From the ECS State Policy Database Accountability--Measures/Indicators

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 LA Adopted 12/2012 P-12 Reflects new policy as a result of the ESEA flexibility request approved for implementation by the U.S. Department of Education. For K-8 schools, the school performance score will consist of an assessment index (95%) and a dropout/credit accumulation index (5%). For schools with a grade 12, a 25% weight will be given to each of four indices: (1) end-of-course tests, LAA 1, LAA 2 (grades 9-12); (2) grade 11 ACT scores; (3) grade 12 graduation index; and (4) grade 12 graduation rate. Provides exceptions for schools serving grades 9-11 but not 12. Provides bonus points earned from growth calculated for the non-proficient student subgroup (i.e., super subgroup) on LEAP and iLEAP scores for schools without a grade 11, and EXPLORE, PLAN and ACT scores for schools with grades 9-11. Repeals §§ 302 ("9-12 Transition from 2010 to 2012"), 303 ("Calculating the SPS Component"), and 307 ("Incentive Points). Amends §405, "Calculating a K-8 Assessment Index" and §409, "Calculating a 9-12 Assessment Index." §409 identifies ACT composite scores to be used in the calculation of an ACT assessment index, wiht 0 index points to be awarded for an ACT composite of 0-17, and up to 150.4 points for an ACT composite score of 36. Repeals §411, "Attendance Index Calculations." Amends §413, "Dropout/Credit Accumulation Index Calculations" setting a scale of index points to be awarded for Carnegie unit accumulations (8th graders who have accumulated 3 or fewer units or are 3rd year 8th grade students, or who have dropped out earn 0 points; 150 points earned for a 9th grader who has earned at least 6 Carnegie units). Amends §515, "State Assessments and Accountability," which clarifies that students in grades 9-11 will participate in at least one of enumerated state assessments on an annual basis, including end-of-course as applicable, EXPLORE in grade 9, PLAN in grade 10, ACT in grade 11; provides exceptions. Amends §517 to provide that a student enrolled in an LEA on October 1 must be included in that school's performance score, even if the student is enrolled in a different school in the LEA than s/he was enrolled in on October 1. Modifies methodology in §519 for determining inclusion of K-8 and high schools in testing and graduation index provisions, as well as §521, "Pairing/Sharing of Schools with Insufficient Test Data." Repeals §523, "Growth Targets." Amends various provisions in Chapter 6, "Graduation Cohort, Index, and Rate," includign that a student who graduates high school in fewer than 4 years will be included in the cohort in which s/he started 9th grade. Amends §611, which describes the exit codes, descriptions and required documentation for a student to be assigned an exit code in the graduation index. Amends §613, "Calculating a Graduation Index." §613 provides 100 points for a regular high school graduate, 75 points for a GED completer or 5th year high school diploma completer, and points over 100 for a student who meet specified criteria. Amends various provisions in "Chapter 7. Subgroup Component," on assigning students to subgroups for accountability purposes, safe harbor, and means by which schools can fail the subgroup component. Pages 55-60 of 276: http://www.doa.louisiana.gov/osr/reg/1212/1212.pdf Title: LAC 28:LXXXIII, Chapter 3, §§301, 302, 303, 307, Chapters 4, 5, 6 Source: www.doa.louisiana.gov CA Signed into law 09/2012 P-12 From bill summary: Authorizes the superintendent of public instruction to develop and implement a specified program of school quality review to complement the Academic Performance Index (API), if an appropriation for this purpose is made in the annual budget act. Requires the state superintendent to annually provide to local educational agencies and the public an explanation of the individual components of the API and their relative values, and prohibits an additional element from being incorporated into the API until at least one full school year after the state board's decision to include the element into the API. Requires the state superintendent to annually determine the accuracy of graduation rate data, and deletes the requirement that the state superintendent report annually to the legislature on graduation and dropout rates. Authorizes the state superintendent to incorporate into the API the rates at which pupils successfully promote from one grade to the next in middle school and high school and matriculate from middle school to high school, as well as pupil preparedness for postsecondary education and career. Deletes the requirement that the API be used to measure the progress of specified schools and to rank all public schools for the purpose of the High Achieving/Improving Schools Program. Requires that results from certain standards-based achievement tests and the high school exit examination constitute no more than 60% of the value of the index for secondary schools, commencing with the baseline API calculation in 2016 (currently these test results constitute at least 60% of the value of the index). Requires the state superintendent, on or before October 1, 2013, to report to the legislature a method for increasing emphasis on pupil mastery of standards in science and social science through the system of public school accountability or by other means and an alternative method or methods, in place of decile rank, for determining eligibility, preferences, or priorities for any statutory program that uses decile rank as a determining factor. Incorporates additional changes in Section 52052 of the Education Code, proposed by AB 1668 (http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1651-1700/ab_1668_bill_20120921_chaptered.pdf, chaptered 9/21/12), to be operative only if AB 1668 and this bill are both chaptered and become effective January 1, 2013, and this bill is chaptered last. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1451-1500/sb_1458_bill_20120926_chaptered.pdf Title: S.B. 1458 Source: www.leginfo.ca.gov LA Adopted 09/2012 P-12 From Louisiana Register: Amends provisions in "Calculating a 9-12 Assessment Index." Provides detail on how incentive points will be earned for End-of-Course (EOC) tests taken during middle school. Provides detail on proficiency levels for the Annual Measurable Objectives (AMO) and removes references to the Graduation Exit Examination (GEE) in the AMO and safe harbor, as the GEE will be replaced by end-of-course tests. Removes policy relative to the use of graduation cohorts in school performance score calculations. Pages 60-61 of 153: http://www.doa.louisiana.gov/osr/reg/1209/1209.pdf Title: LAC 28:LXXXIII.409, 705, 707, and 3301 Source: www.doa.louisiana.gov CA Signed into law 09/2012 P-12 From bill summary: Changes the definition of a dropout recovery high school to mean a school offering instruction in any of grades 9-12 in which 50% or more of pupils are either designated as dropouts or left a school and were not otherwise enrolled in a school for a period of at least 180 days and the school provides specified instruction. Requires a dropout recovery high school to submit to the state superintendent a certification that the high school meets the definition of a dropout recovery high school, and provide specified data in support of that designation. Clarifies definition of dropout recovery high school in provision prohibiting graduation rates for pupils in dropout recovery high schools from being included in the Academic Performance Index (API). http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1651-1700/ab_1668_bill_20120921_chaptered.pdf Title: A.B. 1668 Source: www.leginfo.ca.gov OK Signed into law 05/2012 P-12 Specifies that participation and scores in Advanced Placement courses whether taught at a high school, technology center or regional site of the Oklahoma School of Science and Mathematics will be used to help determine the letter grade a school will receive through the state's letter grades for schools system. It also specifies that technology center courses granted college alliance credit and science, technology, engineering and mathematics courses taken at regional sites of the Oklahoma School of Science and Mathematics also will be used to determine letter grades for schools. http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB2494%20ENR.DOC Title: H.B. 2494 Source: http://webserver1.lsb.state.ok.us/ LA Adopted 05/2012 P-12 From May 2012 Louisiana Register: Removes references in LAC 28:LXXXIII. §409 ("Calculating a 9-12 Assessment Index"), §515 ("State Assessments and Accountability"), §707 ("Safe Harbor"), and §3501 ("Alternative Schools," i.e., including alternative schools in accountability) to Graduation Exit Examination as part of the school performance score. Also repeals §3503, "Pre-GED/Skills Option Students", and "§3507, Option Considerations." Pages 68-70 of 199: http://www.doa.louisiana.gov/osr/reg/1205/1205.pdf Title: LAC 28:LXXXIII.409, 515, 707, 3501, 3503, and 3507 Source: www.doa.louisiana.gov AL Signed into law 05/2012 P-12 Establishes legislative findings. Directs the state superintendent of education to develop a school grading system for schools and districts, using an A, B, C, D, F framework. In developing the system, directs the superintendent to seek input from specified stakeholders on how the system can reflect each school's overall academic proficiency as well as academic progress, along with other key performance indicators. Directs the state superintendent to prescribe the design and content of the school grading system by December 31, 2012, and provides legislative intent that the system be in place by the 2013-14 school year. Permits the state superintendent to assign grades to school feeder patterns or grades that reflect the fiscal health and fiscal efficiency of a school or school system. Provides relative to making grades available to the public and to parents of public school students. Requires that a school's grade, at a minimum, be based on a combination of student achievement scores, achievement gap, college and career readiness, learning gains, and other indicators as determined by the state superintendent. Establishes the Legislative School Performance Recognition Program to recognize high performance and exemplary progress in school rankings, to be implemented no earlier than the school grading system's 2nd academic year of implementation, provided rules governing the program's administration and implementation have been promulgated by the state department of education. Provides for the awarding of financial awards to selected schools, subject to the availability of appropriated funds. Requires that funds be awarded on a competitive basis. Provides relative to awarding of funds to schools. Provides that a school eligible for an award is exempt from any statute or regulation related to the prescribed use of funds at the school level, or any categorical spending requirements imposed through the appropriation of funds from the state, except those requirements associated with the receipt of federal funds. Requires that a list of schools eligible for an award be posted annually on the department of education website. Provides that a school eligible for an award is eligible for this flexibility regardless of whether the school receives a financial award. Title: H.B. 588 Source: Westlaw/StateNet CT Signed into law 05/2012 P-12 (Sec. 18) Revamps the education accountability law post-NCLB (renamed as the performance management and support plan), regarding identifying school districts in need of improvement and creates new categories of schools based on student performance on statewide mastery tests in order to take action to improve academic achievement. In order to separate the schools into five categories, the bill creates a school performance index (SPI) ranking system. Requires the SDE to 1) continue to identify districts in need of improvement; 2) classify schools in five performance categories with category one representing the highest and category five the lowest based on SPI and other factors; and 3) designate as focus schools those with identifiable low-performing student subgroups using measures of student academic achievement and growth for subgroups in the aggregate or over time. Allows the SDE to impose certain requirements on category three schools and to intensively supervise and direct category four and five schools with specified actions. The bill also modifies the law regarding reconstitution of boards of education in low-performing school districts, including establishing a method of notifying local officials of the start and conclusion of reconstitutions. http://www.cga.ct.gov/2012/ACT/PA/2012PA-00116-R00SB-00458-PA.htm Title: S.B. 458 Source: cga.ct.gov TN Signed into law 05/2012 P-12 Directs commissioner of education to establish appropriate performance goals and measures for LEAs. Rewards LEAs that reach the achievement and achievement gap closure targets. Stipulates corrective action for LEAs that do not meet targets. Requires public reporting at least every three years. Defines accountability rankings for LEAs. Details three types of interventions for low-achieving schools: school turnaround through school improvement grant (SIG); turnaround through creation of LEA Innovation Zone; or placement into achievement school district. Authorizes commissioner to appoint individuals, nonprofit or governmental entities to manage school operations when founding an achievement school district. http://www.capitol.tn.gov/Bills/107/Bill/SB2208.pdf Title: S.B. 2208 Source: http://www.capitol.tn.gov FL Signed into law 04/2012 P-12 Requires a school improvement plan to include strategies for improving student achievement if a school has a significant student achievement gap for one or more subgroups, has not significantly decreased the percentage of students scoring below satisfactory on statewide assessments, or has significantly lower graduation rates for a subgroup compared to the state's graduation rate. Revises provisions requiring a charter school to implement a school improvement plan to raise student achievement. Revises corrective actions to be selected and implemented by a low-performing charter school. Provides requirements for implementation of corrective actions and intervention and support strategies identified in a charter school's school improvement plan. Provides for termination of a charter school not making continuous improvement unless it meets specified criteria. Revises provisions relating to the state board's authority to enforce public school improvement, to require the state board to comply with the federal flexibility waiver approved by the U.S. secretary of education. Beginning with the 2011-12 school year, directs the department of education to annually identify each public school in need of intervention and support to improve student academic performance. Defines all schools earning a grade of "D" or "F" as schools in need of intervention and support. Directs the state board to adopt by rule a differentiated matrix of intervention and support strategies for assisting traditional public schools and rules for assisting a charter school that has earned a "D" or "F." Specifies that the state board must apply the most intense intervention and support strategies to schools earning an "F" grade. Deletes department duties relating to the categorization of low-performing schools. Provides state board, district, and school requirements for implementing strategies and turnaround options to improve school performance. Revises turnaround options available to a district, and requires state board approval of the option selected for implementation. Directs the state board to adopt rules relating to plans for implementing turnaround options. Requires districts, for the 2012-13 school year, to use 15% of their Title I funds to meet supplemental educational services requirements. Requires that supplemental educational services be provided in Title I schools to students performing at Level 1 or Level 2 on the FCAT. Requires each district to contract with department-approved supplemental educational service providers. Revises the contents of the annual report of statewide assessment program results. Requires school report cards to include