requires the contracting provider to work with these entities to allow schools to (1) offer courses for all students in all performance ranges, including gifted and talented students and students in need of remediation; (2) resolve class scheduling conflicts; (3) provide make-up credits for students and summer school options to help students graduate earlier; (4) offer courses for expelled and home-bound students; (5) offer courses for which local teachers are not available; (6) offer courses allowing students to meet higher education admission requirements; (7) meet federal requirements for highly qualified teachers; and (8) provide teacher professional development. Requires the supplemental online course provider to be a nonprofit or not-for-profit organization or school district, have documented evidence of program evaluation, and to meet other requirements. Specifies minimum provisions of a contract for supplemental online education courses, including that the contractor must provide at least 50 online courses in specified subject areas, the teachers meet the federal requirements for a highly qualified teacher, and that, where applicable, the courses are based on the state model content standards. Requires the contractors to annually report to the department and the legislature on specified details about the program during the preceding year. Makes an allocation. http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/4723DE9EE54766D487256F810074794F?Open&file=139_enr.pdf Title: S.B. 139 Source: www.leg.state.co.us TX Signed into law 06/2005 P-12 Intensive Reading and Language Intervention Pilot Program. From bill analysis: Over the past decade many instructional aids have been developed to enhance the reading ability of a student. Campuses across the state are using some of these materials to augment the TEKS (Texas Assessment Knowledge and Skills) curricula. H.B. 3468 allows the commissioner of education to develop pilot programs implementing accelerated learning curricula aids. H.B. 3468 does not implement a new type of curriculum but augments the existing TEKS with instructional tools. Adds Section 29.094. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=03468&VERSION=5&TYPE=B Title: H.B. 3468 Source: http://www.capitol.state.tx.us OK Signed into law 05/2005 P-12 Requires each school district to ensure that instructional time each day of the school year in kindergarten through third grade is focused on reading and mathematics. Requires the state board of education to encourage school districts to integrate the teaching of the other curricular areas in the Priority Academic Student Skills (PASS) adopted by the board with the instruction of reading and mathematics.If a teacher determines that a third-grade student is not reading at grade level by the end of the second quarter of the school year, the parent or guardian of the student must be notified of the reading level of the student; the program of reading instruction for the student as required pursuant to the Reading Sufficiency Act; and the potential need for the student to participate in a summer academy or other program designed to assist the student in attaining grade-level reading skills. After consultation with the parent, a student may be retained in grade. Summer academy reading programs are to incorporate the content of a reading program administered by the Oklahoma Commission for Teacher Preparation or a scientifically based reading program administered by the state board and be taught by teachers who have successfully completed professional development in the reading program. Allows school districts to approve an option for students who are unable to attend a summer academy. The optional program may include, but is not limited to, an approved private provider of instruction, approved computer- or Internet-based instruction, or an approved program of reading instruction monitored by the parent or guardian. School districts must not be required to pay for the optional program, but are to clearly communicate to the parent or guardian the expectations of the program and any costs that may be involved. Does not apply to students with disabilities or English Language Learners. Amends 70 O.S. 2001, Section 11-103.6. http://www2.lsb.state.ok.us/2005-06HB/hb1621_enr.rtf Title: H.B. 1621 Source: http://www2.lsb.state.ok.us CO Signed into law 05/2005 P-12 Postsec. Beginning in spring 2006, requires the commission on higher education to send an annual notice concerning college preparatory courses to the parent of every 11th-grade student prior to the start of grade 12 if the student took the ACT or prior to the start of grade 11 if the student took the precollegiate exam. Requires the notice to include (1) a detailed description of what constitutes an inadequate school in math, reading or writing based on the commission's higher education admission guidelines; (2) information on a student's ability to take basic, precollegiate skills courses while enrolled in a public high school; and (3) notice that the parent may contact the student's school to develop a plan for the student to address the coursework needed to meet the commission's higher education admission guidelines. Requires local boards and the state charter school institute to provide the opportunity for a student enrolled in a public school of the district or an institute charter school, respectively, to develop a plan for academic remediation upon the student's parent's request. http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/1D93D263DE99C9D187256F470064073C?Open&file=1027_enr.pdf Title: H.B. 1027 Source: www.leg.state.co.us MI Signed into law 05/2005 P-12 AN ACT to amend 1970 PA 38, entitled "An act to provide for assessment and remedial assistance programs of students in reading, mathematics and vocational education," by amending section 2 (MCL 388.1082) http://www.legislature.mi.gov/documents/2005-2006/billenrolled/house/pdf/2005-HNB-4142.pdf Title: H.B. 4142 Source: StateNet NV (H) APPROVED BY THE GOVERNOR. CHAPTER 151. 05/2005 P-12 AN ACT relating to education; authorizing the boards of trustees of school districts to apply to the Superintendent of Public Instruction for additional days or minutes of instruction for certain programs of remedial education; authorizing the board of trustees of a school district to prescribe the minimum attendance requirements for pupils who are enrolled in kindergarten or the first grade and for pupils who are enrolled in certain programs of remedial education; revising related provisions governing the attendance and truancy of pupils. Title: H.B. 518 Source: StateNet OK Signed into law 05/2005 P-12 Appropriations bill. One section allows school districts to be reimbursed up to Four Hundred Dollars ($400.00) for each student completing the third grade who is found not to be reading at the third-grade level and who subsequently participates in a summer reading remediation program. Requires the state board to promulgate rules for such a course that specify at least four (4) weeks of tutoring a half (1/2) day each day. Summer reading remediation programs must be taught by teachers who have successfully completed a professional development institute in reading administered by the Oklahoma Commission for Teacher Preparation or a scientifically-based reading professional development program administered by the state board. http://www2.lsb.state.ok.us/2005-06HB/hb1020_enr.rtf Title: H.B. 1020 Source: http://www2.lsb.state.ok.us AZ Signed into law 05/2005 P-12 Replaces reference to "reimbursement" with reference to "certificate of supplemental instruction" for student attending a school designated as an underperforming school or a school failing to meet academic standards. Eliminates option for parent to request reimbursement from the district; eliminates provision that school may apply to state board for grants to provide supplemental instruction. Extends eligibility for supplemental instruction to students who have failed to pass one or more portions of the Arizona Instrument to Measure Standards (AIMS) test in order to graduate from high school. Requires the state board to determine application guidelines and maximum value for each certificate of supplemental instruction. Requires the state board to annually conduct a market survey to determine the maximum value for each certificate of supplemental instruction. http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1516 Title: S.B. 1516 (Section 2) Source: www.azleg.state.az.us AZ Signed into law 05/2005 P-12 Changes participation eligibility in Technology Assisted Project-Based Instruction program by requiring 60% of students to have been enrolled in and attended a public school the previous school year instead of 100%. Removes the limitation preventing a kindergarten student from participating in TAPBI unless a sibling is currently enrolled in and attending the program. Deletes provisions requiring participating schools to annually report to the state on participating students' academic achievement as measured by the increase in grade level equivalent scores each academic year on the nationally standardized norm-referenced achievement test and other indicators. Repeals program on June 30, 2014 http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1422 Title: S.B. 1422 Source: www.azleg.state.az.us AZ Vetoed 04/2005 P-12 Requires the department to report to specified members of the legislature on its budget status every two months for the first half of each fiscal year and every month thereafter. Requires every report to include the department's current funding surplus or shortfall projections for basic state aid and other major formula-based programs. Requires every report to be submitted 30 days after the end of the applicable reporting period. Requires the department to report annually to the joint legislative budget committee on: (a) the raw and adjusted scores on the Arizona Instrument to Measure Standards (AIMS) test for high school students who have not received AIMS test tutoring services from the department, and the raw and adjusted AIMS scores of high school students who have received AIMS test tutoring from the department, both before and after receiving tutoring services. The report must also include contractual and policy changes made to the tests that would impact student achievement, and a description of any scoring errors or reporting delays and any actions taken to address