From the ECS State Policy Database 21st Century Skills

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 MA To governor 12/2012 P-12 Requires the Board of Education to conduct a fingerprint-based background test before issuing a teacher or child care license. Directs the board to develop procedures for dissemination of criminal background records to districts, townships, and school principals periodically, but not less than every three years. http://www.malegislature.gov/Bills/187/House/H04307 Title: H.B. 4307 Source: http://www.malegislature.gov WV Adopted 06/2012 P-12 Defines content standards and instructional goals and objectives for mathematics program of study, consistent with West Virginia's move to adopt the common core standards. Broadens scope of mathematics curriculum to include 21st century content standards and objectives as well as 21st century standards and objectives for learning skills and technology tools. Organizes around the three major components of a standards-based curriculum: learning standards, instructional objectives and performance descriptorsfor grades 2-12. The standards, objectives and performance descriptors are designed to provide clear, consistent priorities and focus, as well as depth of knowledge. The objectives spiral upward through the grade levels, eliminating repetition of content and increasing in rigor and depth of knowledge throughout the student's academic career. Asserts that the vision of the state board and department includes the triangulation of mathematics content, learning skills and technology tools standards within each classroom so that students will be able to think critically, analyze information, comprehend new ideas, communicate, collaborate, solve problems and make decisions. Makes all mathematics teachers responsible for the integration of Policy 2520.14 21st Century Learning Skills and Technology Tools in their classroom instruction. http://apps.sos.wv.gov/adlaw/csr/readfile.aspx?DocId=23773&Format=PDF Title: WV ADC s 126-44B-1, 2, 3, 4 Source: wvde.state.wv.us WV Adopted 06/2012 P-12 Defines content standards and instructional goals and objectives for reading and language arts, consistent with West Virginia's move to adopt the common core standards. Broadens scope of curriculum to include 21st century content standards and objectives as well as 21st century standards and objectives for learning skills and technology tools. Organizes around the three major components of a standards-based curriculum: learning standards, instructional objectives and performance descriptorsfor grades 2-12. The standards, objectives and performance descriptors are designed to provide clear, consistent priorities and focus, as well as depth of knowledge. The objectives spiral upward through the grade levels, eliminating repetition of content and increasing in rigor and depth of knowledge throughout the student's academic career. Asserts that the vision of the state board and department includes the triangulation of educational content, learning skills and technology tools standards within each classroom so that students will be able to think critically, analyze information, comprehend new ideas, communicate, collaborate, solve problems and make decisions. Makes all reading and language arts teachers responsible for the integration of Policy 2520.14 21st Century Learning Skills and Technology Tools in their classroom instruction. http://apps.sos.wv.gov/adlaw/csr/ruleview.aspx?document=8570 Title: WV ADC s 126-44A-1, 2, 3, 4 Source: apps.sos.wv.gov WV Adopted 03/2012 P-12 Defines content standards and instructional goals and objectives for social studies program of study, consistent with West Virginia's move to adopt the common core standards. Broadens scope of curriculum to include 21st century content standards and objectives as well as 21st century standards and objectives for learning skills and technology tools. Organizes around the three major components of a standards-based curriculum: learning standards, instructional objectives and performance descriptorsfor grades 2-12. The standards, objectives and performance descriptors are designed to provide clear, consistent priorities and focus, as well as depth of knowledge. The objectives spiral upward through the grade levels, eliminating repetition of content and increasing in rigor and depth of knowledge throughout the student's academic career. Asserts that the vision of the state board and department includes the triangulation of educational content, learning skills and technology tools standards within each classroom so that students will be able to think critically, analyze information, comprehend new ideas, communicate, collaborate, solve problems and make decisions. Makes all social studies teachers responsible for the integration of Policy 2520.14 21st Century Learning Skills and Technology Tools in their classroom instruction. http://apps.sos.wv.gov/adlaw/csr/ruleview.aspx?document=8486 Title: WV ADC s 126-44D-1, 2, 3, 4 Source: apps.sos.wv.gov CA Signed into law 10/2011 P-12 From bill summary: Deletes the schedule for submission of instructional materials for foreign languages and health