the percent of students performing at or above grade level and making a year's learning growth in a year's time in reading and math. Revises certain criteria on which school letter grades are based, including permitting more than 50% of a high school's grade to be based on specified factors (previous legislation made specified factors 50% of a high school's letter grade). Includes Postseconary Education Readiness Test as part of calculation of high school's letter grade. Amends methodology for calculating a school district's grade. Requires district grades to be calculated using student performance and learning gains data on statewide assessments for students enrolled in a district for a full school year. http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7127er.docx&DocumentType=Bill&BillNumber=7127&Session=2012 Title: H.B. 7127 - School Improvement and Education Accountability Source: myfloridahouse.gov MN Signed into law 04/2012 P-12 Repealed statute which created and funded the Independent Office of Educational Accountability, which advised the legislative education committees on the degree to which the statewide educational accountability and reporting system included a comprehensive assessment framework that measured school accountability for students for students achieving the goals described in the state's high school graduation rule. Article 2, Sec. 21 https://www.revisor.mn.gov/data/revisor/law/2012/0/2012-239.pdf https://www.revisor.mn.gov/statutes/?id=120B.31 Title: H.F. 2949 Source: https://www.revisor.mn.gov/ GA Signed into law 04/2012 P-12 Directs the office of student achievement to work in coordination to review, and revise as necessary, indicators of quality. Requires such review to be conducted annually, rather than biennially. Requires that school and school system indicators include financial efficiency and school climate, and permits the office to include other indicators. Requires quality of learning indicators to be based on student achievement, achievement gap closure, and student progress, and to be disaggregated by all subgroups as required by the Elementary and Secondary Education Act. Deletes existing student achievement and school performance indicators. Identifies permissible components of financial efficiency and school climate determinations. Requires financial efficiency and school climate to be rated from 1 to 5 stars, and requires each of these ratings to be included on school and school system report cards, along with an explanation of the criteria that inform each of these ratings.. Requires school and school system quailty of learning ratings to be a numerical score on a scale of 0-100, with a majority of the quality of learning score based on student achievement. Requires school completion data to be included in school and school system indicators of quality of learning. Requires school and school system report cards to include performance data on quality of learning, financial efficiency, and school climate. Repeals language requiring school performance data in report cards to be compared to specified other performance indicators. Requires statewide report card to include rating for each school and school system (previously only school ratings included). Makes awarding of financial financial awards by director of office of student achievement optional rather than mandatory, and bases awards on reduction of achievement gap. Adds unacceptable progress in achievement gap closure to grounds for assistance and intervention in a school. http://www.legis.ga.gov/Legislation/20112012/127822.pdf Title: S.B. 410 Source: www.legis.ga.gov NE Signed into law 04/2012 P-12 Provide for an accountability system to measure school performance under the Quality Education Accountability Act. Requires by August 1, 2012, that the state board establish an accountability system to measure the performance of schools and districts. Requires such a system to combine multiple measures, including, but not limited to, graduation rates, students growth and student improvement on the assessment instruments and other indicators. Authorizes the measures to be combined into a school performance score and district performance score. Authorizes the board to establish levels of performance for the indicators used in order to classify the performance of public schools and districts beginning with school year 2013-14. Requires the state department to annually report any performance levels established by the board regarding the performance of individual public schools and districts. http://nebraskalegislature.gov/FloorDocs/Current/PDF/Slip/LB870.pdf Title: L.B. 870 - Multiple Measures Section Source: http://nebraskalegislature.gov/ AZ Signed into law 03/2012 P-12 Enables a school that is assigned a letter grade of "D" for less than three consecutive years to also be assigned a letter grade of "F" if State Board of Education determines that it is not reasonably likely that the school will achieve an average level of performance within the next two years. http://www.azleg.gov/legtext/50leg/2r/laws/0076.pdf Title: H.B. 2663 Source: azleg.gov WY Signed into law 03/2012 P-12 Establishes indicators to measure student achievement and school-level performance. Stipulates that indicators will be used to create an overall school performance rating system. Details rewards and sanctions based on where schools are rated. Requires the state board to publish performance reports comparing school performance to established targets. http://legisweb.state.wy.us/2012/Enroll/SF0057.pdf Title: S.F. 57 Source: http://legisweb.state.wy.us VA Signed into law 03/2012 P-12 Requires the Board of Education to adopt regulations adjusting the formula for calculating the final high school accreditation status to add points for each student obtaining a diploma and certain industry certifications, state licensure, or occupational credential. The additional points shall only improve the accreditation status of a school and cannot be used to obtain or deny accreditation. This bill is identical to SB 514. http://leg1.state.va.us/cgi-bin/legp504.exe?121+ful+HB642ER+pdf Title: H.B. 642/S.B. 514 Source: http://leg1.state.va.us/ SD Signed into law 03/2012 P-12 Creates a new state accountability system for public elementary and secondary schools to hold public schools accountable for student achievement and ensure that all public schools make yearly progress. Yearly progress will be measured by multiple indicators including state academic assessments and those additional indicators listed in § 13-3-69. Provides that the system will include interventions for schools based on these factors. Repeals references to 'adequate' yearly progress, annual measurable 'objectives,' and 'consequences' for schools. http://legis.state.sd.us/sessions/2012/Bills/SB25ENR.pdf Title: S.B. 25 Source: http://legis.state.sd.us CA Signed into law 10/2011 P-12 From bill summary: Existing law requires the superintendent of public instruction, with approval of the state board, to develop an alternative accountability system for specified types of schools, including, among others, community day schools and continuation schools. Existing law allows these schools to receive an Academic Performance Index (API) score, but prohibits them from being included in the API rankings of schools. New provisions, until January 1, 2017, require the superintendent of public instruction and the state board, as part of the alternative accountability system for schools, or any successor system, to allow no more than 10 dropout recovery high schools to report the results of an individual pupil growth model that is proposed by the school and certified by the superintendent of public instruction pursuant to specified criteria instead of reporting other indicators. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0151-0200/ab_180_bill_20111009_chaptered.pdf Title: A.B. 180 Source: www.leginfo.ca.gov CA Vetoed 10/2011 P-12 From bill summary: Requires that reporting for purposes of the Academic Performance Index (API) include performance data for pupil subgroups of 10 or more pupils with valid test scores (previous provision required either at least 50 students with a valid test score, or at least 15% of the total population of pupils at a school who have valid test scores, with exceptions). Requires that reporting conducted pursuant to these provisions for any pupil subgroup that is not numerically significant be marked with an asterisk that indicates less statistical certainty than data based on a numerically significant subgroup. Requires that this reporting be conducted in accordance with specified federal privacy laws, and states the legislature's intent that this data not be used for federal or state accountability purposes. Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0501-0550/sb_512_bill_20110901_enrolled.pdf Governor's veto message: http://gov.ca.gov/docs/SB_512_Veto_Message.pdf Title: S.B. 512 Source: www.leginfo.ca.gov CA Vetoed 10/2011 P-12 From bill summary: Makes provisions relating to the Academic Performance Index (API) inoperative on July 1, 2014, and repeals them as of January 1, 2015. Requires the superintendent of public instruction, in consultation with a specified advisory committee, to develop an Education Quality Index (EQI), which would replace the API and consist of a State Assessment Index, a Graduation Rate Index, a College Preparedness Index, and a Career Readiness Index. Requires that these indices consist of specified criteria. In developing the EQI, requires the superintendent of public instruction and this advisory committee to consult with the University of California, the California State University, the California Community Colleges, the Employment Development Department, and other appropriate entities. Requires the state board to provide opportunities for public input, make changes as necessary, and adopt the EQI no later than August 1, 2014. Commencing with the 2014–15 school year, requires that all schools and school districts be evaluated using an EQI value. Requires the superintendent of public instruction to report to the governor and the appropriate policy and fiscal committees of the legislature by July 1, 2013, and annually thereafter, specified information relating to the creation of additional indices. Requires the superintendent of public instruction, in consultation with a specified advisory committee, and subject to an appropriation in the annual Budget Act or another statute for this purpose, to contract for an independent evaluation of the effectiveness and reliability of the EQI and any statutory changes recommended for improvement, and to submit the evaluation and recommendations in a report to the governor and the appropriate policy and fiscal committees of the legislature by July 1, 2018. Also makes conforming and clarifying changes relating to the duties of a specified advisory committee. Requires this advisory committee, for purposes of work relating to the EQI, to seek input through the establishment of subcommittees or other methods from persons with expertise in various areas, and, commencing January 1, 2012, through July 1, 2016, to hold a public meeting at least once each quarter per year. Bill text: http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0501-0550/sb_547_bill_20110914_enrolled.pdf Governor's veto message: http://gov.ca.gov/docs/SB_547_Veto_Message.pdf Title: S.B. 547 Source: www.leginfo.ca.gov TX Adopted 07/2011 P-12 Adopts excerpted sections of the Performance-Based Monitoring Analysis System (PBMAS) 2011 Manual. From Texas Register: The 2011 PBMAS includes several key changes from the 2010 system. The phase-in of TAKS-Modified and TAKS-Alternate performance results is reflected in the 2011 PBMAS TAKS passing rate indicators as appropriate. Cut-point adjustments have been made for the first time to all annual dropout rate indicators. Required Improvement has been added to all graduation rate indicators. New standards and cut-points are being proposed for several PBMAS indicators, including the 3-5 Year Olds Less Restrictive Environments (LRE) Placement Rate, the 6-11 Year Olds LRE Placement Rate, the 12-21 Year Olds LRE Placement Rate, the Special Education Discretionary Discipline Alternative Education Program (DAEP) Placements, the Special Education Discretionary Placements to In-School Suspension (ISS), and the Special Education Discretionary Placements to Out-of-School Suspension (OSS). The No Child Left Behind, Title I, Part A Recommended High School Program (RHSP)/Distinguished Achievement Program (DAP) Diploma Rate indicator is moving from a "Report Only" indicator to an indicator with performance level assignments. The "hold harmless" provision that was added in the 2010 PBMAS to two subject-area indicators in both the Career and Technical Education and the Special Education program areas has been removed. The Special Education African American Representation and Hispanic Representation indicators have been modified based on consideration of the new federal race/ethnicity categories in relation to the intent of those indicators. Changes to the PBMAS indicators for 2011 are marked in the manual as "New!" for easy reference. Also modifies subsection (d) to specify that the PBMAS Manual adopted for the school years prior to 2011-12 will remain in effect with respect to those school years. Establishes in rule the PBMAS procedures for assigning the 2011 PBMAS performance levels. Applicable procedures will be adopted each year as annual versions of the PBMAS Manual are published. Adopted as published in the May 27, 2011 Texas Register (pages 11-12 of 93): http://www.sos.state.tx.us/texreg/pdf/backview/0527/0527prop.pdf Title: 19 TAC 97.1005 Source: www.sos.state.tx.us TX Adopted 07/2011 P-12 Adopts the 2011 Accountability Manual. Provides earlier versions of the manual will remain in effect with respect to the school years for which they were developed. According to the July 22, 2011 Texas Register, "In 2011, campuses and districts will be evaluated using five base indicators: Texas Assessment of Knowledge and Skills (TAKS) results, commended performance, the English Language Learners (ELL) progress indicator, completion rates, and annual dropout rates. In 2011, the GPA [Gold Performance Acknowledgment] system will award acknowledgment on up to 15 separate indicators to districts and campuses rated Academically Acceptable, AEA Academically Acceptable, or higher: Attendance Rate for Grades 1-12; Advanced Course/Dual Enrollment Completion; Advanced Placement/International Baccalaureate Results; College Admissions Test Results; Commended Performance on Reading/English Language Arts (ELA), Mathematics, Writing, Science and/or Social Studies; Recommended High School Program/Distinguished Achievement Program Participation; Comparable Improvement on Reading/ELA and Mathematics; Texas Success Initiative -Higher Education Readiness Component on ELA and/or Mathematics; and College-Ready Graduates. Adopted as published in July 22, 2011 Texas Register (pages 7-8 of 31): http://www.sos.state.tx.us/texreg/pdf/backview/0722/0722adop.pdf Title: 19 TAC 97.1001 Source: www.sos.state.tx.us OK Signed into law 05/2011 P-12 Instructs the state board to adopt a four-year adjusted cohort graduation rate and extended-year adjusted cohort graduation rate to establish a uniform definition of high school graduation rate. Requires the state board to adopt percentage growth targets for high school graduation rates with the eventual goal being 100 percent. Districts must use the four-year adjusted cohort graduation rate for establishing these growth targets.Districts and schools meeting growth targets at the end of the initial two years or in the alternate years will be recognized as notable schools and school districts. Districts not meeting growth targets must submit high school graduation improvement plans to local boards of education and contingent upon the availability of funding participate in training provided by the State Department of Education for reducing dropout rates and improving graduation rates. http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/SB/SB2%20ENR.DOC Title: S.B. 2 Source: http://webserver1.lsb.state.ok.us OK Signed into law 05/2011 P-12 Adds a new section of that that requires the assignment and reporting of school grades. Requires