the errors or delays. Text of bill as vetoed: http://www.azleg.state.az.us/legtext/47leg/1r/bills/hb2033s%2Epdf Title: H.B. 2033 Source: www.azleg.state.az.us AR Signed into law 04/2005 P-12 Requires a student not passing an immediately previous grades 3-8 benchmark assessment or in a secondary level end-of-course assessment to participate in remediation activities as required in the student's individualized academic improvement plan beginning in the school year the assessment results are reported. If a student with disabilities has an individualized education program that addresses any academic area or areas in which the student is not proficient on state-mandated criterion-referenced assessments, the individualized education program meets the requirements of the aforementioned academic improvement plan. Requires districts to notify the student's parent of the parent's role and responsibilities as well as the consequences for the student's failure to participate in the plan. Beginning with the 2005-2006 school year, requires students in grades 3-8 identified as not passing a benchmark assessment and who fail to participate in the subsequent academic improvement plan to be retained and not promoted to the next grade until the student is deemed to have participated in an academic improvement plan or the student passes the benchmark assessment for the current grade level in which the student is retained. Beginning with the 2005-2006 school year, mandates that any student required to take an end-of-course assessment who does not pass a particular assessment must participate in remediation activities as required in the student's individualized academic improvement plan in the school year the assessment results are reported in order to receive credit on his or her transcript for the course related to the end-of-course assessment. Beginning with the 2009-2010 school year, requires all initial end-of-course assessments to be administered by grade 10 for each student. Beginning with the 2009-2010 school year, a student who does not pass an initial end-of-course assessment may receive credit for the course until the student passes a subsequent end-of-course assessment; or the student, by the end of grade twelve 12, passes an Alternative assessment directly related to the Alternative exit course. If a student does not meet the satisfactory pass levels on an initial end-of-course assessment or does not satisfy the remedial requirements, that student will not graduate with a high school diploma from an Arkansas high school or charter school. To the extent any school district is determined to have knowingly failed to administer these provisions of law or rules, the superintendent's license shall be subject to probation, suspension or revocation. Requires tthe department of education to annually make public at least 50% of the test questions on the most recent initial benchmark and end-of-course assessments. Creates Alternative Exit Course and Alternative Course Exam for students who have failed an end-of-course assessment three times. Requires such a student to take and pass an Alternative exit course and meet a satisfactory Alternative level score on a subsequent Alternative assessment to graduate from high school. Allows the Alternative exit course to be offered through a distance learning class and to be offered by the district outside the course of the normal school day. Repeals Arkansas Code § 6-15-203 on remediation and student promotion/retention. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2824.pdf Title: H.B. 2824 Source: www.arkleg.state.ar.us ID Signed into law 04/2005 P-12 Establishes legislative intent for the Idaho Safe and Drug-Free Schools Program. Requires program to include the following: (1) Districts will develop a policy and plan which will provide a guide for their substance abuse programs. (2) Districts will have an advisory board to assist each district in making decisions relating to the programs. (3) The districts' substance abuse programs will be comprehensive to meet the needs of all students. This will include prevention programs, student assistance programs that address early identification and referral, and aftercare. (4) Districts shall submit an annual evaluation of their programs to the State Department of Education as to the effectiveness of their programs. Establishes legislative intent that state board and state department coordinate federally funded literacy programs with state literacy programs, resulting in well-coordinated, complementary literacy efforts. The highest priority for Idaho Digital Learning Academy funds be to provide remedial coursework for students failing to achieve proficiency in one or more areas of the Idaho Standards Achievement Test. Allows funds also to be used to provide basic coursework, Advanced Placement coursework, and other specialized coursework not available in many small school districts. http://www3.state.id.us/oasis/S1224.html Title: S.B. 1224 Source: www3.state.id.us KY Signed into law 03/2005 P-12 Postsec. Community College Sets forth legislative intent related to early diagnosis of and intervention for elementary students struggling in reading and mathematics, state student achievement goals, provision and quality of diagnostic and intervention services to students below proficient on state math and reading assessments, and collaboration among state and local stakeholders to achieve state goals. Establishes the respective roles of the general assembly, state board of education, department of education, council on postsecondary education, education professional standards board, colleges and universities, school councils, and local boards and superintendents in achieving the state's student achievement goals. Declares an emergency. http://lrc.ky.gov/RECORD/05RS/HB301.htm Title: H.B. 93 (Section 1, multiple provisions) Source: lrc.ky.gov KY Signed into law 03/2005 P-12 Postsec. Requires colleges and universities to: (a) Utilize institution-wide resources to work with elementary and secondary educators and other entities to align curriculum content to ensure that students who achieve proficiency on standards established at the prekindergarten through secondary levels will require no remediation to successfully enter a postsecondary education program; (b) Provide quality undergraduate teacher preparation programs to ensure that those preparing to teach reading or mathematics at all grade levels have the necessary content knowledge, assessment and diagnostic skills, and teaching methodologies; (c) Deliver appropriate continuing education for teachers in reading and mathematics through institutes, graduate level courses, and other professional development activities that support a statewide agenda for improving student achievement in reading and mathematics; (d) Conduct or assist with research on best practices in assessment, intervention strategies, teaching methodologies, costs and effectiveness of instructional models, and other factors as appropriate to reading and mathematics; (e) Provide staff to consult and provide technical assistance to teachers, staff, and administrators at elementary, middle, and secondary school sites; (f) Assume active roles in the statewide initiatives referenced in Sections 2 and 5 of this Act; and (g) Develop written procedures for measuring the effectiveness of activities outlined in paragraphs (a) to (e) of this subsection. Declares an emergency. http://lrc.ky.gov/RECORD/05RS/HB93.htm Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc Title: H.B. 93 (Section 1, paragraph 7) Source: lrc.ky.gov KY Signed into law 03/2005 P-12 Postsec. Community College Defines terms, including "mathematics coach," "mathematics diagnostic assessment," "mathematics intervention program," "mathematics leader," "mathematics mentor," and "numeracy." Establishes the Committee for Mathematics Achievement to develop a multi-faceted strategic plan to improve student achievement in mathematics at all levels of schooling, prekindergarten through postsecondary and adult. Specifies that at a minimum, the plan must address: (a) Challenging curriculum that is aligned prekindergarten through postsecondary, including consensus among high school teachers and postsecondary education faculty about expectations, curriculum, and assessment; (b) Attitudes and beliefs of teachers about mathematics; (c) Teachers' knowledge of mathematics; (d) Diagnostic assessment, intervention services, and instructional strategies; (e) Shortages of teachers of mathematics, including incentives to attract strong candidates to mathematics teaching; (f) Statewide institutes that prepare cadres of mathematics leaders in local school districts, which may include highly skilled retired mathematics teachers, to serve as coaches and mentors in districts and schools; (g) Cohesive continuing education options for experienced mathematics classroom teachers; (h) Closing the student achievement gap among various student subpopulations; (i) Curriculum expectations and assessments of students among the various school levels, prekindergarten, primary, elementary, middle, and high school; (j) Content standards for adult education centers providing mathematics curricula; (k) Introductory postsecondary education mathematics courses that are appropriate to the wide array of academic programs and majors; (l) Research to analyze further the issues of transition from high school or GED programs to postsecondary education mathematics; and (m) The early mathematics testing program under KRS 158.803. Other factors may be included in the strategic plan as deemed appropriate by the committee to improve mathematics achievement of Kentucky students. Requires the committee to (a) Design a statewide professional development program that includes summer mathematics institutes at colleges and universities, follow-up, and school-based support services, beginning no later than June 1, 2006, to prepare teams of teachers as coaches and mentors of mathematics at all school levels to improve student achievement. Specifies areas the design must address. (b) Require schools and districts approved to have participants in the mathematics leader institutes to provide specified assurances to support institute participants and students who need modified instructional and intervention services in math. Establishes committee membership, terms, chairmanship, attachmetn to Kentucky Department of Education, and