for state board approval, and the exception to the requirement that criteria for the evaluation of instructional materials be approved when curriculum frameworks are approved or at least 30 months before the date that the materials are to be approved for adoption. Requires the state board to adopt revised curriculum frameworks and evaluation criteria that are aligned to the common core academic content standards developed by the consortium and adopted by the board for mathematics and English language arts no later than May 30, 2013, and May 30, 2014, respectively. Requires state board policies to ensure that the K-12 English language arts curriculum frameworks and K-8 instructional materials include the English language development standards as adopted by the state board in 1997 and revised thereafter, and English language development strategies in the core subjects of mathematics, science, and history-social science. Requires state board policies to ensure that K-12 curriculum frameworks and K-8 instructional materials include strategies to address the needs of pupils with disabilities in mathematics, science, history-social science, and English language arts. Requires the curriculum frameworks to describe the manner in which content can be delivered to intentionally build pupil creativity, innovation, critical thinking, problem solving, collaboration, and communication into and across each content area. Renames the Curriculum Development and Supplemental Materials Commission the Instructional Quality Commission and makes conforming changes. Deletes the requirement that the commission review specified educational films or video recordings. Requires the criteria developed for evaluating instructional materials to include specified directions to publishers and requires the commission to perform additional prescribed functions. States the intent of the legislature to ensure that school districts are provided with as many standards-aligned instructional material options as possible. Requires the superintendent of public instruction to develop model professional development modules, as specified, and to report to the state board on the development of those modules. Requires the state department of education to use certain federal funds, and any other available state and federal funds, to implement the provisions of this bill. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0201-0250/ab_250_bill_20111008_chaptered.pdf Title: A.B. 250 - Curriculum Frameworks, Standards, Instructional Materials, Model Professional Development Modules Source: GA Signed into law 05/2011 P-12 Authorizes the Governor's Office of Workforce Development to establish certification in soft skills, which may include, but not be limited to, skills relating to punctuality, ability to learn, and ability to work in a team, as a discrete and complementary component to the current WorkKeys assessment used in Georgia. Provides such certification is intended to assist both the existing workforce as well as the state's emerging workforce. Authorizes the office to explore local, national and international soft skills programs to develop a soft skills certification system. Provides the office is authorized and encouraged to work with the state's emerging workforce, including rising and graduating high school students, with the goal that, upon graduation, high school students have both a diploma and certification in soft skills and work readiness to enable them to be successful in postsecondary education, a career pathway, or both. Permits the office to collaborate with the department of education and the board of technical and adult education to facilitate coordination with high schools so that high school students can attain certification in soft skills and work readiness. Page 13 of 14: http://www.legis.ga.gov/Legislation/20112012/116702.pdf Title: H.B. 186 - Certification in "Soft Skills" Source: www.legis.ga.gov MD Signed into law 05/2010 P-12 Postsec. Establishes the Governor's P-20 Leadership Council of Maryland (the Council), a partnership among the state, educators, and the business community to better prepare Maryland students for jobs of the 21st century while enhancing the state's economic competitiveness by creating a workforce with 21st-century skills; provides for the membership, tenure, chair, and staffing of the Council; establishes an executive committee; provides for the duties of the executive committee and Council; and requires the Council to submit an annual report. http://mlis.state.md.us/2010rs/chapters_noln/Ch_191_sb0286E.pdf Title: S.B. 286 Source: http://mlis.state.md.us 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 WV Adopted 09/2007 P-12 Amends rules regarding standards, assessment, and accountability for student performance and progress. Incorporates 21st Century skills into the standards; revises the statewide assessment program; provides annual performance measures for the No Child Left Behind Act of 2001; revises the criteria for accreditation status; and provides an appeal process for on-site review findings in the accountability system. Title: Title 126, Series 13 Source: Lexis-Nexis/StateNet