that grades of schools be based 33 percent upon test scores, 17 percent learning gains in reading and mathematics, 17 percent on improvement of the lowest 25th percentile of students in the school in reading and mathematics on criterion-referenced tests and end-of-instruction tests and 33 percent on whole school improvement. For middle school grades and elementary school grades, total school improvement will be based upon the drop-out rate, the percentage of students taking higher level coursework at a satisfactory or higher level and any other factors selected by the superintendent of public instruction. http://webserver1.lsb.state.ok.us/cf/2011-12%20ENR/hB/HB1456%20ENR.DOC Title: H.B. 1456 Source: http://webserver1.lsb.state.ok.us UT Signed into law 03/2011 P-12 Requires the state board of education to establish a school grading system in which a school receives a grade of A, B, C, D, or F based on the performance of the school's students on statewide assessments, and, for a high school, the graduation rate and measures that indicate college and career readiness. Directs the state board to model the school grading system using school performance data for the 2010-11 school year. Outlines method of calculating points for students' proficiency in language arts, math, science and writing, and for student learning gains in language arts, math and science. Requires that the school grading system take effect in the 2011-12 school year and replace the U-PASS accountability system. Imposes requirements for the reporting of a school's grade. Directs the state board of education to make rules to implement the school grading system, and make reports and recommendations for proposed legislation to the education interim committee. http://le.utah.gov/~2011/bills/sbillenr/sb0059.pdf Title: S.B. 59 Source: le.utah.gov NM Signed into law 03/2011 P-12 Creates the A-B-C-D-E-F rating system to grade public schools in a way that is easily understandable to parents, school personnel and the community. Establishes the criteria for rating schools; provides funding for failing schools to implement programs linked to student achievement; allows for students to transfer to schools not rated with an F. School will be rated on student performance and growth and other indicators http://www.nmlegis.gov/Sessions/11%20Regular/final/SB0427.pdf Title: S.B. 427 Source: http://www.nmlegis.gov/ WY Signed into law 03/2011 P-12 Wyoming Accountability in Education Act--Established through legislation and implemented by Department of Education. PHASE 1 --Establishes "core indicators of student performance" at the school level: Reading measured by proficiency assessment of Wyoming students (PAWS )in grades 3-8 and 11; 8th grade standardized, curriculum based college readiness test (ACT Explore) measured by percentage of students meeting or exceeding college benchmark readiness score for each subject area (English, reading, math and science); 11th grade standardized, curriculum based readiness test (ACT) measured by percentage of students meeting or exceeding college benchmark readiness score for each subject area (English, reading, math, science). -- Uses school year 2010-11 statewide summative assessment data as baseline--PAWS--to be compared to 2011-2012 results --Department of Education to compute combined school score for each core indicator and measure improvement from year to year, beginning with school year 2011-2012 --Improvement target for each core indicator is "positive progress" at the school-level (1) "Positive progress" equals a better score than year before (positive score) (2) "Performance level unchanged" equals no change occurred (zero score) (3) "Negative progress" equals score is worse than year before (negative score) --Department of Eduction to adopt rules and regulations establishing a matrix for reporting --Commencing school year 2013-2014 (1) Schools must show "positive progress", failure to do so, a school is subject to the following --For first year of failure to meet target improvement level, districts required to report to Department of Education a performance acceleration plan, no later than August 1 of applicable school year --For second and subsequent years of failure to meet target improvement level, Department of Education technical assistance team assists district develo turn-around strategy and may impose criteria on district allocation of resources PHASE 2--Creation of Select Committee on Accountability and advisory committee during the 2011 interim --Select Committee review of Phase 1 of statewide education accountability system (1) Appropriateness and rigor of core indicators (2) Review of necessary modifications to the statewide assessment and the statewide growth assessment and use of assessments administered locally, including consideration of end-of-course student assessments (3) Review and improve reporting scale for measured achievement for core indicators (4) Prescribe procedures for computing scores for students for which an achievement gap may occur (5) Review of methodology for measuring student growth --Select Committee will (1) Establish components of effective teaching and administration (2) Structure a statewide system for measuring teacher and administrator effectiveness, measured in part by student achievement (3) Apply measured performance to evaluation consequences and incentives (4) Provide recommendations on student and parental accountability (5) Develop procedures for: (a) Identifying and assisting underperforming schools; (b) Time schedules within which underperforming schools should reasonably be expected to achieve improvement targets; (c) consequences to districts which fail to meet school improvement targets (6) Review merit pay methodologies related to teacher performance measures, including merit-based salary schedules, bonuses, incentive pay and differential staffing practices (7) Review school district board of trustees training needs (8) Review current laws impacting student performance --Report recommendations back to legislature for 2012 budget session. http://legisweb.state.wy.us/2011/Engross/SF0070.pdf Title: S.F. 70--Indicators Source: http://legisweb.state.wy.us AK Adopted 01/2011 P-12 Revises various provisions regarding the other academic indicator, including graduation rate, for school, district and state accountability. Repeals provision allowing target to be met by "any" improvement with provisions requiring differential improvement on the 4-year or 5-year extended graduation rate. Previously, 55.58% served as the minimum graduation rate target for public accountability; new rulemaking increases the minimum graduation rate target to 85%. Amends provisions relating to graduation rate for schools serving fewer than 25 students. Creates definition for "five year extended graduation rate." Creates definition of "émigré" for purposes of school, district and state accountability. Title: 4 AAC 06.825, 895, 899 Source: AS 14.03.123 AS 13.07.060 AS 14.50.080 CA Vetoed 09/2010 P-12 From bill summary: Requires that any primary language assessment developed by the department and administered to limited English proficient students, as identified pursuant to existing law, on or after July 1, 2013, be included in the state's assessment system or any successor system, and in the state's federal and state accountability system and any successor system. Requires the results of the primary language assessment to be used in any successor measure or results reported for the state's assessment systems and in any other successor measure. Also requirse the results to be used in any measure, index or results reported for the state's federal and state accountability system, or any successor system. Identifies the accommodations and modifications for English language learners that must be included in any successor system to the state assessment system adopted on or after July 1, 2013 Provides these provisions would become operative on July 1, 2013. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0901-0950/sb_930_bill_20100827_enrolled.pdf Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z65dmak883loy0/0/0?&_c=d|yvcee9xanplikz|z65p1zm6c0d0km&_ce=1290123755.b9c0c7a073748e62e8692973710bbfd4 Title: S.B. 930 Source: www.leginfo.ca.gov CA Vetoed 08/2010 P-12 Existing law provides that persistently lowest-achieving schools include a high school with a graduation rate below 60% in each of the last three years. New provision provides that, until data become available to enable the calculation of this graduation rate, the superintendent and the state board must use the closest possible approximation of that graduation rate, calculated for each of the previous three years, using existing data. Bill text: http://www.leginfo.ca.gov/cgi-bin/postquery?bill_number=ab_2083&sess=CUR&house=B&author=committee_on_education Governor's veto message: http://users.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z2wr1j9ablt8ii Title: A.B. 2083 Source: www.leginfo.ca.gov TX Adopted 07/2010 P-12 The Texas Education Agency (TEA) proposes an amendment to s.97.1005, concerning accountability and performance monitoring. The section describes the purpose of the Performance-Based Monitoring Analysis System (PBMAS) and manner in which school districts and charter school performance is reported. The section also adopts the most recently published PBMAS Manual. The proposed amendment would adopt applicable excerpts of the Performance-Based Monitoring Analysis System 2010 Manual. Earlier versions of the manual will remain in effect with respect to the school years for which they were developed. Adopted as published in the July 30, 2010 Texas Register (pp 5-10 of 51): http://www.sos.state.tx.us/texreg/pdf/backview/0730/0730adop.pdf Title: 19 TAC 97.1005 Source: www.sos.state.tx.us TX Adopted 07/2010 P-12 Makes various changes to state accountability provisions. Language below primarily from July 23, 2010 Texas Register. 97.1051: Amends definitions. Changes the definition of "campus closure" to remove references to "repurposing," which is now defined in statute. 97.1053: Purpose, updates statutory references in alignment with 2009 H.B. 3. 97.1055: Clarifies the process for assigning accreditation statuses during the period of transition to new H.B. 3 requirements. Adds new language regarding when an accreditation status may be raised or lowered based on the performance of the district or one or more campuses in the district. Also states how the statutory requirements related to a financial solvency review and projected deficit affect accreditation statuses. In addition, the adopted amendment incorporates current agency procedures for completing the asset-to-liability calculation for the purposes of charter financial accountability. Language is added, providing an additional method for districts to meet the notification requirements related to a lowered accreditation status. 97.1057: Accreditation Sanctions. Updates statutory references and adds information regarding the factors the commissioner must consider in determining whether to impose a particular sanction based on resource allocation practices. 97.1059: Standards for All Accreditation Sanction Determinations. Updates statutory references and adds language to reflect statutory requirements regarding the commissioner's obligation to review the performance of a district. Specifically, the commissioner must review at least annually the performance of a district for which the accreditation status has been lowered due to insufficient student performance. The adopted amendment also requires the commissioner to increase sanctions if a lack of improvement is shown unless there is good cause not to do so. 97.1061: Interventions and Sanctions for Campuses. Adds language to align with new statutory requirements related to campuses that satisfy current performance standards under TEC, §39.054(e), but that would not satisfy performance standards if the standards to be used for the following school year were applied to the current school year. Also adds language to align with new statutory requirements for intervening with and sanctioning campuses with performance below any standard under TEC, §39.054(e), including requirements relating to a hearing and a school community partnership team (SCPT). Adds new statutory language that allows the commissioner to accept certain interventions that a campus has implemented under federal accountability requirements in lieu of required state measures if the intervention measures are substantially similar. 97.1063: Campus Intervention Team; Reconstitution. Implements the provisions of HB 3 related to campuses below any standard under TEC, §39.054(e), and the assignment of a campus intervention team (CIT) to those campuses. Defines the duties and responsibilities of the CIT, including responsibilities to conduct a targeted on-site needs assessment relevant to the areas of insufficient performance or, if the commissioner determines necessary, a comprehensive on-site needs assessment. Also outlines requirements related to the development and submission of a school improvement plan (SIP) by a campus and establishes timelines for how long the CIT will be assigned to a campus. Outlines requirements related to the involvement of the board of trustees of a school district in conducting a hearing to notify the public of the insufficient performance of one or more campuses within the district, the improvements expected by the agency for the campus(es), and the intervention measures or sanctions that may be imposed under the subchapter if performance does not improve. Also details requirements related to public posting of the SIP and, as appropriate, modification of the SIP in response to public comment. Further notes that the commissioner may authorize a SIP or updated SIP developed under 19 TAC Chapter 97, Subchapter EE, to supersede the provisions of and satisfy the requirements of developing, reviewing, and revising a campus improvement plan under TEC, Chapter 11, Subchapter F. Also specifies actions that the commissioner may take if the commissioner determines that a campus for which an intervention is ordered is not fully implementing the CIT's recommendations or the SIP or updated SIP. References and requirements related to the School Leadership Pilot Program are stricken from 19 TAC §97.1063 in alignment with changes in HB 3. Language is added to this section to clarify that, if assigned by the commissioner, a SCPT may supersede the authority of and satisfy the requirements of establishing and maintaining a campus-level planning and decision-making committee under TEC, Chapter 11, Subchapter F. The section title is also changed. 97.1064: Reconstitution, updates and relocates reconstitution requirements that previously were reflected in 19 TAC §97.1063. Continues to state the timelines under which a campus will be ordered to undergo reconstitution and describes the role of the CIT in updating and seeking approval of the SIP. Continues to include language regarding the authority of the CIT to determine which educators may be retained at a reconstituted campus but revises language in accordance with HB 3 to describe circumstances surrounding a CIT's determination related to the retention of the principal at a campus that is undergoing reconstitution. Continues to describe the authority of the commissioner to assign a monitor, conservator, management team, or board of managers to ensure and oversee district and campus-level activities related to required intervention and sanction activities and outlines factors the commissioner must take into consideration when appointing individuals to serve in these roles. References the authority of the commissioner to impose on a district or campus certain other sanctions that are reasonably required and addresses the role of the district in successful campus reconstitution. 