responsibilities. Specifies that the committee must: (a) Present a draft strategic plan addressing the requirements in subsection (1) of this section and other issues that arose during the work of the committee to the Education Assessment and Accountability Review Subcommittee no later than August 2005; (b) Present the strategic plan for improving mathematics achievement to the Interim Joint Committee on Education by July 15, 2006, which shall include any recommendations that require legislative action; and (c) Provide a final written report of committee activities to the Interim Joint Committee on Education and the Legislative Research Commission by December 1, 2006. Also specifies that the committee will have ongoing responsibility for providing advice and guidance to policymakers in the development of statewide policies and in the identification and allocation of resources to improve mathematics achievement. In carrying out this responsibility, the committee must periodically review the strategic plan and make modifications as deemed appropriate and report those to the Interim Joint Committee on Education. Mandates that the committee collaborate with the Center for Mathematics to ensure that there is ongoing identification of research-based intervention programs for K-12 students who have fallen behind in mathematics, rigorous mathematics curricula that prepare students for the next level of schooling, research-based professional development models that prepare teachers in mathematics and pedagogy, and strategies for closing the gap between high school or GED and postsecondary mathematics preparation. Declares an emergency. http://lrc.ky.gov/RECORD/05RS/HB93.htm Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc Title: H.B. 93 (Section 2) Source: lrc.ky.gov KY Signed into law 03/2005 P-12 Specifies that the teachers' professional growth fund is to provide teachers with high quality professional development in content knowledge in reading and classroom-based screening, diagnostic, assessment and intervention strategies. States that the fund may be used to provide grants to local school districts to support staff participation in specific, statewide initiatives for the professional development of teachers and administrators in specific content areas as established by the Kentucky Department of Education and the Kentucky Board of Education as established in this bill; to provide grants to colleges and universities to plan and develop statewide professional development institutes and other professional development services; and to provide grants to local school districts, to colleges and universities, or other entities to assist the Kentucky Department of Education in evaluating costs and the effectiveness of activities and initiatives established under the teachers' professional growth fund. Requires that professional development programs for which teachers may receive support from the fund provide training in the use of research-based and developmentally appropriate classroom-based screening, diagnostic, assessment, and intervention strategies. Requires that, beginning June 1, 2006, through the 2009-2010 school year, priority for the use of funds from the teachers' professional growth fund be to train and support teams of teachers from all school levels to be trained as reading coaches and mentors or as mathematics coaches and mentors in statewide institutes referenced in Sections 1 and 2 of this bill, and for selected teachers to be highly trained in providing diagnostic assessment and intervention services for students in the primary program struggling with mathematics. Requires the design of the statewide mathematics institutes to train mathematics coaches and mentors to be developed by the Committee for Mathematics Achievement. Requires the design of the professional development program to provide highly trained mathematics intervention teachers in the primary program to be developed by the Center for Mathematics in collaboration with public and private institutions of postsecondary education. Requires that the development of the statewide program to train reading coaches and mentors be coordinated by the Kentucky Department of Education with recommendations from the Collaborative Center for Literacy Development and the reading steering committee established in KRS 158.794. Mandates that the design of the program reflect a consensus of the agencies involved in the development of the program. Requires the training program for reading coaches and mentors to complement other statewide reading initiatives, funded with state and federal funds, and that the program give priority to teachers in grades 4-12. Requires that the program be implemented no later than June 1, 2006. Declares an emergency. http://lrc.ky.gov/RECORD/05RS/HB93.htm Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc Title: H.B. 93 (Sections 5 and 6) Source: lrc.ky.gov KY Signed into law 03/2005 P-12 Creates the mathematics achievement fund to provide developmentally appropriate diagnostic assessment and intervention services to students, primary through grade 12, to help them reach proficiency in mathematics on the state assessments and in compliance with the No Child Left Behind Act of 2001. Specifies activities for which fund monies may be used. Specifies that the fund is to provide funding for the Center for Mathematics created in this bill, provide renewable, two-year local grants to school districts for specified purposes, and provide operational funding for the Mathematics Achievement Committee created in Section 2 of this bill. Specifies that if matching funds are required, the school council or, if none exists, the principal or the superintendent of schools, must allocate matching funds. Allows funding for professional development allocated to the school council under KRS 160.345 and for continuing education under KRS 158.070 to be used to provide a portion or all of a school's required match. Specifies responsibilities of the department of education relative to the fund program, including technical assistance to potential applicants and grant recipients. Declares an emergency. http://lrc.ky.gov/RECORD/05RS/HB93.htm Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc Title: H.B. 93 (Section 3) Source: lrc.ky.gov KY Signed into law 03/2005 P-12 Postsec. Creates the Center for Mathematics to make available professional development for teachers in reliable, research-based diagnostic assessment and intervention strategies, coaching and mentoring models, and other programs in mathematics. Specifies the duties of the center. Requires the Council on Postsecondary Education to select a location for the center no later than January 1, 2006. Declares an emergency. http://lrc.ky.gov/RECORD/05RS/HB93.htm Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc Title: H.B. 93 (Section 4) Source: lrc.ky.gov KY Signed into law 03/2005 P-12 Mandates that the Kentucky Department of Education provide assistance to schools and teachers, including publicizing professional development opportunities, methods of measuring effective professional development, the availability of high quality instructional materials, and developmentally appropriate screening and diagnostic assessments of student competency in mathematics and reading. Also requires the department to provide access to samples of units of study, annotated student work, diagnostic instruments, and research findings, and give guidance on parental engagement. Also requires that the department conduct an annual review of the state grant programs it manages and make recommendations, when needed, to the Interim Joint Committee on Education for changes to statutory requirements that are necessary to gain a greater return on investment. Requires the department to provide administrative support and oversight to programs to train classroom coaches and mentors to help teachers with reading and mathematics instruction. Declares an emergency. http://lrc.ky.gov/RECORD/05RS/HB93.htm Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc Title: H.B. 93 (Section 1, paragraph 4) Source: lrc.ky.gov KY Signed into law 03/2005 P-12 This act is to be cited as the "Read to Achieve Act of 2005." Relates to reading; makes an appropriation therefor; describes the general assembly's findings and intent regarding reading. Defines "comprehensive reading program," "reading diagnostic assessment," and "reading intervention program." Eliminates the Early Reading Incentive Fund and the Early Reading Incentive Grant Steering Committee; establishes the Reading Diagnostic and Intervention Fund and the Reading Diagnostic and Intervention Grant Steering Committee to provide renewable, two-year grants to help teachers and library media specialists improve the reading skills of struggling readers in the primary program. Requires the state board to: 1. Identify eligible grant applicants, taking into consideration how the grant program described in this section will relate to other grant programs; 2. Specify the criteria for acceptable diagnostic assessments and intervention programs; 3. Specify the criteria for acceptable ongoing assessment of each child to determine his or her reading progress; 4. Establish the minimum evaluation process for an annual review of each grant recipient's program and progress; 5. Identify the annual data that must be provided from grant recipients; 6. Define the application review and approval process; 7. Establish matching requirements deemed necessary; 8. Define the professional development and continuing education requirements for teachers, library media specialists, administrators, and staff of grant recipients; 9. Establish the conditions for renewal of a two-year grant; and 10. Specify other conditions necessary to implement the program. Sets forth principles that program grant applicants must meet for the applicant's request for funding to be approved. Requires the department's annual report on the use of grant funds to include comparisons of the overall costs and effectiveness of intervention programs, and every other year to include an estimate of the cost to expand the reading diagnostic and intervention grant program. Modifies the membership and expands upon the powers of the Reading Diagnostic and Intervention Grant Steering Committee. Requires the Collaborative Center for Literacy Development: Early Childhood through Adulthood to undertake specified advisory and research duties. Requires the center's research