97.1065: Campus Closure or Alternative Management. Changes the section title. Implements the provisions of HB 3 related to circumstances under which the commissioner may, or is required to, order certain sanctions for campuses with insufficient performance over multiple years. Specifically, revises the timeline under which the commissioner is required to order a sanction for certain campuses and adds repurposing, in addition to campus closure and alternative management, as one of the sanctions that must be ordered by the commissioner. Also establishes that repurposing, alternative management, or campus closure may be ordered for a multi-year unacceptable campus if students fail to demonstrate substantial improvement in the areas targeted by an updated SIP. Furthermore, establishes that re-purposing, alternative management, or campus closure will be ordered if a campus has been identified as unacceptable for the third, as opposed to second, consecutive year after reconstitution is required to be implemented, thus adding an additional year to the mandatory intervention timeline previously established in statute. Additionally, provides for a one-year waiver of these required sanctions if the commissioner determines that, based on significant improvement over the preceding two school years, the campus is likely to be acceptable in the following year. Also establishes the requirements that must be met before the commissioner can approve a plan for campus repurposing and includes parameters that may be considered by the commissioner when determining whether to order repurposing, alternative management, or campus closure when one of these sanctions is required. Also outlines requirements and procedures for the district to appeal the commissioner's order of repurposing, alternative management, or campus closure and outlines other sanction actions that the commissioner may impose to achieve the purposes outlined in TEC, Chapter 39, and 19 TAC Chapter 97, Subchapter EE. 97.1067: Updates statutory references in alignment with HB 3. 97.1069: Providers of Alternative Campus Management. Updates requirements to align with HB 3 by allowing the commissioner to solicit proposals from qualified for-profit entities to assume alternative management of a campus if a non-profit entity has not responded to the commissioner's request for qualifications. 97.1071: Special Program Performance; Intervention Stages. Updates statutory references in alignment with HB 3. 97.1073: Appointment of Monitor, Conservator, or Board of Managers. Updates statutory references to provide clarity and align with HB 3. Sections 97.1051 and 97.1055 adopted as published in the July 23, 2010 Texas Register (pp 24-28 of 34): http://www.sos.state.tx.us/texreg/pdf/backview/0723/0723adop.pdf The amendments to §§97.1053, 97.1057, 97.1059, 97.1063, 97.1065, 97.1067, 97.1069, 97.1071, and 97.1073; the repeal of §97.1061; and new §97.1061 and §97.1064 are adopted as published in the April 23, 2010 Texas Register (pp 18-32 of 98): http://www.sos.state.tx.us/texreg/pdf/backview/0423/0423prop.pdf Title: 19 TAC 97.1051, 1053, 1055, 1057, 1059, 1061, 1063, 1064, 1065, 1067, 1069, 1071, 1073 Source: www.sos.state.tx.us LA Signed into law 06/2010 P-12 In addition to any other performance-related labels or designations assigned to schools and districts, the State Board of Elementary and Secondary Education, in consultation with parents, teachers, school administrators, and other education stakeholders, shall develop a letter grade system reflective of school and district performance. The letter grades will be included in school and district report cards. http://www.legis.state.la.us/billdata/streamdocument.asp?did=722542 Title: H.B. 925 Source: http://www.legis.state.la.us/ LA Signed into law 06/2010 P-12 Prohibits inclusion of performance data related to students educated in office of juvenile residential centers, justice detention centers, or office of juvenile justice facilities in the school or district performance scores of the public school system where such centers or facilities are located. http://www.legis.state.la.us/billdata/streamdocument.asp?did=711316 Title: S.B. 112 Source: http://www.legis.state.la.us AZ Signed into law 05/2010 P-12 Relates to school and school district accountability. Changes the classifications used for school achievement profiles and specifies the data used for their calculation. Expands the Arizona Measure of Academic Progress to high schools and requires the department of education to compute the extent of academic progress made by the pupils at each school. Requires baseline achievement profiles for each public school and school district. Requires 50% of the school and school district classification determination to consist of academic performance measurements as follows: (1) 50% must consist of measurement of academic gain for all pupils enrolled at the school or school district; and (2) 50% must consist of a measurement of 25% of pupils with the lowest academic performance measurement enrolled at the school of school district. Replaces current school classification system with a letter grade system with "A" demonstrating an excellent level and "F" demonstrating a failing level of performance. Includes charter schools. Chapter 247 http://www.azleg.gov/legtext/49leg/2r/bills/sb1286h.pdf Title: S.B. 1286 Source: http://www.azleg.gov CA Signed into law 01/2010 P-12 By January 2011, directs the superintendent and state board, in consultation with the advisory committee established through 52052.5(a), to make recommendations to the legislature and governor on approaches to increase the emphasis on science and math in calculating the Academic Performance Index or any successor measure, and methods to incorporate a work-ready and college-ready measure into the Academic Performance Index, or into other aspects of the state accountability system. By July 2013, directs the superintendent and state board to make recommendations to the legislature and the governor on establishing a methodology to use individual student assessment results to measure group and individual academic performance growth. Requires these recommendations to address any interactions between the Academic Performance Index and individual test scores, as well as implications for the reauthorization of the state assessment system. Pages 7-8 of 32: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_1_bill_20100107_chaptered.pdf Specifies that these provisions become operative only if Senate Bill 4 of the Fifth Extraordinary Session of 2009-10 is also enacted (full text http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0001-0050/sbx5_4_bill_20100107_chaptered.pdf). S.B. 4E was also enacted January 7, 2010. Title: S.B. 1E - Section 7 Source: www.leginfo.ca.gov NE Adopted 01/2010 P-12 Adds quality indicators to major provisions. For example, 004.01 K-12 Curriculum. Quality Indicator: The curriculum is comprehensive, coordinated, and sequential and is directed toward locally approved goals and standards for student learning. The instructional program focuses on achievement and provides for the needs of all students including learners with disabilities and high ability learners. It draws upon research, best practice, and reputable theory. Or, additionally: 004.04 Secondary Curriculum. Quality Indicator: The secondary instructional program is based upon state or locally approved standards for student learning. It provides breadth and depth of subject areas which enable students to achieve knowledge and skills necessary to continue post-secondary education or enter a career field. Instruction builds upon knowledge acquired in previous grades and helps students acquire the learning goals of the school, builds 21st century skills, and prepares students for living in a global society. Schools provide required instructional units on site or through a combination of local and distance learning programs. http://www.sos.ne.gov/rules-and-regs/regtrack/proposals/0000000000000797.pdf Title: Title 92, NAC Chapter 10 - Multiple Provisions Source: http://www.sos.ne.gov/rules-and-regs OH Signed into law 12/2009 P-12 Amends accountability provisions applicable to charter schools. When determining whether a community school meets triggers for certain accountability sanctions, bars the state department of education from considering a community school's performance ratings during its first 2 years of operation. Directs the department to reevaluate each community school that the department directed to close at the conclusion of the 2009-10 school year to determine if the school still meets the criteria for such accountability sanctions when the performance ratings for the school's first 2 years of operation are not considered. Bars the department from requiring the school to close at the conclusion of that school year if the school no longer meets those criteria. Pages 5-7 of 18: http://www.legislature.state.oh.us/BillText128/128_HB_19_EN_N.pdf Title: H.B. 19 - Community Schools Source: www.legislature.state.oh.us OH Signed into law 12/2009 P-12 Authorizes specified community schools (charter schools) to operate as conversion schools. Authorizes the governing authority of specified community schools to enter into a contract with a different sponsor that is either a local board, governing board of an educational service center, or sponsoring authority designated by the board of trustees of a state university (or the board of trustees itself), provided the school was rated in need of continuous improvement or better for the 2008-09 school year and the sponsor approves the change in sponsorship. Specifies that the department may not consider a community school's performance ratings during its first two years of operation when determining whether the school meets certain criteria for accountability sanctions. Directs the department to reevaluate each community school that the department directed to close at the conclusion of the 2009-10 school year to determine if the school still meets the sanctions criteria when the school's performance ratings for its first two years of operation are not considered and, if the school no longer meets those criteria, prohibits the department from requiring the school to close at the conclusion of that school year. Pages 22-25 of 29: http://www.legislature.state.oh.us/BillText128/128_HB_290_EN_N.pdf Title: H.B. 218 - Charter Schools Source: www.legislature.state.oh.us CA Vetoed 10/2009 P-12 Relates to the advisory committee on the creation of the Academic Performance Index and the implementation of the Immediate Intervention/Underperforming Schools Program and High Achieving/Improving Schools Program. By July 2010, directs the advisory committee to make recommendations to the Superintendent of Public Instruction regarding the inclusion of the results of the English language development test or series of tests developed or acquired pursuant to Section 60810 and the feasibility of including English learner proficiency as part of the Academic Performance Index. Requires the inclusion of those test results and English language proficiency levels and growth of those levels in the Index. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1401-1450/ab_1435_bill_20090910_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1401-1450/ab_1435_vt_20091011.html Title: A.B. 1435 Source: www.leginfo.ca.gov CA Signed into law 10/2009 P-12 Requires the superintendent of public instruction by August 2011 to submit a report called the Annual Report on Dropouts in the state. Requires, among other things, the report contain specified information on: one-year dropout rates for grades 7-12, four-year cohort dropout rates for grades 9-12, two- or three-year cohort dropout rates, as appropriate, for middle schools, graduation rates, grade 9 to 10 pupil promotion rates, the percentage of students in each grade 9-12 who are on track to earn sufficient credits to graduate, the average number of nonpromotional school moves that pupils make between grades 6-12, "full-year" dropout rates for alternative schools, including dropout recovery high schools, and California High School Exit Examination (CAHSEE) passage rates, and completion of A-G and CTE courses by high school graduates and dropouts. Requires that the report include data from the most recent year and, at a minimum, the two prior years. Requires the contents of the report to be available on the department of education Web site. Removes a requirement that local educational agencies receive a specified allocation in order for the Academic Performance Index (API) for a school or school district to include, beginning July 2011, test scores and other accountability data from pupils who were referred to alternative education programs, and include school and district dropout rates for pupils who drop out of school in grade 8 or 9. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0651-0700/sb_651_bill_20091011_chaptered.pdf Title: S.B. 651 Source: www.leginfo.ca.gov OH Signed into law 07/2009 P-12 Partially from the DOE summary of H.B. 1: 3302.01: Amends performance index score to reflect combination of reading and writing tests into one English language arts test. 3302.02: Eliminates the requirement that there be a minimum of 17 performance indicators. Requires the state board, within a year of adoption of rules for implementation of the new assessment system for high school graduation and once every six years thereafter, to establish new performance indicators for district and school report cards, based on recommendation of the state superintendent. By December 31, 2011, requires the state board, upon recommendation of the state superintendent, to establish a performance indicator reflecting the level of services provided to, and the performance of, students identified as gifted. Pages 1046-1047 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf DOE summary of H.B. 1: http://www.education.ohio.gov/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635 Title: H.B. 1 - Section 3302.01 and 3302.02 Source: www.legislature.state.oh.us OH Signed into law 07/2009 P-12 Repeals 3302.032, which directed the state board, by June 30, 2012, to select one or more methods of measuring high school graduates' preparedness for higher education and the workforce. Required district and building performance on each college-/work-ready measure to be included on district and building accountability report cards. Page 2725 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf Title: H.B. 1 - Section 105.01/3302.032 Source: www.legislature.state.oh.us CO Signed into law 05/2009 P-12 Repeals and reenacts the Educational Accreditation Act of 1998 to align accountability and accreditation measures and procedures; assigns specified related duties to the State Board of Education in regard to accountability to include measuring student academic growth, school district and charter school accreditation contracts, public school restructuring, school and district academic growth indicators, school performance monitoring, education related data, and school and district turnaround plans. http://www.leg.state.co.us/clics/clics2009a/csl.nsf/fsbillcont3/E45E06A4FE98EA6587257551006471C8?open&file=163_enr.pdf Title: S.B. 163 Source: MN Signed into law 05/2009 P-12 Requires the statewide educational accountability and reporting system to measure and separately report the adequate yearly progress of schools and the academic growth of individual students. Requires the system to include statewide measures of high and low student academic growth. Requires school districts to annually determine whether schools meet federal expectations for student achievement. Requires the state's educational assessment system to measure individual students' educational growth. Directs the commissioner to annually report to the public and the legislature, beginning June 30, 2012, the organizational and curricular practices implemented by schools that demonstrate medium and high student growth. https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86 Title: H.F. 2 Source: https://www.revisor.leg.state.mn.us NM Signed into law 04/2009 P-12 Creates an alternative school accountability system pilot project; provides for data collection and analysis; provides for periodic reports to the Governor and the Legislature. The pilot system demonstrates the usefulness of a student growth model of accountability for targeting resources to improve elementary and middle schools most in need, and for recognizing elementary and middle schools that make the greatest progress in increasing student academic performance. http://nmlegis.gov/Sessions/09%20Regular/final/SB0156.pdf Title: S.B. 156 Source: http://nmlegis.gov/ KY Signed into law 03/2009 P-12 Repeals provisions relating to rewards for successful schools. Establishes provisions to recognize schools that would have been rewarded under the former system. Repeals provision directing the state board to develop a formula for a school accountability index. Requires the state board, after adopting revised academic standards by December 15, 2010 and a revised assessment system for use in the 2011-12 school year, to adopt rules establishing a new accountability system based on the revised standards and assessments. Requires the accountability system to include the results of program assessments of arts and humanities, practical living skills and career studies and writing programs as specified in revised KRS 158.6453 (7)((a) - (c) (revised by 2009 S.B. 1). Directs the state board, before adopting rules relating to the new accountability system, to seek advice from the School Curriculum, Assessment, and Accountability Council; the Office of Education Accountability; the Education Assessment and Accountability Review Subcommittee; and the National Technical Advisory Panel on Assessment and Accountability. Repeals requirement that student be counted for accountability purposes if the student has been enrolled in the school 100 days of the school year prior to the beginning of the statewide testing period; replaces with requirement that student be enrolled in a school for at least a full academic year to be counted for accountability purposes. Repeals provisions relating to procedures for school audits. Repeals provision requiring the department to report quarterly to the interim joint committee on education on (1) information about the estimated error of the accountability index, as well as information about the connections between index score changes and estimated changes in student performance levels and (2) the annual audit of portfolio scores in ways that serve to minimize the differences between teacher-produced scores and audit-generated scores. Effective with the 2012-13 school year, requires state assessment results to be reported to schools no later than 75 days following the first day the assessment can be administered. Requires local targets for closing the achievement gap and school improvement plans to address those targets to be reported annually by October 1 (former provisions required adoption mid/late school year every other year). Directs the local superintendent to report to the commissioner of education if a school fails to meet its targets to reduce the gap in student achievement for any student group for 2 consecutive years (former provision required reporting after two successive biennia). Pages 24-31 and 32-35 of 76: http://www.lrc.ky.gov/record/09RS/SB1/bill.doc Title: S.B. 1 Section 4, 5 and 7 Source: www.lrc.ky.gov FL Adopted 11/2008 P-12 Ensures consistency among all schools designated School Performance Grade of D by requiring that they utilize the Bureau of School Improvement educational improvement plans database. https://www.flrules.org/gateway/readFile.asp?sid=0&tid=6430147&type=1&File=6A-1.09981.doc Title: FAC 6A-1.09981 Source: https://www.flrules.org LA Adopted 10/2008 P-12 Amends rules relating to the school, district and state accountability system. Relates to the inclusion of alternate assessment results for students with disabilities in accountability system. http://doa.louisiana.gov/osr/lac/28v83/28v83.doc Title: LAC 28:LXXXIII.3905 Source: http://doa.louisiana.gov/osr/ AK Rule Adoption 07/2008 P-12 Deals with government of schools and special programs. Allows more flexibility in determining the graduation rate for purposes of Adequate Yearly Progress. Repeals the interim 2% flexibility. Relates to school and district accountability, academic indicators, subgroups and the performance incentive program. ALASKA 3625 http://touchngo.com/lglcntr/akstats/AAC/Title04.htm Title: 4 AAC 06.825(b)(2), (c), .830(c), .885, 33.520(3)(4), .540(a)(2),(5), (6) Source: http://touchngo.com SC Signed into law 06/2008 P-12 Revises the Education Accountability Act. Adds poverty, limited English proficiency status, disability status, or other groups required by federal statutes or regulations to the requirement for disaggregation of achievement data. Changes terminology from "improvement" to "growth." Requires the statewide assessment program to specifically include English/language arts, mathematics, science and social studies (referred to earlier as "the four academic areas") and to be administered in 2009. Sets and defines student performance levels of "Not Met, Met and Exemplary." Allows publication of the annual report card to be delayed until no later than February 2010. Describes required components of report cards. Requires the state board to create a statewide adoption list of formative assessments for grades 1-9 aligned with state standards in English/language arts and mathematics -- for use beginning in the 2009-2010 school year. Revises other features of assessment and accreditation. d; provide for a designation to signify varying levels of school academic performance; revises provisions regarding education accountability; provides that the Palmetto Achievement Challenge Test does not meet certain requirements; provides for use of the monetary savings from revised inspection provisions. http://www.scstatehouse.net/html-pages/house2.html or http://www.scstatehouse.net/sess117_2007-2008/prever/4662_20080529.doc Title: H.B. 4662 Source: http://www.scstatehouse.net GA Signed into law 04/2008 P-12 Relates to elementary and secondary education; provides that a local school system may enter into a contract with the state board of education for increased flexibility in exchange for increased accountability; relates to waivers to improve student performance; provides exemptions for charter systems. Authorizes a local superintendent to concurrently serve as a principal, teacher or in another staff position. Authorizes a local superintendent to concurrently serve as superintendent of more than one school system in accordance with the terms of the superintendent's respective contracts and upon approval by each affected local school system. Bars the state board of education from providing any district with waivers related to class size requirements (excepting hardship provisions); expenditure controls, certification requirements and salary schedule requirements. http://www.legis.state.ga.us/legis/2007_08/pdf/hb1209.pdf Title: H.B. 1209 Source: www.legis.state.ga.us LA Adopted 12/2007 P-12 Amends rules concerning Bulletin 111 - The Louisiana School, District, and State Accountability System. Sets the target graduation rate for schools at 65%. Separates the current School Improvement set of labels and remedies into two separate sets: (1) the "Academically Unacceptable Schools (AUS)" set, which is time-bound, and (2) the "Subgroup Component Failure (SCF)" set, which is in line with requirements of the No Child Left Behind Act. Accordingly, criteria for schools entering, moving within, and exiting these various levels of AUS and SCF are detailed, as are the related remedies. Page 2593-2600: http://doa.louisiana.gov/osr/reg/0712/0712.doc#_Toc185922091 Title: LAC 28:LXXXIII.301, 517, 613, 707, 709, 903, 1301, 1601-1609, 1901,2101, 2301, 2401, 2501-2505, 2701- 2721, 3301-3303, 3503, 3507, 3701, and 3905. Source: doa.louisiana.gov LA Adopted 10/2007 P-12 Revises Bulletin 111 - The Louisiana School, District, and State Accountability System (LAC Part Number LXXXIII). Revises section 603 to include all students in the state-level cohort regardless or entry or exit dates. Revises section 613 to clarify that schools cannot be awarded points for students designated as attendees if they are dropouts; changes the points awarded for School Performance Scores for students receiving TOPS award or completing TOPS programs; changes the points awarded for students receiving an academic endorsement. Revises section 4313 to omit the District Responsibility Index label as a trigger for districts to enter District Improvement status; mandates timeframes for these districts to submit District Improvement Plans to the Louisiana Department of Education (LDE) and for the LDE to review require districts to implement these approved plans; describes sanctions for districts entering District Improvement in line with current law, requiring that they either implement a new curriculum, arrange for particular schools to come under public governance per R.S. 17:1990, or authorize students to transfer to a higher-performing public school operated by another local educational agency after reaching an agreement with the other LEA. See starting page 2031: http://doa.louisiana.gov/osr/reg/0710/0710.doc#_Toc180395357 Title: LAC 28:LXXXIII.603, 613, and 4313 Source: www.lexis.com CA Vetoed 09/2007 P-12 Requires the Superintendent of Public Instruction to incorporate various indicators into the Academic Performance Index, including high school graduation rates, rates by which pupils are offered and complete a course of study at an achievement level that fulfills the requirements and prerequisites for admission to public institutions of postsecondary education, and rates by which pupils complete a course of study that provides the skills and knowledge necessary to attain entry-level employment. http://www.leginfo.ca.gov/pub/07-08/bill/asm/ab_0351-0400/ab_400_bill_20070919_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/07-08/bill/asm/ab_0351-0400/ab_400_vt_20071014.html Title: A.B. 400 Source: http://www.leginfo.ca.gov/ LA Adopted 08/2007 P-12 Revises the use of Alternative Assessment results in accountability as suggested by the Department of Education's Technical Advisory Committee. Revises district accountability to better align with the high school redesign efforts initiated by the governor. Amends teacher certification indicator and 8th grade persistence indicator (based on a district's success at keeping 8th grade students enrolled in school). Defines the requirements for exiting District Improvement in anticipation of districts' first opportunity to exit. Pages 3-5 of 79: http://www.doa.louisiana.gov/osr/reg/0708/0708RUL.pdf Title: LAC 28:LXXXIII.4302 and 4313 Source: www.doa.louisiana.gov LA Adopted 04/2007 P-12 Replaces District Responsibility Index with District Responsibility Indicators to provide a more specific picture of how districts are to be held accountable. (Details of the District Accountability Release required clarification because of the 2005 hurricanes.) Pages 1-3 of 45: http://www.doa.louisiana.gov/osr/reg/0704/0704rul.pdf Title: LAC 28:LXXXIII.4301, 4302, 4310, 4311, 4313, 4315, 4503, and 4517 Source: Lexis-Nexis/StateNet WV Signed into law 03/2007 P-12 From Fiscal Note: The purpose of this bill is to revise the standards, assessment and accountability system to accommodate the higher order thinking and learning skills consistent with the state's 21st Century Initiative. School and district improvement plans are to be electronic. The annual performance measures used for school and school system accreditation are separated from those required by the federal No Child Left Behind Act. The comprehensive statewide student assessment program will define a system of assessments to be administered under the direction of the state board. The assessment program is broadened to authorize formative assessments across the grade levels to support summative assessment, improve student achievement and promote 21st Century skills. The grade levels tested for calculating adequate yearly progress (AYP) would be 3 through 8 and 11.Allows the state board to require that student proficiencies be measured through the ACT EXPLORE and the ACT PLAN assessments or approved comparable assessments. Sets a uniform statewide assessment rate of at least 95% or the average of the participation rate for the current and the precenting two years is nine-five percent for the school, county and state. Another level of accreditation status is added for schools called "Distinguished" status, and the current "Seriously Impaired" status is renamed as "Low Performing" status. http://www.legis.state.wv.us/Bill_Text_HTML/2007_SESSIONS/RS/BILLS/sb657%20enr.htm Title: S.B. 657 Source: http://www.legis.state.wv.us CO Signed into law 02/2007 P-12 Requires the convening of a technical advisory panel to assist in the development of a longitudinal growth model to measure the academic growth of students; requires the panel to develop a new method to identify schools that demonstrate the highest rate of academic growth for the Governor's distinguished improvement awards; requires the Department of Education to calculate adequate longitudianal growth for each student and each school every year. http://www.leg.state.co.us/Clics/Clics2007A/csl.nsf/fsbillcont3/A7771383FCF31AFB87257251007D6668?Open&file=1048_enr.pdf Title: H.B. 1048 Source: Colorado Legislature LA Adopted 11/2006 P-12 Transition made to new accountability system that includes iLEAP and Graduation Index. Page 1: http://www.doa.louisiana.gov/osr/reg/0611/0611RUL.pdf Title: LAC 28:LXXXIII.301 and 303 Source: Lexis-Nexis/StateNet LA Adopted 11/2006 P-12 Adjusts accountability policy to more effectively address conditions imposed by the hurricanes of 2005 and implementation of a new testing program. Page 2 of 67: http://www.doa.louisiana.gov/osr/reg/0611/0611RUL.pdf Title: LAC 28:LXXXIII.301 and 4527 Source: Lexis-Nexis/StateNet CA Vetoed 09/2006 P-12 Deletes certain items from the list of school conditions for which assessments are required to be included in the school accountability report card, including the quality of school instruction and leadership, the degree to which pupils are prepared to enter the workforce, and whether the school qualifies for the Governor's Performance Award Program. Requires each school district to make it most recent report care available through the Internet or hard copies by a specified date each year. http://www.leginfo.ca.gov/pub/bill/sen/sb_1501-1550/sb_1510_bill_20060831_enrolled.pdf Title: S.B. 1510 Source: California Legislature LA Adopted 08/2006 P-12 Designed to address the impact of natural disasters on schools/districts ability to meet the objectives of the accountability system. Creates one-year waiver from accountability for "severe impact" schools and districts, as defined in rule. Also establishes provisions for severe impact schools following a one-year disaster waiver; directs the department of education to provide specific entry and exit codes for students displaced by natural disaster; establishes assessment and graduation rate indices for displaced students in limited impact schools; and offers schools and districts impacted by a natural disaster a one year exclusion from the subgroup component in accountability. Pages 1-3 of 55: http://www.doa.louisiana.gov/osr/reg/0608/0608RUL.pdf Title: LAC 28:LXXXIII.Chapter 45 Source: www.doa.louisiana.gov CA Adopted 08/2006 P-12 Amends rules relating to high priority schools grant program. Provides clarification regarding the use of valid APIs in the determination of significant growth, outlines the process of determining positive API growth for schools without a valid API in one or two years, and defines criteria to demonstrate academic growth equivalent to significant growth for schools without a valid API. Title 5; Division 1; Ch. 2; Subchapter 4; Article 1.6 CALIFORNIA 17211 http://government.westlaw.com/linkedslice/default.asp?Action=TOC&RS=GVT1.0&VR=2.0&SP=CCR-1000 Title: Title 5 CCR Sections 1030.7, 1030.8 Source: California Rules IA Signed into law 06/2006 P-12 Directs each local board to annually develop, maintain, and distribute a financial report. Provides that the objective of the financial report shall be to facilitate public access to a variety of information and statistics relating to the education funding received by the school district, enrollment and employment figures, and additional information. Requires the financial report to contain, at a minimum, information on: a. All property tax levies, income surtaxes, and local option sales taxes in place in the school district, listed by type of levy, rate, amount, duration, and notification of the maximum rate and amount limitations permitted by statute. b. The amount of funding received on a per pupil basis through the operation of the school finance formula, and from any other state appropriation or state funding source. c. Federal funding received per student or teacher population targeted to receive the funds, and any other federal grants or funding received by the district. d. Teacher and administrator minimum, maximum, and average salary paid by the district, and the percentage and dollar increase under teacher and administrator salary and benefits settlement agreements. e. Teacher and administrator health insurance and other alternative health benefit information, including the monthly premium, the percentage of the premium paid by the district, and the percentage of the premium paid by a teacher or administrator for single and family insurance. f. Teacher and administrator employment statistics, including the annual number of licensed full-time and part-time teachers and administrators employed by the school district during the preceding five years, and including the number of teachers and administrators no longer employed by the district, and new hires. g. Student enrollment levels during the preceding five years, including regular enrollment, special education enrollment, and enrollment adjustments made pursuant to supplementary weighting. h. Such additional information as the school district may determine. Requires copies of a district's financial report for the previous school year to be posted on the district Web site at the beginning of the school year. Provides that if the district does not maintain or develop a Web site, the school district must either distribute or post written copies of the financial report at specified locations throughout the school district. Provides that, prior to certifying any levy by board approval, or submitting a levy for voter approval, local boards must facilitate public access to a complete listing of all outstanding levies within the school district by rate, amount, duration, and the applicable maximum levy limitations. Requires that the information on outstanding levies be posted on the district Web site at the beginning of the school year, and updated prior to board approval or submission for voter approval of any levy during the school year. Provides that if the district does not maintain or develop a Web site, the district must either distribute or post written copies of the listing at specified locations throughout the district. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272 Title: S.B. 2272 - Section 14-15 Source: coolice.legis.state.ia.us FL Signed into law 05/2006 P-12 Makes revisions to school grade provisions, such as the inclusion of information for students receiving a special diploma and grades for K-3 and alternative schools. Each school that has students who are tested and included in the school grading system, except an alternative school that receives a school-improvement rating pursuant to s. 1008.341, will receive a school grade; however, an alternative school may choose to receive a school grade under this section in lieu of a school-improvement rating. Additionally, a school that serves any combination of students in kindergarten through grade 3 which does not receive a school grade because its students are not tested and included in the school grading system will receive the school grade designation of a K-3 feeder pattern school identified by the Department of Education and verified by the school district. A school feeder pattern exists if at least 60 percent of the students in the school serving a combination of students in kindergarten through grade 3 are scheduled to be assigned to the graded school. A school's grade will be based on a combination of: 1. Student achievement scores, including achievement scores for students seeking a special diploma. 2. Student learning gains as measured by annual FCAT assessments in grades 3 through 10; learning gains for students seeking a special diploma, as measured by an alternate assessment tool, must be included not later than the 2009-2010 school year. 3. Improvement of the lowest 25th percentile of students in the school in reading, math, or writing on the FCAT, unless these students are exhibiting satisfactory performance. Effective with the 2005-2006 school year, the achievement scores and learning gains of eligible students attending alternative schools that provide dropout-prevention and academic-intervention services will be used to determine the home school's grade. If an alternative school chooses to be graded pursuant to this section, student performance data for eligible students will not be included in the home school's grade but will be included only in the calculation of the alternative school's grade. School districts must require collaboration between the home school and the alternative school in order to promote student success. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006 Title: H.B. 7087 (Section 45) Source: Florida Legislature FL Adopted 04/2006 P-12 Reviews the current school grading calculation to explore the inclusion of other criteria and/or make current criteria more rigorous. Measures the progress of students and schools in the state. FLORIDA 30430 http://www.firn.edu/doe/rules/6a-1-11.htm#6A-1.09981 Title: FAC 6A-1.09981 Source: Florida Rules CO Signed into law 04/2006 P-12 Concerns measuring public school effectiveness; identifies the schools that receive the governor's distinguished improvement awards; instructs the technical advisory panel on the measurement of longitudinal academic growth to determine the method by which to identify schools that demonstrate the highest rate of student academic growth in a school year toward state standards for proficiency. http://www.leg.state.co.us/clics2006a/csl.nsf/fsbillcont2/b89455312407ef2a872570bd0083a02c?OpenDocument&Click=872570040059C649.8975551e51fa01d087256dd30080e1d5/$Body/1.2 Title: H.B. 1109 Source: Colorado Legislature IN Signed into law 03/2006 P-12 Requires each school corporation (district) to conduct an informational count on May 1, 2007, May 1, 2008, and May 1, 2009 -- in the same manner and with the same standards as eligible pupils are counted to determine current ADM. The department must report the information obtained in the informational count to the: (1) governor; (2) members of the education roundtable; and (3) executive director of the legislative services agency not later than thirty (30) days after the department receives the informational count reports for the year from all school corporations and transferee corporations. From the fiscal note: The bill specifies that the informational counts should include the following information: 1. A comparison between the number of eligible pupils on the informational count date and the number of eligible pupils in the current ADM. 2. Using a coding system developed by the Department of Education, the number (to the extent known by the school corporation or transferee corporation) of eligible pupils dropping out or otherwise withdrawing from the school corporation or transferee corporation after the date of the current ADM count, grouped by the reason or reasons for withdrawal from school. 3. Using a coding system developed by the Department: a. the number of suspensions and expulsions occurring after the date of the current ADM count, grouped by the reason or reasons for each suspension and expulsion; and b. the number and types of alternative educational placements that were provided or offered to suspended and expelled eligible pupils in each group. 4. The number of tuition transfer students accepted by a transferee corporation after the date of the current ADM count. http://www.in.gov/legislative/bills/2006/PDF/SE/SE0173.1.pdf Title: S.B. 173 Source: Lexis-Nexis/StateNet, www.in.gov/legislative/bills FL Adopted 03/2006 P-12 Includes the science grade-level scale scores for each achievement level for use in reporting student proficiency levels in science as part of the student achievement testing program known as the Florida Comprehensive Assessment Test (FCAT). FLORIDA 30220 http://www.firn.edu/doe/rules/6a-1-8.htm#6A-1.09422 Title: FAC 6A-1.09422 Source: Florida Board of Education IL Adopted 11/2005 P-12 Makes changes in the accountability system for public schools. Changes the requirement for adequate yearly progress and the indicators that will be considered; the targets for each aspect of performance; the subgroups of students, their participation in state level assessments, and the treatment of their scores; and the academic early warning and watch status and the requirements for school and district improvement plans and restructuring plans. Section 1.10 Public School Accountability Framework Section 1.20 Operational Requirements Section 1.30 State Assessment Section 1.40 Adequate Yearly Progress Section 1.50 Calculation of Participation Rate Section 1.60 Subgroups of Students; Inclusion of Relevant Scores Section 1.70 Additional Indicators for Adequate Yearly Progress (high school dropout rates/graduation rates) Section 1.75: Student Information System Section 1.80: Academic Early Warning and Watch Status Section 1.85: School and District Improvement Plans; Restructuring Plans Section 1.90: Systems of Rewards and Recognition - The Illinois Honor Role Section 1.95 Appeals Procedure http://www.isbe.state.il.us/rules/archive/pdfs/oneark.pdf AGENCY CONTACT: Sally Vogl, Agency Rules Coordinator, State Board of Education, 100 N First St (W-475), Springfield, IL 62777, 217-782-5270 Title: 23 IAC 1.10, thru .70, .75, .80, .85, .90, .95, Source: www.isbe.state.il.us KY Adopted 11/2005 P-12 Amends rules which establish a system for identifying and rewarding successful schools and appropriate consequences for schools failing to meet or exceed their assistance line. AGENCY CONTACT: Kevin Noland, Deputy Commissioner and General Counsel, Bureau of Operations and Support Services, Department of Education, 500 Mero St, 1st, Capitol Plaza Tower, Frankfort, KY 40601, 502-564-4474, fax 502-564-9321 http://www.lrc.ky.gov/kar/703/005/020.htm Title: 703 KAR 5:020 Source: Lexis-Nexis, www.lrc.ky.gov TX Adopted 09/2005 P-12 Amends rules regarding the annual accountability standards. Describes the state accountability rating system for districts, campuses, and charter schools, and adopts applicable excerpts of the 2005 Accountability Manual, dated June 2005. TEXAS REG 97908 (SN) Title: 19 TAC 2.97.AA.97.1001 Source: StateNet TX Adopted 09/2005 P-12 From background information: Proposed amendment to 19 TAC §97.1001 would describe the state accountability rating system and adopt excerpts of the 2005 Accountability Manual, dated June 2005, into rule. The excerpts, Chapters 2-6, 9, 11-13, 16, and 17 of the 2005 Accountability Manual, specify the indicators, standards, and procedures used by the commissioner of education to determine accountability ratings, both standard and alternative education accountability (AEA), for districts, campuses, and charter schools. These chapters also specify indicators, standards, and procedures used to determine Gold Performance Acknowledgment (GPA) on additional indicators for Texas public school districts and campuses. Also specified in Chapters 2-6, 9, 11-13, 16, and 17 of the 2005 Accountability Manual are procedures for submitting an appeal. The TEA will issue accountability ratings under the procedures specified in the 2005 Accountability Manual in August 2005. Ratings may be revised as a result of investigative activities by the commissioner as authorized under TEC, §39.074 and §39.075. The title of §97.1001 would also change from "Annual Accountability Standards" to "Accountability Rating System." In 2005, campuses and districts will be evaluated using four base indicators: Texas Assessment of Knowledge and Skills (TAKS) results, completion rates, annual dropout rates, and student performance on the State Developed Alternative Assessment (SDAA) II. In 2005, the GPA system will award acknowledgment on 13 separate indicators to districts and campuses rated Academically Acceptable or higher: Attendance Rate for Grades 1-12; Advanced Academic Course Completion; Advanced Placement/ International Baccalaureate Examination Results; College Admissions Test Results; Commended Performance on Reading/English Language Arts (ELA), Mathematics, Writing, Science and/or Social Studies; TAAS/TASP Equivalency; Recommended High School Program Participation; and Comparable Improvement on Reading/ELA and Mathematics.Amends rules concerning institutional reports. Accommodates the accountability system reports that will be presented to the Board at its January meeting. Changes the submission date to November 15. http://www.tea.state.tx.us/rules/commissioner/proposed/0805/97-1001a-ltrprop.html Title: 19 TAC 1.17.K.17.101 Source: http://www.tea.state.tx.us TX Adopted 09/2005 P-12 BACKGROUND INFORMATION AND SIGNIFICANT ISSUES: Legal counsel with the Texas Education Agency (TEA) has recommended that the procedures for issuing accountability ratings for public school districts and campuses be adopted as part of the Texas Administrative Code. This decision was made in 2000 given a court decision challenging state agency decision making via administrative letter/publications. Given the statewide application of the accountability rating process and the existence of sufficient statutory authority for the commissioner of education to formally adopt rules in this area, portions of each annual accountability manual have been adopted since 2000. The accountability system evolves from year to year so the criteria and standards for rating and acknowledging schools in the most current year differ to some degree over those applied in the prior year. The intention is to annually update 19 TAC §97.1001 to refer to the most recently published accountability manual. The proposed amendment to 19 TAC §97.1001 would describe the state accountability rating system and adopt excerpts of the 2005 Accountability Manual, dated June 2005, into rule. The excerpts, Chapters 2-6, 9, 11-13, 16, and 17 of the 2005 Accountability Manual, specify the indicators, standards, and procedures used by the commissioner of education to determine accountability ratings, both standard and alternative education accountability (AEA), for districts, campuses, and charter schools. These chapters also specify indicators, standards, and procedures used to determine Gold Performance Acknowledgment (GPA) on additional indicators for Texas public school districts and campuses. Also specified in Chapters 2-6, 9, 11-13, 16, and 17 of the 2005 Accountability Manual are procedures for submitting an appeal. The TEA will issue accountability ratings under the procedures specified in the 2005 Accountability Manual in August 2005. Ratings may be revised as a result of investigative activities by the commissioner as authorized under TEC, §39.074 and §39.075. The title of §97.1001 would also change from "Annual Accountability Standards" to "Accountability Rating System." In 2005, campuses and districts will be evaluated using four base indicators: Texas Assessment of Knowledge and Skills (TAKS) results, completion rates, annual dropout rates, and student performance on the State Developed Alternative Assessment (SDAA) II. In 2005, the GPA system will award acknowledgment on 13 separate indicators to districts and campuses rated Academically Acceptable or higher: Attendance Rate for Grades 1-12; Advanced Academic Course Completion; Advanced Placement/ International Baccalaureate Examination Results; College Admissions Test Results; Commended Performance on Reading/English Language Arts (ELA), Mathematics, Writing, Science and/or Social Studies; TAAS/TASP Equivalency; Recommended High School Program Participation; and Comparable Improvement on Reading/ELA and Mathematics. http://www.tea.state.tx.us/rules/commissioner/proposed/0805/97-1001a-ltrprop.html Title: 19 TAC §97.1001 Source: http://www.tea.state.tx.us/rules/ CO Vetoed 06/2005 P-12 Requires the department to contract every 3 years for an independent evaluation of the state accountability system and the No Child Left Behind Act of 2001. Requires the evaluation to include: (1) The impact of the accountability systems on learning and teaching; (2) Public perception of and confidence in the accountability sytems; (3) The effectiveness of the parties involved in the accountability systems, including the department, districts, state charter school institute, and public schools; (4) Improvements that