agenda to consider the impact of various reading and intervention programs: 1. In eliminating academic achievement gaps among students with differing characteristics, including subpopulations of students with disabilities, students with low socioeconomic status, students from racial minority groups, students with limited English proficiency, and students of different gender; 2. In schools with differing characteristics, such as urban versus rural schools, poverty versus nonpoverty schools, schools with strong library media center programs versus schools with weak library media center programs and schools in different geographic regions of the state; 3. In terms of their costs and effectiveness; and 4. In maintaining positive student progress over a sustained period of time. Requires the Early Childhood Development Authority to provide that primary students, regardless of age, who are having difficulty with reading may be referred and receive a second vision examination as described in KRS 156.160 at no cost to the parent. http://lrc.ky.gov/RECORD/05RS/SB19.htm Title: S.B. 19 Source: lrc.ky.gov CA Vetoed 09/2004 P-12 Establishes the High School Remediation Funding Flexibility Program for the purpose of providing funding flexibility for remediation instruction for high school pupils in grades 9 to 12 who are at risk of not passing the high school exit examination. Provides for remediation instruction class size. Requires such instruction to be in the core subject areas that are tested, and to be provided by a certificated employee who is highly qualified, as defined by the state board of education for purposes of the federal No Child Left Behind Act of 2001. Authorizes a school district to participate in the program only if it received funding pursuant to the Morgan-Hart Class Size Reduction Act of 1989 continuously since the 2001-02 fiscal year, in which case, the bill would authorize the school district to use any available funds from that act for purposes of the program. http://www.leginfo.ca.gov/pub/bill/asm/ab_2601-2650/ab_2647_bill_20040825_enrolled.html Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_2647_veto.pdf Title: A.B. 2647 Source: California Legislative Web site CA Vetoed 09/2004 P-12 Requires a school district, as a condition of receiving funding for supplemental instruction, to convene a pupil study team for each pupil who is retained, or at risk of being retained, between the 2nd and 3rd grades because the pupil's reading ability is unsatisfactory. Requires a pupil study team to develop an intervention plan for the pupil to whom it is assigned and to meet once a year for this purpose until the pupil graduates from the school or until the team determines that the pupil no longer needs intervention. If a pupil graduates from elementary school and is still in need of the services provided pursuant to his or her intervention plan, a letter to that effect would be required to be placed in the pupil's cumulative file so that this need is communicated to personnel at the school the pupil will subsequently attend. Requires that a school district give first priority for the use of supplemental instruction funding to the implementation of the intervention plans developed by pupil study teams. Makes implementation of these provisions contingent upon funds being appropriated for this purpose in the annual Budget Act or other statute. http://www.leginfo.ca.gov/pub/bill/sen/sb_0651-0700/sb_651_bill_20040826_enrolled.html Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/SB_651_Veto.pdf Title: S.B. 651 Source: California Legislative Web site VA Signed into law 04/2004 P-12 Requires local boards to provide early identification, diagnosis, and assistance for students with reading problems and provision of instructional strategies and reading practices that benefit the development of reading skills for all students. Requires one full-time reading specialist for each 1,000 students in average daily membership; http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0955 Title: H.B. 1014 Source: leg1.state.va.us VA Signed into law 04/2004 P-12 Deletes language defining educationally at risk students as those whose scores are in the bottom national quartile on Virginia State Assessment Program tests, and adds that educationally at risk students are those who do not pass a 3-8 Standards of Learning assessment. Deletes language allowing each school board to establish a remediation program standards committee. http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0955 Title: H.B. 1014 Source: leg1.state.va.us VA Signed into law 04/2004 P-12 Amends section 22.1-253.13:1 and 22.1-253.13:2 . Specifies that the Standards of Learning form the core of Virginia's educational program and other educational objectives. Specifies that the state board must, at a minimum, define Standards of Learning for English, mathematics, science, history and social science. Specifies that "communication" as included in the Standards of Learning comprises listening, speaking, reading and writing. To passage on public input on proposed revisions to the Standards of Learning, adds that the department must provide and maintain Web capacity to allowing K-12 educators to submit recommendations for improvements to the Standards of Learning, when under review by the state board, as well as to the related assessments. Deletes "career education schools" from language requiring local boards to implement career and technical education programs. Provisions (i) increase from one half-time to one full-time principal in elementary schools with fewer than 300 students; (ii) provide one full-time assistant principal for each 400 students in each school, regardless of grade level; (iv) lower the pupil-teacher ratio from 25:1 to 21:1 in middle and high schools, to ensure the provision of scheduled teacher planning time; (v) reduce the required speech pathologist caseload from 68 to 60 students; (vi) require two technology support positions per 1,000 students in kindergarten through grade 12 divisionwide; and (viii) modify the current funding mechanism for remediation. Requires the state board to submit to the governor and the general assembly a report on the condition and needs of public education in the commonwealth and shall identify any school divisions and the specific schools therein that have failed to establish and maintain schools meeting the existing prescribed standards of quality. http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0955 Title: H.B. 1014 Source: leg1.state.va.us WA Signed into law 03/2004 P-12 The bill repeals RCW 28A.165 current law governing the Learning Assistance Program (LAP), and adds new sections re-establishing LAP. Section 6 creates a new LAP approval process based on the submission of an annual plan addressing all elements represented in Section 4 of the bill (Progam Plan). School districts that achieve reading and mathematics goals as prescribed in RCW 28A.655 (Academic Achievement and Accountability) will have their program approved upon submittal. Districts with one or more schools in a state or federal program of school improvement will have their plan and programs approved in conjunction with state or federal school improvement program requirements. Schools districts that are not achieving reading and mathematics goals and are not in state or federal school improvement programs shall be subject to LAP plan approval once plan components are reviewed by the Office of the Superintendent of Public Instruction (OSPI). The purpose of the review is to provide districts with technical assistance in the final development of the plan. This additional requirement to provide technical assistance will require additional resources to ensure that school districts receive an adequate level of support. Promotes the use of assessment data when developing programs to assist underachieving students; guides school districts in providing the most effective and efficient practices when implementing such programs; provides the means by which a district becomes eligible for learning assistance program funds and the distribution of those funds. http://www.leg.wa.gov/pub/billinfo/2003-04/Senate/5875-5899/5877-s_e.pdf Title: S.B. 5877 Source: http://www.leg.wa.gov AR Signed into law 01/2004 P-12 Adds Ark Code 6-15-433, adds 6-15-1801. Beginning in the 2004-05 school year, students in grades K-12 who have not demonstrated proficiency on the Arkansas Comprehensive Proficiency Program exams will be required to participate in remediation programs. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/SB33.pdf Title: S.B. 33 §§ 4, 5 Source: Arkansas Legislative Web site AR Signed into law 01/2004 P-12 Postsec. Adds Ark. Code 6-15-2201. Requires postsecondary education to report on the readiness of high school students for higher education; the state board of education shall require schools and districts to develop strategies to improve student readiness for postsecondary education and reduce remediation for high school graduates. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/SB33.pdf Title: S.B. 33 § 10 Source: Arkansas Legislative Web site GA Adopted 11/2003 P-12 Clarifies rules regarding instructional extension, a state-funded instructional program beyond the regular school day to address the academic needs of low-performing students. Allows local school systems to spend up to 15 percent of the designated funds on transportation costs incurred for transporting students who are attending the additional classes. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-2-.14.pdf Title: GAC 160-4-2-.14 Source: Georgia State Department of Education Web site OH Signed into law 08/2003 P-12 Requires intervention services be provided to students who fail to demonstrate at least a score at the proficient level on a required state assessment. Title: H.B. 3--Section 3301.0711(D) Source: www.legislature.state.oh.us TX Emergency Rule Adoption 07/2003 P-12 Amends rules regarding success initiative assessment requirement. Concerns general provisions. TEXAS REG 86372 (SN) Title: 19 TAC 12.22 thru .33, .35 thru .39 Source: StateNet NC Signed into law 06/2003 P-12 Postsec. Creates the Innovative Education Initiatives Act to develop cooperative efforts between secondary schools and institutions of higher education to reduce dropout rates, increase high school and college graduation rates and decrease the need for higher education remedial programs; creates the cooperative innovative high school programs; permits public and private colleges and private businesses or organizations to participate; provides for funding. The General Assembly strongly endorses the Governor's goal of making North Carolina's system of education first in America by 2010. With that as the goal, the Education Cabinet shall set as a priority cooperative efforts between secondary schools and institutions of higher education so as to reduce the high school dropout rate, increase high school and college graduation rates, decrease the need for remediation in institutions of higher education, and raise certificate, associate, and bachelor degree completion rates. The Cabinet shall identify and support efforts that achieve the following purposes: (1) Support cooperative innovative high school programs; (2) Improve high school completion rates and reduce high school dropout rates; (3) Close the achievement gap; (4) Create redesigned middle schools or high schools; (5) Provide flexible, customized programs of learning for high school students who would benefit from accelerated, higher level coursework or early graduation; (6) Establish high quality alternative learning programs; (7) Establish a virtual high school; (8) Implement other innovative education initiatives designed to advance the state's system of education. Requires the Education Cabinet to identify federal, state, and local funds that may be used to support these initiatives. In addition, the Cabinet is strongly encouraged to pursue private funds that could be used to support these initiatives. http://www.ncga.state.nc.us/html2003/bills/AllVersions/Senate/S656vc.html Title: S.B. 656 Source: http://www.ncga.state.nc.us/ GA Adopted 06/2003 P-12 Established requirements for Remedial Education Program (REP). Specifies the criteria students in grades 9-12 must meet to be eligible for services. Requires each local school system to submit to the Department of Education the achievement results of all students who received instructional services through the REP in the content areas in which they were served. Clarifies reporting requirements for local school boards regarding percentages of passing students. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-5-.01.pdf Title: GAC 160-4-5-.01 Source: Georgia State Web site TX to governor 06/2003 P-12 Amends Sec. 21.005. HIGH-QUALITY TEACHERS. Allows the commissioner to establish by rule a statewide standard to be used to certify each school district that is preparing, training, and recruiting high-quality teachers in a manner consistent with the No Child Left Behind Act of 2001. Requires the commissioner to develop and make available training materials and other teacher training resources to assist teachers in developing the expertise required to enable students of limited English proficiency to meet state performance expectations. Requires the state agency to develop and make available teacher training materials and other teacher training resources to assist teachers in enabling students of limited English proficiency to meet state performance expectations. The teacher training resources shall be designed to support intensive, individualized, and accelerated instructional programs developed by school districts for students of limited English proficiency. Requires the commissioner, in coordination with representatives of institutions of higher education and school districts, to develop an on-line diagnostic and assistance program for each assessed (TAKS) subject to help students prepare for the 11th grade exit-level test. Also requires the commission (with higher education representatives) to develop other academic programs of mutual benefit to school districts and institutions of higher education. The bill requires the commissioner to seek private funding to make available on the Internet each diagnostic and assistance program developed. The bill authorizes the commissioner to permit a low-performing campus to participate in an innovative redesign of the campus to improve campus performance. http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM Title: S.B. 1108 (Section 21.005) Source: http://www.capitol.state.tx.us TX Signed into law 06/2003 P-12 Authorizes a school district to provide a flexible year program for students who did not perform well or are not likely to perform well on a certain assessment instrument or who would not otherwise be promoted to the next grade level. The bill authorizes a school district to provide additional instructional days for such a program by setting aside certain days for that purpose. The bill requires each educator employed under a 10-month contract to provide the minimum days of service required under Section 21.401, notwithstanding any reduction in the number of instructional days in the regular school year or in the number of staff development days. The bill authorizes a school district to require educational support personnel to provide service as necessary for an optional flexible year program. The bill authorizes the commissioner to adopt rules for these administration of flexible year programs. Provides that, except as authorized under Sections 29.0821, 25.081(b), and 25.084, each school district operate so that the district provides for at least 180 days of instruction for students. Provides an alternative method for calculating average daily attendance for a district that operates under a flexible year program. (Bill Analysis, House Committee) http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=00346&VERSION=5&TYPE=B Title: S.B. 346 Source: http://www.capitol.state.tx.us TX to governor 06/2003 P-12 Postsec. Requires state commissioner to develop, in coordination with appropriate representatives of institutions of higher education and school districts: (1) a diagnostic and assistance program for each subject assessed by an assessment instrument; and (2) other academic programs of mutual benefit to school districts and institutions of higher education. Requires the commissioner to seek private funding to make available and maintain on the Internet each diagnostic and assistance program. http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM Title: S.B. 1108 (Section 29.910) Source: http://www.capitol.state.tx.us TX to governor 06/2003 P-12 Requires districts to offer an intensive program of instruction to a student who does not perform satisfactorily on an assessment instrument administered under Subchapter B, Chapter 39. This program must be designed to: (1) enable the student to: (A) to the extent practicable, perform at the student's grade level at the conclusion of the next regular school term; or (B) attain a standard of annual growth specified by the school district and reported by the district to the agency; and (2) if applicable, carry out the purposes of Section 28.0211. Districts are to use state funds. http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM Title: S.B. 1108 (Section 28.0213) Source: http://www.capitol.state.tx.us WA Signed into law 05/2003 P-12 A new section is added to chapter 28A.630 13 RCW. Creates the special services pilot program to encourage participating school districts to provide early intensive reading and language assistance to students who are struggling academically. The goal of such assistance is to effectively address reading and language difficulties resulting in a substantially greater proportion of students meeting the progressively increasing performance standards for both the aggregate and disaggregated subgroups under federal law. A maximum of two school districts may participate. Ends in 1997 (four years duration). http://www.leg.wa.gov/pub/billinfo/2003-04/House/2000-2024/2012-s2_pl.pdf Title: H.B. 2012 Source: http://www.leg.wa.gov MN Signed into law 05/2003 P-12 Postsec. Effective the day after enactment, requires the commissioner to provide written recommendations to the committees of the legislature having jurisdiction over kindergarten through grade 12 education policy and budget issues by February 1, 2004, that: (1) identify the cut-scores on high school reading and mathematics assessments indicating that remedial instruction in the state's two-year higher education institutions is unneeded; (2) recommend alternative assessments, including student portfolios; (3) recommend whether students must pass state end-of-course examinations as a requirement for high school graduation; (4) evaluate the feasibility of including state percentile rankings and a national comparison; and (5) establish a method for using the grade 8 language arts and math tests to satisfy basic skills requirements. See Article 2, Section 2: http://www.revisor.leg.state.mn.us/cgi-bin/getbill.pl?session=ls83&version=latest&number=HF302&session_number=0&session_year=2003 Title: H.F. 302 (multiple provisions) Source: www.revisor.leg.state.mn.us NM Signed into law 03/2003 P-12 Amends Section 22-2A-6. Remediation programs, academic improvement programs and promotion policies shall be aligned with alternative school or district-determined assessment results and requirements of the assessment and accountability program. Schools must provide remediation opportunities to students in grades 1-8 who fail to make adequate yearly progress. Costs for remediation programs and academic improvement programs are borne by the district. The cost of summer and extended day remediation programs and academic improvement programs offered in grades nine through twelve shall be borne by the parent; however, where parents are determined to be indigent according to guidelines established by the state board, the district shall bear those costs. Parents must be notified no later than the end of the second grading period that his child is failing to make adequate yearly progress. Students in grades 1-7 who have not made adequate yearly progress must participate in remediation, and if they still don't make AYP, must be retained in the same grade for no more than one year in order to have additional time to master the required content standards. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf Title: H.B. 212 (Omnibus Bill) Source: New Mexico State Legislature UT Signed into law 03/2003 P-12 Section 53A-3-402 requires local boards to implement the core curriculum using instructional materials that best correlate to the core curriculum and graduation requirements; administer required tests and create plans to improve student progress; use progress-based assessments as part of a plan to identify schools, teachers and students that need remediation and determine the type and amount of resources to implement that remediation; develop early warning systems for students or classes failing to make progress; work with the state office of education to establish a library of documented best practices; implement training programs for school administrators, including basic management training, best practices in instruction, budget training, staff management, managing for learning results and continuous improvement, and how to help every child achieve optimal learning in core academics. http://www.le.state.ut.us/~2003/bills/sbillenr/sb0154.pdf Title: S.B. 154 (Omnibus Bill) Source: http://www.le.state.ut.us VA Signed into law 03/2003 P-12 Requires school boards to provide programs of prevention, intervention, and remediation for students failing an end-of-course test required for the award of a verified unit of credit needed by student for graduation; requires these students to participate in such prevention, intervention, and remediation; provides school divisions are to add these students to their existing remediation report requirements. Title: H.B. 1757 Source: StateNet VT Active 10/2002 P-12 Approved supplemental service providers (revised 10/15/02): http://www.state.vt.us/educ/new/pdfdoc/laws/nclba/supp_providers.pdf Title: N/A Source: Vermont Department of Education Web site LA Active 10/2002 P-12 Notice that supplemental services application will be available on Web site October 18, 2002 with a November 15, 2002 closing date: (http://www.doe.state.la.us/DOE/OQE/PublicNotice.doc) Instructions about applying: (http://www.doe.state.la.us/DOE/OQE/Summary.doc) Title: N/A Source: Louisiana Department of Education Web site AL Active 10/2002 P-12 Supplemental Education Services RFP; closing date: November 15, 2002. ftp://ftp.alsde.edu/documents/57/Supplemental%20Service%20Provider%20RFP2.doc Title: N/A Source: Alabama Department of Education Web site AR Active 10/2002 P-12 Supplemental Education Services RFP (not dated); closing date: November 1, 2002: http://arkedu.state.ar.us/pdf/rfp_proposal2002.pdf Title: N/A Source: Arkansas Department of Education Web site AZ Active 10/2002 P-12 Supplemental Services Web page: http://www.ade.az.gov/asd/title1/ses/default.asp - Supplemental Education Services application and scoring rubric (dated 10/3/02); closing date: 10/30/02 (http://www.ade.az.gov/asd/title1/ses/SupplementalServicesAppOct2002.pdf) - Approved providers by county (undated list): (http://www.ade.az.gov/asd/title1/ses/countydistrictlist.pdf) - Approved providers in alphabetical order (undated list): (http://www.ade.az.gov/asd/title1/ses/SSproviderschart.pdf) Title: N/A Source: Arizona Department of Education Web site CA Active 10/2002 P-12 Supplemental Services Web page: (http://www.cde.ca.gov/iasa/titleone/pi/supservices.html) -Supplemental Services RFP (dated May 2002); closing date:June 14, 2002:(http://www.cde.ca.gov/iasa/titleone/pi/supservapp.rtf -2002-2003 eligible schools for supplemental services (updated 9/17/02): (http://www.cde.ca.gov/iasa/titleone/pi/supservschools.html) -Approved providers:(http://www.cde.ca.gov/iasa/titleone/pi/ssproviders.html) and (http://www.cde.ca.gov/iasa/titleone/pi/ssproviders2.html) Title: N/A Source: California Department of Education Web site DC Active 10/2002 P-12 Supplemental Education Services RFP; closing date: October 21, 2002: (http://www.k12.dc.us/dcps/what%27s_new/Supplemental%20SrvcRqst-NCLB.pdf) Title: N/A Source: District of Columbia Public Schools Web site GA Active 10/2002 P-12 - Supplemental education services providers application (dated 9/23/02); closing date: 11/16/02 (http://www.doe.k12.ga.us/federal/nclb/_documents/providers_application.pdf) - List of approved supplemental education service providers (updated 9/13/02): (http://www.doe.k12.ga.us/federal/nclb/_documents/service_providers.pdf) - Information for parents: http://www.doe.k12.ga.us/federal/nclb/nclb_parents.html Title: N/A Source: Georgia Department of Education Web site HI Active 10/2002 P-12 - Supplemental Education Services Application (closing date: August 15, 2002): (http://216.239.39.100/search?q=cache:bzemN8wS56YC:doe.k12.hi.us/nclb/changes/020726takahashi/prospectus.htm+supplemental+services&hl=en&ie=UTF-8) - Information for parents: http://doe.k12.hi.us/nclb/index.htm Title: N/A Source: Hawaii Department of Education Web site KY Active 10/2002 P-12 Supplemental Education Services RFP; closing date 10/15/02: (http://www.kde.state.ky.us/osis/resources/ssRFP.asp - page expires 10/15/02) Title: N/A Source: Kentucky Department of Education Web site MI Active 10/2002 P-12 Supplemental education services application; applications accepted on a continuous basis: (http://www.michigan.gov/documents/Supplemental_Service_Providers_Application_40465_7.pdf) Supplemental education services web page: (http://www.michigan.gov/mde/0,1607,7-140-6525_6530_6559-49582--,00.html) Title: N/A Source: Michigan Department of Education Web site ND Active 10/2002 P-12 List of approved supplement service providers: http://www.dpi.state.nd.us/title1/targeted/general/list.shtm Supplemental services application; deadline was 8/20/02): http://www.dpi.state.nd.us/news/rfp82002.pdf Title: N/A Source: North Dakota Department of Public Instruction NH Active 10/2002 P-12 Supplemental Services application; deadline 10/7/2002: (http://www.ed.state.nh.us/RFPs/Title%20I%20supplemental%20services%20RFP.htm) Title: N/A Source: New Hampshire Department of Education Web site NV Active 10/2002 P-12 -Supplemental Services application; deadline 8/2/2002: (http://www.nde.state.nv.us/nclb/providers/RFA.app.new.doc) -Application cover letter: http://www.nde.state.nv.us/nclb/providers/RFA.memo.doc -Scoring Rubric: http://www.nde.state.nv.us/nclb/providers/RFA.rubric.doc -Note on web site states: "The Nevada Department of Education's decision regarding who will be included on the Supplemental Educational Services provider list has been postponed, pending approval of the criteria, by the Nevada State Board of Education in October 2002. Because no schools will be required to offer supplemental services prior to September 2003, this delay should not create difficulties for potential providers." (http://www.nde.state.nv.us/nclb/) Title: N/A Source: Nevada Department of Education Web site NY Active 10/2002 P-12 List of approved supplemental education service providers: http://www.emsc.nysed.gov/nyc/SES/ApprovedProviders/AlphaCountyChoice.html Title: N/A Source: New York Department of Education Web site OK Active 10/2002 P-12 Approved supplemental service providers: (http://www.sde.state.ok.us/pro/SuppServ/providerlist.html) Supplemental Services application; continuous application process: (http://www.sde.state.ok.us/acrob/SUPPeducSERVrfp.pdf) Title: N/A Source: Oklahoma Department of Education Web site SC Active 10/2002 P-12 2002-2003 approved supplemental service providers:(http://www.myscschools.com/offices/cso/Title_I/supp_service.pdf) Title: N/A Source: South Carolina Department of Education Web site TX Active 10/2002 P-12 Supplemental Education Services application (deadline 12/1/02 for addition to initial approved list): (http://www.tea.state.tx.us/nclb/sip/ProviderApplication.pdf) Approved providers: (http://www.tea.state.tx.us/nclb/SESProviderInfo.pdf) Title: N/A Source: Texas Department of Education Web site UT Active 10/2002 P-12 Supplemental Education Services RFP; deadline 10/1/02: (http://www.usoe.k12.ut.us/curr/nclb/pdf/SupServProvApp.pdf) Application Rubric: (http://www.usoe.k12.ut.us/curr/nclb/pdf/SupServRub.pdf) Title: N/A Source: Utah Department of Education Web site WA Active 10/2002 P-12 Supplemental services application; deadline 8/25/02: (http://www.k12.wa.us/ESEA/pubdocs/SupServAPP-RFP.pdf) Application received after the closing date will be reviewed within 6 months and approved providers will be added to subsequent lists. Approved providers will be required to renew their applications annually. Supplemental education services providers approved 10/1/02; additional providers will be approved January 2003: (http://www.k12.wa.us/ESEA/pubdocs/ApprovedProviders.pdf) Title: N/A Source: Washington Department of Education Web site WI Active 10/2002 P-12 - Supplemental Services web page: (http://www.dpi.state.wi.us/dpi/esea/supplemental.html) - Supplement services application; deadline 11/15/02: (http://www.dpi.state.wi.us/dpi/esea/9550/9550_s.doc) - Approved providers (9/02): (http://www.dpi.state.wi.us/dpi/esea/providers.html) - Supplemental education services agreement: (http://www.dpi.state.wi.us/dpi/esea/9550/q02_17.doc) Completed applications are due Aug. 15. This is not a competitive process. Providers that meet the criteria specified on the application will be included on the state-approved Supplemental Educational Services Provider List. The DPI will update the list in January 2003 (deadline Nov. 15), and thereafter annually (deadline June 1). Title: N/A Source: Wisconsin Department of Education Web site CA Vetoed 09/2002 P-12 Repeals the provisions that would become operative on 1/1/2003 that would require a school district to offer supplemental instruction to pupils in grades 2 to 9 who are recommended for retention or who are retained in the same grade. Deletes the repeal date of provisions authorizing a school district to offer programs of supplemental instruction to pupils in grades 2 to 6 in specified subjects based on results of statewide achievement tests. Title: A.B. 2130 Source: Lexis-Nexis/StateNet MT Active 09/2002 P-12 Supplemental Education Services Application; deadline 9/30/02: (http://www.opi.state.mt.us/pdf/TitleI/SuppEdServ.pdf) Title: N/A Source: Montana Department of Public Instruction Web site CA Vetoed 09/2002 P-12 Authorizes a school district that offers adult education to offer a program, course, or class of supplemental instruction in preparation for the high school exit examination exclusively to persons who complete grade 11 and fail the high school exit examination. Includes among the approved programs preparation courses for the high school exit examination and would increase the amount a school district may expend for this purpose to 10%. Title: A.B. 1794 Source: Lexis-Nexis/StateNet MO Active 09/2002 P-12 Supplemental Education Services RFP; deadline 12/6/02: (http://www.dese.state.mo.us/divimprove/nclb/Supplemental%20RFP.pdf) Title: N/A Source: Missouri Department of Education Web site IL Adopted 09/2002 P-12 Illinois State Board of Education adopted criteria for approving supplemental education service providers on 9/19/2002. (no policy number given). The criteria covers the following areas: evidence of effectiveness, evidence of program quality, instructional program, monitoring student progress, communication of student progress, qualifications of instructional staff, financial soundness and organization capacity, and compliance with federal, state and local health, safety and civil rights law. (http://www.isbe.state.il.us/nclb/htmls/sesp.htm) Service provider application: http://www.isbe.state.il.us/nclb/pdfs/sespapp.pdf Title: N/A Source: Illinois State Board of Education Web site NM Active 09/2002 P-12 Supplemental Services RFP; Deadline 10/8/02http://www.state.nm.us/spd/rfp300000000045.doc Title: N/A Source: New Mexico Department of Education Web site AK Active 09/2002 P-12 Supplemental Education Services Providers Application; application process open continuously; applications will be reviewed periodically. http://www.eed.state.ak.us/nclb/pdf/SSP_RFA.pdf Title: N/A Source: Alaska Department of Education Web site CO Active 09/2002 P-12 State Approved Supplemental Service Providers -- http://www.cde.state.co.us/cdeunified/download/SS-AllProviders_ProgDescripts.pdf Link to main supplemental services page: http://www.cde.state.co.us/cdeunified/suppedprov.htm Title: N/A Source: Colorado Department of Education Web Site IA Active 09/2002 P-12 Supplemental Education Services application; closing date 9/13/02: http://www.state.ia.us/educate/ecese/asis/titlei/doc/sespapp04.pdf Title: N/A Source: Iowa Department of Education Web site ID Active 09/2002 P-12 Supplemental Education Services application; closing date September 16, 2002: http://www.sde.state.id.us/comped/docs/SupplementalServices.doc Title: N/A Source: Idaho Department of Education Web site KY 09/2002 P-12 Kentucky's Education Department approved criteria for selecting supplemental-services providers for students in low-performing schools. Among other criteria, applicants must: Have a demonstrated record of effectiveness or have a high probability of increasing student academic achievement. Provide supplemental educational services that are consistent with state academic standards (The Standards and Indicators for School Improvement, Kentucky Core Content and Kentucky Student Performance Descriptors). Provide research-based instruction that is of high quality and designed to increase student achievement. Meet all applicable federal, state and local health, safety and civil rights laws. Provide instruction and content that is secular, neutral and non-ideological. Provide parents of children receiving services with information on progress of children in increasing achievement, in a format and, to the extent practicable, a language that parents can understand. Be financially sound. Provide instruction in addition to what is provided during the school day. Title: N/A Source: http://www.kde.state.ky.us/osis/resources/rfp.rtf NE Active 09/2002 P-12 Supplemental Education Services application; deadline 10/15/2002: (http://www.nde.state.ne.us/TITLE1/nesspapp.pdf) Title: N/A Source: Nebraska Department of Education Web site PA Active 09/2002 P-12 -Supplemental Education Services web page; includes instruction for applying and application; application deadline 9/23/02: (http://www.pde.state.pa.us/nclb/cwp/view.asp?a=3&Q=82596) - Approved providers: (http://www.pde.state.pa.us/nclb/lib/nclb/finalSESProviders.pdf) - Approved SES providers must renew their applications annually. Title: N/A Source: Pennsylvania Department of Education Web site VA Active 09/2002 P-12 - Board approved criteria (7/25/02): (http://www.pen.k12.va.us/VDOE/nclb/boe/Supplmtl_srvcs_criteria.pdf) - Supplemental Services RFP (initial proposal deadline 9/7/02): (http://www.pen.k12.va.us/VDOE/nclb/ssp_app.doc) - Supplemental providers approved by Board on 9/26/02: (http://www.pen.k12.va.us/VDOE/suptsmemos/2002/adm064a.pdf) Title: N/A Source: Virginia Department of Education Web site WV Active 08/2002 P-12 Supplemental Services RFP; approval period 9/1/02 to 6/30/03: (http://wvde.state.wv.us/tt/2002/supplementalserviceproviderRFP.pdf) Title: N/A Source: West Virginia Department of Education Web site DE Active 08/2002 P-12 Supplemental Education Services application; closing date: (August 30, 2002: http://www.doe.state.de.us/SchoolImprovement/) Look under "Technical Assistance and Professional Development." Title: N/A Source: Delaware Department of Education Web site FL Signed into law 08/2002 P-12 Shifts responsibility for establishing rules regarding student report cards from state superintendent to state board. Modifies rules relating to remediation, retention and promotion. Specifically, as stated by legislative summary, "The bill requires retention of students whose reading deficiency is not remedied by the third grade, as demonstrated by scoring at Level 2 or higher on the third grade reading portion of the FCAT. Before third grade, students identified as having a substantial reading deficiency must be given intensive reading instruction." Also, "The bill requires that academic improvement plans describe specific areas of reading deficiency, desired levels of performance in these areas, and necessary support services. The bill requires written parental notification of a substantial reading disability, current services, proposed remediation, and a mandatory third grade retention requirement. The bill outlines good cause exemptions: Limited English Proficient students who have had less than two years of instruction in an English for Speakers of Other Languages program; those with disabilities whose individual education plan (IEP) indicates that participation in the statewide assessments is not appropriate; those who demonstrate an acceptable level of performance on an alternative standardized reading assessment approved by the State Board of Education; those who demonstrate, through a student portfolio, the mastery of the Sunshine State Standards in reading equal to a Level 2 performance on the FCAT; students with disabilities who were previously retained in kindergarten, first or second grade, who participate in the FCAT and whose IEP or 504 plan shows a remaining deficiency after intensive remediation in reading for more than two years; and students who have received the intensive remediation in reading for two or more years but still demonstrate a deficiency or who were previously retained in kindergarten, grade one or grade two for a total of two years. The bill requires the teacher to document and report any good cause exemption to the principal. The principal reviews and reports a recommendation to the superintendent who makes the final decision. Each step of this process must be in writing. The bill gives the State Board of Education authority to enforce these provisions by requiring that districts submit relevant data, allowing the Commissioner of Education to investigate noncompliance, ordering compliance within a specified time frame, and withholding funds in the event of continued noncompliance." See bill section 371, page 825, line 4 ff: http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf Title: S.B. 20E Source: http://www.leg.state.fl.us IN Active 08/2002 P-12 Supplemental Education Services Application (dated August 2002); closing date: 10/4/02 (http://paris.doe.state.in.us/downloads/SuppServicesApp.doc) Title: N/A Source: Indiana Department of Education Web site NY Signed into law 08/2002 P-12 Amends the Education Law to conform to the provisions of the federal No Child Left Behind Act of 2001; directs the Commissioner of Education to establish procedures for the approval of providers of supplemental educational services; authorizes school districts to contract with approved supplemental educational service providers selected by students' parents. Also adds compliance provisions for safe schools under the No Child Left Behind Act of 2001. http://assembly.state.ny.us/leg/?bn=A11858&sh=t Title: A.B. 11858 Source: http://assembly.state.ny.us TN Active 08/2002 P-12 Supplemental Education Services web page: (http://www.state.tn.us/education/acctsupplemental.htm) Supplemental Services application (deadline 8/9/02): (http://www.state.tn.us/education/acctsupplementalapp.pdf) Approved providers: (http://www.state.tn.us/education/accttennesseessp.pdf) Title: N/A Source: Tennessee Department of Education Web site KS Active 07/2002 P-12 Supplemental Education Services Application; closing date: August 15, 2002 (http://www.ksde.org/sfp/titleI/supplementalsvc.doc) Title: N/A Source: Kansas Department of Education Web site NC Active 07/2002 P-12 Application cover letter (7/22/02): http://www.ncpublicschools.org/esea/intro_letter.pdf Supplemental Education Services information, application and approval process (7/18/02); deadline 8/16/02): http://www.ncpublicschools.org/esea/SESPapp.pdf Title: N/A Source: North Carolina Department of Education Web site CO Signed into law 05/2002 P-12 Requires the department to ensure that assessments administered through the Colorado Student Assessment Program (CSAP) are designed to generate results that may be used as diagnostic tools for improving student performance. Department must implement the recommendations of the governor-appointed task force that reviewed the assessment reporting format and use of assessment results. Requires the department to offer districts, schools and the public a list of resources and programs that said may access to help students correct learning issues identified by assessment results. Requires local boards to approve policies that ensure appropriate personnel inform each student's parents of assessment results and diagnostic reporting. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/7D827B7EBE51F7C987256B10004F233E?Open&file=059_enr.pdf Title: S.B. 59 Source: www.leg.state.co.us OK Signed into law 05/2002 P-12 Narrows the requirements for remediation in grades three through eight to the subject areas of reading and mathematics. Title: S.B. 1631 Source: 2002 Session Highlights WV Signed into law 03/2002 P-12 The legislature finds that schools that have implemented programs to strengthen student learning ability are reporting statistically significant improvement in the statewide test scores in reading, language and math of students referred to the programs. Therefore, it is the intent of the Legislature through this section to establish a more formal method to fund programs that strengthen student learning ability. The state board is required to establish a program for strengthening student learning ability that includes the following: (1) A procedure for schools to apply for funds to implement programs to strengthen student learning ability in accordance with the provisions of this section; (2) Specific factors for determining the need for each school applying for funds in accordance with subsection (e) of this section; (3) A method for judging applications for funds on a competitive basis; and (4) A determination of the maximum percentage of total funds appropriated for the purposes of this section which may be distributed for use in grades six through twelve so that the priority for program implementation is at the prekindergarten and elementary levels. Proposed programs must include the following: (1) Assessment of the cognitive abilities of students; (2) Physical screening that identifies barriers to a student's ability to learn; (3) Development of a student-specific program to improve student learning ability based on the results of the assessment and physical screening; (4) Administration of learning development exercises that strengthen the ability of students to learn; and (5) An evaluation of the program's impact, including factors such as student test scores and other measures of student performance, the program's impact on special education referrals, program cost and other information considered important for judging the value of the program. Also includes an early childhood component. ftp://129.71.164.29/ftp-house02/HB4001-4100/ Title: H.B. 4022 Source: West Virginia state web site OH Signed into law 11/2001 P-12 Eliminates the requirement that school districts implement competency-based education programs. Directs the State Board of Education to develop statewide academic standards for each of grades K-12 in reading, writing, math, science, and social studies; diagnostic assessments aligned with the academic standards for grades kindergarten through two in reading, writing, and math and for grades three through eight in all five subject areas covered by the standards. Requires the State Board to design a model curriculum aligned with the academic standards which school districts may (but are not required to) use for instruction. Requires school districts to administer the diagnostic assessments at least once annually to all students in the appropriate grade levels; to provide intervention services to students whose scores on the diagnostic assessments show that they are unlikely to meet the academic standards. Permits "high-performing" school districts to use assessments other than the diagnostic assessments. Phases in the development of 15 achievement tests (total) in 3rd, 4th, 5th, 7th, 8th, and 10th grades to replace 20 proficiency tests currently administered in 4th, 6th, 9th, and 12th grades. Requires the state board to align the new tests with the academic standards and model curricula. Title: S.B. 1 Source: 2001 Digest of Enactments OH Signed into law 11/2001 P-12 Requires districts and community schools (charters) to provide intervention services to students who fail to attain a proficient score on any fourth grade proficiency test, and creates an intervention requirement for students who score below the proficient level on any 9th grade proficiency test or below the "basic" level on the 3rd, 4th, 5th, 7th or 8th grade achievement tests. Permits schools and districts to use a below basic score on 4th, 5th. 7th or 8th grade achievement tests "as a factor in any decision to deny promotion" to the next grade level. Title: S.B. 1 Source: 2001 Digest of Enactments TX Signed into law 06/2001 P-12 Texas law defines a "student at risk of dropping out of school" by age rather than grade level for students in grade levels higher than seventh grade. This definition is used in determining portions of a school district's funding. S.B. 702 expands the definition of "student at risk of dropping out of school," and sets forth guidelines for administering and funding of a compensatory and accelerated instruction program in public schools. Title: S.B. 702 Source: http://www.senate.state.tx.us/ MS Signed into law 05/2001 P-12 Deletes the automatic repealer on the Pilot Program for testing and educational remediation for students with dyslexia and related disorders. Title: S.B. 2309 Source: Lexis-Nexis/StateNet NM Signed into law 04/2001 P-12 A school district shall provide reading enhancement in grades two through ten, designed to improve a student's reading proficiency to his grade level. Before the end of the school year, the reading proficiency of all students in grades one through nine shall be determined based upon a combination of state-mandated assessments and local school or district reading assessments. A student who is determined not to be reading at grade level shall be provided reading enhancement. Title: S.B. 180 Source: Lexis-Nexis/StateNet NM Vetoed 03/2001 P-12 Appropriates $3 million from the general fund to the state department for the purpose of establishing a new fund designed to support academic and social enrichment activities through tutoring and enhanced learning opportunities for students in grades 6, 7 and 8. Adds a new section, provides a definition of the terms within the Student Enhancement Act and lays out the general requirements for school participation. Schools that would like to begin these programs must apply to the state department, which will determine the need of the eligible school based on the number of students who are receiving free or reduced-fee lunches and have a significant level of student under-performance. The department retains the ability to monitor the results of these programs and can, if it has been determined, cease to provide funds to non-complying schools. Title: H.B. 46 Source: New Mexico Legislative Web Site AL Signed into law 05/2000 P-12 Relates to the assessment of student achievement in the public schools; removes the requirement that the board implement a nationally normed test in specified grades; requires that the board implement an assessment program in specified grades and assessment and remediation program in specified grades to prepare for the graduation examination. Title: S.B. 551 Source: Lexis-Nexis/StateNet MD Signed into law 05/2000 P-12 Defines "Academic Intervention Programs" as those taking place before or after school, or on weekends, during holidays, vacations or summer break. Provides grants to county boards for programs meeting certain criteria. Requires evaluation of the status and success on an individual program and statewide basis. Title: S.B. 810 Source: Lexis-Nexis AZ Signed into law 04/2000 P-12 Requires the Department of Education to establish an AIMS Intervention and Dropout Prevention Program; requires Department of Education to establish an Arizona Instrument to Measure Standards Intervention and Program and to develop the Program's procedure and guidelines; establishes requirements for the service providers to receive monies for participation in the program. Title: H.B. 2405 Source: Lexis-Nexis/StateNet KY Signed into law 04/2000 P-12 Postsec. Directs the Education, Assessment, and Accountability Review Subcommittee to study the issues of adequate preparation of students for promotion to higher grades, the establishment of appropriate educational criteria for entrance into higher grades, and remediation rates of entering postsecondary students. Title: H.C.R. 88 Source: Lexis-Nexis/StateNet VA Became law without governor's signature 04/2000 P-12 Relates to the Innovative Remedial Education Pilot Program; changes the date for which the first awards must be made to approved pilot programs to 01/01/2001; and makes technical changes. Title: H.B. 1355 Source: Lexis-Nexis/StateNet VA Signed into law 03/2000 P-12 Clarifies that educational remediation programs shall be evaluated on the basis of the pass rate on the Standards of Learning assessments; requires that the Board of Education promulgate regulations establishing standards for remediation programs. Title: H.B. 975 Source: Lexis-Nexis/StateNet VA Signed into law 03/2000 P-12 Re-arranges paragraphs of the Standards of Quality pertaining to remediation programs and requirements in order to provide consistency, clarity, and readability; clarifies that any student who does not pass literacy tests or any of the Standards of Learning assessments in grades 3, 5, or 8 must be required to attend a summer school program or to participate in another form of remediation and that any student who passes one or more, but not all, may attend a remediation program. Title: H.B. 1353 Source: Lexis-Nexis/StateNet KY Signed into law 03/2000 P-12 Postsec. Establishes the Kentucky Early Mathematics Testing Program, located at a public university, to provide information to high school sophomores and juniors regarding their level of mathematics knowledge in relation to college standards in order to encourage students to take additional high school mathematics courses and reduce the number of students needing mathematics remediation in college. Title: H.B. 178 Source: Lexis-Nexis/StateNet UT Signed into law 03/2000 P-12 Establishes the presumption that public school students will pay the fees associated with courses they are repeating or remediation; provides alternatives to waiving the fees in cases of financial hardship; provides for a partial or full waiver in cases of extreme hardship. Title: S.B. 146 Source: Lexis-Nexis/StateNet NM Signed into law 02/2000 P-12 Relates to educational standards; provides for remediation and academic improvement programs; restricts promotions; provides for parental involvement. Title: H.B. 78 Source: Lexis-Nexis/StateNet SC Signed into law 01/2000 P-12 Pursuant to S.C. Code Ann. §59-18-500 (Supp. 1999), beginning in the 1998–99 school year and annually thereafter, schools must begin developing Academic Plans for Students for those students lacking the skills to perform at current grade levels. The school must notify the parent(s), surrogate parent(s), or the legal guardian(s) of students in grades three through eight of the need for a conference if the student lacks the skills to perform at his or her current grade level. Title: S.C. Code Ann. §59-18-500 Source: http://www.sde.state.sc.us/