may be made to the data collected through the accountability systems; and (5) Recommended changes to statutes or rules pertaining to the accountability systems. Requires the report to include an evaluation of the state acceditation indicators and how districts or the state charter school institute can meet or fail to meet such standards. Changes the school designations in the state accountability system from "excellent", "high", "average", "low" and "unsatisfactory" to "excellent", "high achieving", "achieving", "priority" and "high priority". Requires the state board to develop procedures for a district or the state charter school institute to appeal or waive a school's rating based upon unusual testing circumstances. http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/489B14D223FBDD2087256F5D006BE665?Open&file=214_rev.pdf Title: S.B. 214 (Section 1-2) Source: www.leg.state.co.us CO Vetoed 06/2005 P-12 Section 7: Encourages the state board to establish accreditation indicators based in part on the diagnostic academic growth calculation added by paragraph (d), section 22-7-604.3. Section 8: Creates new paragraph (d) in section 22-7-604.3. States that a diagnostic academic growth calculation showing each student's improvement from year to year might more accurately reflect a school's performance. Encourages the department to extend the use of the diagnostic academic growth calculation to the school level, and to use this method to evaluate schools for the state and federal accountability systems. http://www.leg.state.co.us/clics2005a/csl.nsf/fsbillcont3/489B14D223FBDD2087256F5D006BE665?open&file=214_enr.pdf Title: S.B. 214 (Section 7-8) Source: www.leg.state.co.us CA Vetoed 09/2004 P-12 Existing law establishes the Public School Performance Accountability Program which consists of the Academic Performance Index (API), the Immediate Intervention/Underperforming Schools Program, and the High Achieving/Improving Schools Program. The API measures the performance of schools and the academic performance of pupils and consists of a variety of indicators. This bill states the intent of the Legislature to establish the Opportunity for Teaching and Learning (OTL) index as part of the Public School Performance Accountability Program to measure the opportunities for teaching and learning as evidenced by access to high-quality learning resources, conditions, and opportunities, based on standards that specify what all schools should have available for instruction and support. This bill requires the Superintendent of Public Instruction to, beginning in 2006, publish OTL index values for each school at the same time and in the same manner as the API. The superintendent is required to, no later than October 15, 2005, develop the OTL index that includes various specified indicators. The superintendent is required to determine a method for computing an OTL index for each school on an annual basis, and to determine minimal standards for indicators measured within the OTL index on a school-level basis. This bill would provide that its provisions are to be implemented only if funds are appropriated for its purposes. http://www.leginfo.ca.gov/pub/bill/sen/sb_1401-1450/sb_1419_bill_20040818_enrolled.html Title: S.B. 1419 Source: California Legislative Web site TN Signed into law 06/2004 P-12 Deletes several sections of 49-1-601 and and substitutes new language. Relates to educational performance goals and measures;changes from dropout rates to graduation rates; provides for testing; requires all public schools and local education agencies to make adequate yearly progress in achieving proficiency for all student subgroups in core academic subjects; each school and local education agency is expected to make statistically significant progress toward that goal. The rate of progress within each grade and academic course, necessary to maintain compliance with this part, will be established after two (2) years of consecutive testing with tests adopted for each grade and subject; provides that tests must have fresh, nonredundant items that did not appear on that test in previous years. http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0928.pdf Title: H.B. 3511 Source: http://www.legislature.state.tn.us DE Rule Adoption 05/2004 P-12 Amends regulation to reflect the changes made to Delaware's plan under the federal No Child Left Behind Act of 2001. Changes include: definitions and the addition of State Progress Determinations. DELAWARE REG 1502 (SN) http://legis.state.de.us/LIS/Register.NSF/vwRegisters/712/$file/June2004.pdf?openelement Title: 14 DAC 103 Source: Delaware State Web site LA Adopted 04/2004 P-12 Adopts rules relating to the implementation of fundamental changes in the classroom by helping schools and communities focus on student achievement. Clarifies method for calculating a School Performance Score for elementary, middle and high schools. Establishes timelines for schools in School Improvement to submit improvement plans, expands the details of the Supplemental Educational Services process, specifies how LEAP Alternative Assessment students are included in NRT calculations, and creates required definitions for English language proficiency. http://www.doa.state.la.us/osr/reg/0404/0404RUL.pdf (see pages 22-27 of 71) Title: LAC 28:LXXXIII.303, 311, 1701, 2701, 2702, 2703, 2713, 2715, 2717, 2719, 2721, 3905, 4001, 4003, 4005 Source: http://www.doa.state.la.us/osr AZ Signed into law 04/2004 P-12 Concerns schools and measures of academic progress; concerns calculation of the measure of academic progress as the extent of academic progress made by each student rather than the percentage of students progressing one academic year. http://www.azleg.state.az.us/FormatDocument.asp?inDoc=/legtext/46leg/2r/laws/0034.htm Title: H.B. 2353 Source: Arizona Legislative Web site WV to governor 03/2004 P-12 Part of H.B. 4001 requires standards for determining exemplary student, school and school system performance and progress. These indicators are to be used only as indicators for determining whether accredited and approved schools and school systems should be granted exemplary status. These indicators shall include, but are not limited to, the following:(1) The percentage of graduates who declare their intent to enroll in college and other post-secondary education and training following high school graduation;(2) The percentage of graduates who receive additional certification of their skills, competence and readiness for college, other post-secondary education or employment above the level required for graduation; and (3) The percentage of students who successfully complete advanced placement, dual credit and honors classes. Title: H.B. 4001- Multiple Sections Source: West Virginia Legislative Web Site WV to governor 03/2004 P-12 Part of H.B. 4001 requires the state board to adopt and periodically review and update indicators of efficiency for use by the appropriate divisions within the department to ensure efficient management and utilization of resources in the public schools. Title: H.B. 4001 - Multiple Sections Source: West Virginia Legislative Web Site WV Signed into law 03/2004 P-12 Requires the department to make available through its web site or the West Virginia education information system an electronic unified school improvement plan boilerplate designed for use by all schools to develop a unified school improvement plan which incorporates all required aspects and satisfies all improvement plan requirements of the No Child Left Behind Act. Each respective plan is to be a five-year plan that includes the mission and goals of the school or school system to improve student, school or school system performance and progress, as applicable. Plan must be revised when required to include each annual performance measure upon which the school or school system fails to meet the standard for performance and progress, the action to be taken to meet each measure, a separate time line and a date certain for meeting each measure, a cost estimate and, when applicable, the assistance to be provided by the department and other education agencies to improve student, school or school system performance and progress to meet the annual performance measure. Requires standards to include annual measures of student, school and school system performance and progress. Requires annual measures to be used for determining school accreditation and school system approval:1) The acquisition of student proficiencies as indicated by student performance and progress in grades 3-8, inclusive, and grade 11 measured by a uniform statewide assessment program. (2) school attendance rate of no less than 90% in attendance excluding student absences excused in accordance with the state board rule, and 3) high school graduation rate of no less than 85% determined from information on the West Virginia education information system on the fifteenth day of August. Title: H.B. 4001- Mult. Sections - School Improvement Source: WV Legislative Web Site CA Vetoed 10/2003 P-12 States the intent of the Legislature to establish an Opportunity for Teaching and Learning Index as part of the Public School Performance Accountability Program to measure the opportunity for teaching and learning as evidenced by access to high-quality learning resources, conditions, and opportunities, based on standards specifying what all schools should have available for instruction and support. Requires recommendations for the development of the index by July 1, 2004. http://www.leginfo.ca.gov/pub/bill/sen/sb_0451-0500/sb_495_bill_20030911_enrolled.html Title: S.B. 495 Source: California Legislative Web site OH Signed into law 08/2003 P-12 Creates the Ohio Accountability Task Force to study the state's accountability system (to make recommendations, periodically review fees for data analysis and reporting, periodically report to the department and state board, to examine the implementation of the value-added progress dimension and the reporting of performance data. Defines "graduation rate" as the ratio of students receiving a diploma to the number of students who entered ninth grade four years earlier. Students who transfer into the district are added to that calculation. Students who transfer out of the district for reasons other than dropout are subtracted from the calculation. Directs the Legislative Office of Education Oversight to conduct a study of each of the following: the academic achievement gap, (2) the provision of intervention services, (3) the Ohio Graduation Test performance of the Class of 2007, and (4) the progress of meeting the federal requirement of having only "highly qualified" teachers in core subject areas. Eliminates the requirement that certain state board rules be approved by the General Assembly prior to taking effect. Title: H.B. 3--Section 3302.01 Source: www.legislature.state.oh.us OH Signed into law 08/2003 P-12 This section defines "performance index score;" defines subgroups as major racial and ethic groups, students with disabilities, economically disadvantaged, and limited English proficient students. Defines "other academic indicators" as attendance rate for elementary and middle schools and the graduation rate for high schools. Defines "Annual measurable objective"and requires 95% of the student population and each subgroup to be tested, except for any subgroup that contains less than 40 students. In calculating AYP, subgroups of 30 or more are counted, except students with disabilities is not used in the calculation unless it contains 45 or more students. Title: H.B. 3--3302.01 Source: www.legislature.state.oh.us TX Signed into law 06/2003 P-12 Currently, Texas law requires the State Board of Education (SBOE) to adopt rules to evaluate the performance of schools using the academic excellence indicators adopted under Sections 39.051(b)(1) through (7), Education Code, including assessment instrument results; dropout, completion, and attendance rates; and SAT results. Additional criteria to be considered may include consideration of compliance with certain statutory and SBOE requirements and the effectiveness of the district's programs for special populations. S.B. 1820 adds the consideration of the effectiveness of the district's career and technology programs in the rules adopted by SBOE. (from Education Committee Report) http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=78&SESS=R&CHAMBER=S&BILLTYPE=B&BILLSUFFIX=01820&VERSION=4&TYPE=A Title: S.B. 1820 Source: http://www.capitol.state.tx.us NV Signed into law 06/2003 P-12 The measure revises the public school accountability provisions of the Nevada Education Reform Act and related sections of the law to conform to requirements of the federal No Child Left Behind Act of 2001. The bill requires the state board to define the measurement for determining whether this state, each school district, and each public school has made adequate yearly progress (AYP) in accordance with the federal law. The primary method of measuring AYP will be standards-based test scores in grades 3 through 8, along with the high school proficiency examination. Secondary indicators will include graduation rates for high schools and attendance rates for all other schools. In addition, the state board is required to prepare an annual report of accountability. Further, the measure requires the state board, each school district, and each public school to develop a plan to improve the achievement of pupils. The bill also revises existing provisions concerning the accountability designations of public schools, and for the first time, requires the Department of Education to designate school districts based upon the achievement of pupils enrolled within the school district as a whole, using categories and criteria similar to the school-level accountability categories. As required under federal law, all students must now be tested, including disabled students and English Language Learners. (114 page bill) http://www.leg.state.nv.us/19thSpecial/bills/SB/SB1_EN.pdf Title: S.B. 1 (Omnibus Bill) Source: Research Division, Legislative Counsel Bureau AZ Signed into law 05/2003 P-12 Modifies school achievement profile designations and extends for an additional year the time before a school is classified as a school failing to meet academic standards; provides that a parent of a pupil may apply for reimbursement from the failing schools tutoring fund; provides grants for schools. http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=HB2277 Title: H.B. 2277 Source: Arizona Legislative Web site NM Adopted 12/2002 P-12 Establishes rules annually measuring public schools on the five statewide indicators. All scores, rates, and other measures used in the Accountability Rating System are to be verified by the department. Assessment data is to be considered for accountability ratings only when a group represents 10 or more students. Utilizes results from the state- mandated norm referenced achievement test(s) ('NRT') in Spanish or English, and all accomodations or exemptions must comply with federal guidelines. Ratings of "probationary" may be appealed to the Educational Standards Commission. Schools have one full year from the time they're identified as in need of corrective action to meet the standards for improvement. NEW MEXICO REG 3643 (SN) Title: NMAC 6.19.1.8, 6.19.1.9; 6.19.2.16 Source: StateNet NM Adopted 12/2002 P-12 Amends rules regarding the annual measurement of schools. http://www.nmcpr.state.nm.us/nmac/parts/title06/06.019.0001.pdf 6.19.1.9 Addresses school ratings: A. A school's rating will determine when intervention is appropriate. B. A school's rating is determined by the percentage of data points that are rated as exemplary, exceeds standards, meets standards, and probationary. C. The ratings shall be publicized each year and provided by the department to districts and to schools. D. New schools are not rated. E. A school that receives an overall rating of probationary for a first or second time and will enter either the performance warned or the first year of school improvement categories may appeal the rating to the Educational Standards Commission. The appeal must be made to the State Superintendent of Public Instruction ("State Superintendent") in writing within twenty days of the school's receipt of official notice of the school rating. Provides for use of dropout rates, annual performance measurement (of schools). Uses test results of students in attendance on or prior to the 40-day attendacne count. Considers LEP and IEP test results. Small schools use "rolling averages." Attendance is included as an indicator. Allows intervention at school and district level. 6.19.2.11 allows suspension of a local board until requirements of law, standards or rules have been met, compliance is assured, and the state board removes the suspension. The authority and responsibility of a local board may occur voluntarily -- as an agreement between the state superintendent and the board. Involuntary suspension of local boards may occur if a school within the district has been rated probationary for two out of three consecutive years and has failed to meet the criteria for the extension of school improvement rating for two out of three consecutive years. NEW MEXICO REG 3611 (SN) Title: 6.19.1, 6.19.2 NMAC Source: StateNet AK Adopted 08/2002 P-12 Establishes the indicators and formulas used to measure school performance. http://www.eed.state.ak.us/regs/adopted/4AAC06_schooldesignators.pdf Title: 4 AAC 06 - Article 4 Source: State of Alaska, Dept. of Education & Early Development AK Adopted 06/2002 P-12 Each school will receive accountability points for each student included in school accountability, based on their performance category ("Advanced," "Proficient," "Below Proficient," or "Not Proficient") Performance on Benchmark Test Accountability Points: Advanced 150, Proficient 100, Below Proficient 50, Not Proficient 20, Did Not Participate 0. A school may not exempt or excuse more than 3% of the total number of students enrolled in a grade. The school will receive zero points for students who are accountable but who did not participate, above 3% of the students enrolled in the tested grades; (3) The Status Index for each content area is calculated by adding the total number of points and dividing by the total number of students accountable. (4) The Benchmark Status Index for the school is calculated by adding the total number of index points across all content areas, and dividing by the number of content areas. Title: 4 AAC 06 Source: http://www.eed.state.ak.us/regs/4AAC06SchoolDesignators.pdf CO Signed into law 05/2002 P-12 Requires state board to establish criteria and application process for a school to be designated an alternative education campus. Mandates that criteria and application process include specified components. Permits charter school meeting criteria to be designated an alternative education campus. Mandates that Colorado Student Assessment Program (CSAP) results for all part-time students at an alternative education campus be included in the school's academic performance and academic improvement ratings. However, any school designated an alternative education campus is exempt from receiving an academic performance or improvement rating unless the state board approves receipt of such ratings. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/631277866E3CECB087256B0300718AF9?Open&file=094_enr.pdf Title: S.B. 94 Source: www.leg.state.co.us AZ Signed into law 05/2002 P-12 Requires that the academic achievement profile report for schools serving students grades K-8 include as indicators the Arizona Measure of Academic Progress and the Arizona Instrument to Measure Standards (AIMS) test. Academic achievement profile reports for schools serving students grades 9-12 must include as indicators the AIMS test, annual dropout and graduation rates. Establishes school classification system; requires department to determine criteria for each school's classification using specified methodology; requires each school's classification and criteria to appear on school report cards. Requires department to develop parallel achievement profile for accommodation schools, alternative schools, and schools serving fewer than 100 pupils. Addresses required actions of first-year and second-year underperforming schools, including underperforming charter schools. Creates consequences for failing schools that do not submit improvement plans and failing schools that do not make adequate improvement during two consecutive years of designation as such. Permits state board to allow governmental, nonprofit or or private organizations to submit applications to the state board to partially or fully manage the school. Sets out state board duties to periodically review performance of school operated by alternative providers as mentioned above. http://www.azleg.state.az.us/legtext/45leg/2r/laws/0284.htm Title: H.B. 2658 Source: www.azleg.state.az.us AZ Signed into law 05/2002 P-12 Changes distribution deadline for state board's annual reports for every school and district and the state as a whole from July 1 to September 1; removes "grade equivalents" as an area in which standardized test scores by subject area are to be reported. http://www.azleg.state.az.us/legtext/45leg/2r/laws/0215.htm Title: S.B. 1331 Source: www.azleg.state.az.us KS Signed into law 05/2002 P-12 Requires review of curriculum standards in certain core academic areas every five instead of three years. Changes date to requires state board to prepare public education performance report card on or before January 1 of each academic year. Eliminates language requiring Kansas, Inc. to perform a study to be conducted in 1997 evaluating changes in pupil performance attributable to the school accreditation system. http://www.kslegislature.org/bills/2002/9.pdf Title: S.B. 9 Source: www.kslegislature.org VA Signed into law 03/2002 P-12 Directs the Board of Education to include, in its annual fall report on public education needs and schools failing to meet the Standards of Quality (SOQ), a complete listing of the current SOQ, justification for each standard, how long each standard has been in its current form, and whether the Board recommends any changes to the SOQ. Title: H.B. 884, S.B. 350 Source: Lexis-Nexis/StateNet WA Signed into law 03/2002 P-12 Authorizes the Academic Achievement and Accountability Commission to set performance improvement goals for certain groups of students and dropout goals. The goals shall be consistent with student privacy protection provisions of RCW 28A.655.090(7) and shall not conflict with requirements contained in Title I of the federal elementary and secondary education act of 1965, as amended. The goals may be established for all students, economically disadvantaged students, limited English proficient students, students with disabilities, and students from disproportionately academically underachieving racial and ethnic backgrounds. The commission may establish school and school district goals addressing high school graduation rates and dropout reduction goals for students in grades seven through twelve. http://www.leg.wa.gov/pub/billinfo/2001-02/Senate/6450-6474/6456_sl_03192002.txt Title: S.B. 6456 Source: www.leg.wa.gov OH Signed into law 11/2001 P-12 Repeals all former district performance indicators, and requires the state board to establish at least 17 new indicators annually through 2006, and every six years thereafter. Requires the state board to notify school districts of new indicators at least two years before they are included in the district's performance rating. Adds the new category of "excellent" to the district performance ratings and permits excellent districts, in addition to effective districts, to be free of certain mandates. Requires district performance ratings to be issued annually rather than triennially as under prior law. Requires the department fo issue report cards for individual buildings in addition to districts. Requires the disaggregation of data on the report cards according to age, race, ethnicity, gender, mobility, vocational education status, and economic status. Title: S.B. 1 Source: CA Signed into law 10/2001 P-12 Establishes the High Priority Schools Grant Program for Low Performing Schools within the Public Schools Accountability Act. Requires a school that participates in the High Priority Schools Grant Program for Low Performing Schools that maintains kindergarten or any of grades 1 to 5 to jointly develop with parents, for all children enrolled at the schoolsite, a school-parent compact. Provides alternate sanctions to which a school is subject if it does not meet its growth target. Title: A.B. 961 Source: Lexis-Nexis/StateNet OR Signed into law 08/2001 P-12 Encourages school districts to implement programs to improve student performance and school personnel satisfaction such as the Initiative for Quality in Education; provides the programs shall allow schools to achieve their individual and unique goals as reflected by their local communities; requires the Superintendent of Public Instruction to include certain data in the school performance reports as specified. Title: S.B. 811 Source: http://www.leg.state.or.us/01reg/measures/sb0800.dir/sb0811.en.html NH Vetoed 07/2001 P-12 Establishes criteria for measuring school performance standards and creates a watch list for schools which are not making satisfactory progress in school performance areas; establishes an education improvement fund in the Department of Education, which shall be funded by a transfer from the Education Trust Fund in the amount of one-third of 1% of the statewide cost of an adequate education for all pupils. Title: S.B. 164 Source: Lexis-Nexis/StateNet 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/ CO Signed into law 06/2001 P-12 Directs new rankings for school report cards; adds new categories of information to be included in school report cards; requires low performing schools to develop a school improvement plan; provides for financial assistance on a matching basis for certain low and unsatisfactory schools by the state board of education. Title: S.B. 98 Source: Lexis-Nexis/StateNet DE Signed into law 06/2001 P-12 Relates to school and district accountability for student outcomes; provides for notification to the public of school rankings; provides technical and financial assistance to schools classified as needing improvement. Title: H.B. 220 Source: Lexis-Nexis/StateNet FL Filed as Chapter No 05/2001 P-12 2001-90. Revises provisions relating to the designation of school performance grade categories; revises the basis for such designations; revises provisions relating to statewide annual assessments; revises provisions relating to the use of a statistical system for assessment; requires the Commissioner of Education to establish a schedule for administration of assessments; reenacts provisions relating to procedures for certain supplements for teachers based on certain criteria. Title: H.B. 1633 Source: Lexis-Nexis/StateNet OK Signed into law 05/2001 P-12 Requires state to complete draft Academic Performance Index by July 13, 2001. On or before February 28, 2002, must file the final baseline Academic Performance Index with the governor. Makes assessments contigent on funding. Title: S.B. 810 Source: http://www2.lsb.state.ok.us/2001-02SB/sb810_enr.rtf SC Signed into law 05/2001 P-12 Relates to the education oversight committee's academic performance ratings and performance indicators under the education accountability act, so as to provide that the committee in all ratings rather than just in the improvement rating shall consider certain criteria. Title: H.B. 3600 Source: South Carolina Legislative Web Site IN Signed into law 05/2001 P-12 Section formerly required each school to develop staff performance evaluation plan that would examine each employee's performance. New language requires each school's staff performance evaluation plan to evaluate "the school's and the school's educators' performance." Former language said evaluation of employees' performance should be based on separate teacher and administrator performance indicators such as the development of parental involvement, student performance on assessments and the teacher's attendance rates for teachers; and student attendance and graduation rates, teacher/student ratio and classroom expenditures per student for administrators. New language deletes these requirements, replacing them with evaluation of performance based on the school's students' performance improvement level including student performance on assessment programs, graduation rates, student SAT scores, and local board-developed standards consistent with state academic standards and student performance improvement levels. Eliminates requirement that local board staff performance evaluation plan provide that teachers be evaluated twice each school year. Specifies that existing sections of code requiring every public school teacher to be employed on a statewide, unamended, uniform teacher's contract apply only to certified district employees. Specifies that a teacher's students' performance improvement levels on state assessment may be used as a factor, but not the only factor, to evaluate a teacher's performance. Title: S.B. 165 Source: www.state.in.us/legislative IN Signed into law 05/2001 P-12 Eliminates language that defined "expected [school] performance level" by student attendance rates, remediation rates, assessment scores and graduation rates; replaces it with definition of "student performance improvement level" which refers to "improvement in student academic achievement established by the board," which must be at least as rigorous as the performance improvement level set by state board. Changes sections relating to school performance to reflect change from school performance objectives to student improvement levels. Specifies that board assessment and evaluation of education programs offered by the district must be on annual basis, and that assessment must consider the students' status regarding achieving student performance improvement levels. Replaces language requiring board to establish annual performance objectives for each school with language requiring board to establish annual student performance improvement levels for each school that are at least as rigorous as state board student performance improvement levels. Title: S.B. 165 Source: www.state.in.us/legislative NM Vetoed 04/2001 P-12 Relates to annual school accountability reporting. There are five indices through which public school performance shall be measured and reported to school districts: (1) student achievement as measured by a nationally norm-referenced or criterion-referenced test approved by the department of education or through a performance-based instrument to measure proficiency; (2) school safety; (3) the dropout rate; (4) attendance; and (5) parent and community involvement. Districts must give a nationally norm-referenced test, standards-based or performance-based assessment to all students enrolled in a public school or state institution in grades four (changed from grade three) through nine. Students with disabilities must participate in the test as determined on their individual education program. Students who have been assessed as non-English or limited English proficient using state-approved language assessments and meeting required thresholds shall be provided an alternative norm-referenced, performance-based or standards-based assessment in their primary language. Title: S.B. 660 Source: New Mexico Legislative Web Site CO Signed into law 03/2001 P-12 Concerns the replacement of information on student dropout rates with information on school attendance rates in reports for elementary schools. Title: H.B. 1222 Source: Lexis-Nexis/StateNet CA Signed into law 09/2000 P-12 Requires the State Department of Education to develop and recommend for adoption a standardized template for the school accountability report card, as specified, and definitions for the elements required to be included in the school accountability report card. Title: S.B. 1632 Source: Lexis-Nexis/StateNet AZ Signed into law 04/2000 P-12 States the State Board of Education shall administer the standardized norm-referenced achievement test two times during each academic year to the random statewide representative sample of pupils selected by the technical advisory committee; states the State Board of Education shall administer a parent quality survey two times each academic year; states each school district or charter school in this state is eligible to revise its budget, as defined. Title: S.B. 1139 Source: Lexis-Nexis/StateNet