From the ECS State Policy Database Assessment

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 MT Adopted 10/2012 P-12 Chapter 55 Accreditation Standards provide a framework to ensure the constitutional right of every Montana student to a basic system of free quality public schools that develops the full educational potential of every student and that 1. recognizes the uniqueness and diversity of Montana students; 2. implements the elements of educational quality that best prepare students for their role as global citizens of the 21st Century; 3. acknowledges the role of cultural heritages in the community, state, nation, and world; 4. recognizes the importance of school, family and community engagement; 5. requires the appropriate use of a variety of assessments to guide curriculum development, to shape instruction, and to inform decision making; 6. guides the schools to be accountable to students, families, and the community; 7. encourages innovation in implementing Chapter 55 Accreditation Standards while maintaining the intent of those standards; 8. acknowledges the role of local control; and 9. balances the needs of present and future Montana students with the realities of limited resources." Establishes a pre-appointed review board to review applications for variances to accreditation standards. http://sos.mt.gov/arm/register/archives/MAR2012/MAR12-19.pdf Title: ARM 10.56.101 Source: http://sos.mt.gov/arm/register/ LA Adopted 09/2012 P-12 Provides that where retests on an assessment required for accountability are available, LEAs may request that School Performance Score (SPS) calculations include retest results through a waiver request to the state board for accountability purposes. In such waiver request, requires the LEA to demonstrate that it financed retests for all affected students and that it took corrective action as necessary to prevent a recurrence of the irregularity, including specific measures regarding any employee found to have willfully caused the irregularity. Page 61 of 153: http://www.doa.louisiana.gov/osr/reg/1209/1209.pdf Title: LAC 28:CXI.312 Source: www.doa.louisiana.gov PA Signed into law 06/2012 P-12 Defines "Keystone Exam" as "An assessment developed or caused to be developed by the Department of Education pursuant to 22 Pa. Code § 4.51(f) (relating to State assessment system)." Requires that, subject to annual appropriation and by the 2020-2021 school year, the department must develop Keystone Exams in algebra I& II, literature, biology, English composition, geometry, United States and world history, chemistry, and civics and government. http://www.legis.state.pa.us/CFDOCS/Legis/PN/Public/btCheck.cfm?txtType=DOC&sessYr=2011&sessInd=0&billBody=H&billTyp=B&billNbr=1901&pn=3885 Title: H.B. 1901- Sections 102, 121 Source: http://www.legis.state.pa.us OH Signed into law 06/2012 P-12 By December 31, 2013, directs the state board to submit recommended scoring ranges on the state English language arts assessments (including on 3rd grade ELA assessment to be promoted to 4th grade) and Ohio graduation tests necessary to successfully implement the Common Core curriculum and assessments in the 2014-2015 school year. Pages 391-392 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf Title: S.B. 316 - Common Core and State Assessment Scoring Ranges Source: www.legislature.state.oh.us OH Signed into law 06/2012 P-12 Directs the department or a contractor responsible for scoring of assessments to send each district board a list of the individual scores of all persons taking any of specified state assessments within 75 days of assessment administration; requires that scores be provided no later than June 15, 2013. Pages 396-397 of 401: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_N.pdf Title: S.B. 316 - Scores on State Assessments, Including OGT Source: www.legislature.state.oh.us DE Signed into law 06/2012 P-12 Provides that the Department of Education establish a statewide readiness tool that will review a child's readiness for learning when they enter kindergarten. The tool will be phased in starting in Fall 2012 with statewide implementation no later than Fall 2015. http://www.legis.delaware.gov/LIS/lis146.nsf/vwLegislation/HB+317/$file/legis.html?open Title: H.B. 317 Source: http://www.legis.delaware.gov/ CO Signed into law 06/2012 P-12 Indicates that Colorado will participate as a governing board member, at least until January 2014, in the consortium of states that are developing and will implement assessments that support the Common Core State Standards. The state board is encouraged to conduct a fiscal and student achievement benefit analysis of Colorado remaining as a governing board member. http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/A386D89EDA600136872579820026D8D7?Open&file=1240_enr.pdf Title: H.B. 1240 (section 58) Source: http://www.leg.state.co.us IA Signed into law 05/2012 P-12 Directs the state board to specify the approved district-wide assessments measuring student progress on core academic indicators in any rule adopted by the state board associated with the core academic indicators. The district assessment specified by state board rules in connection with the core academic indicators will be the assessments used by districts in the school year beginning July 1, 2011. http://coolice.legis.state.ia.us/linc/84/external/govbills/SF2284.pdf Title: S.F. 2284 - Division II Source: http://coolice.legis.state.ia.us MD Signed into law 05/2012 P-12 Requires the county board to include in its master plan to improve student achievement a description of how it plans to ensure and measure academic proficiency in specified core academic subjects for students. Adds social studies and science to list of core academic subjects. Requires that the state board and state superintendent implement assessment programs in core academic subjects that provide information needed to improve public schools; inform the public annually of the educational progress made at each school; and provide timely feedback to schools and teachers. Requires that by the beginning of 2014-2015 a grade-band assessment is administered annually to middle school students and an end-of-course assessment of administered annually to high school students each aligned to the Common Core curricula or the state adopted curricula in the core content areas. Removes the requirement that a grade-band assessment be administered at the elementary level. Requires that the State Board make a determination after the 2014-2015 school year whether the assessments accurately measure the curricula and in the event that it does not, the Department is required to develop a state-level assessment to be administered in the 2016-2017 school year. http://mlis.state.md.us/2012rs/bills/hb/hb1227t.pdf Title: H.B. 1227 Source: mlis.state.md.us LA Signed into law 05/2012 P-12 Relates to the Louisiana Competency-Based Education Program and the Louisiana Educational Assessment Program. Provides greater clarity to the definition of state content standards. Indicates that criterion-referenced tests will be replaced by standards-based assessments and that the exams will be used for language arts and math, and adds that the exams will be for science and social studies, and extends the grades they will be administered from 4-8 (pilot program) to 3-11. Beginning with the 2014-2015 school year, standards-based assessments implemented by the state board in English/language arts and math will be based on the Common Core Standards. The department will establish the level of achievement on certain tests in 4-8th grades that indicate proficiency. Students must demonstrate proficiency to advance to grades 5 and 9. http://www.legis.state.la.us/billdata/streamdocument.asp?did=802824 Title: H.B. 707 Source: http://www.legis.state.la.us CO Signed into law 05/2012 P-12 Postsec. Allows districts and charter schools to administer to 9th-12th-grade students the basic skills placement or assessment tests that are used for first-time college freshmen. Districts can administer the test as often as necessary, but the state education department will offset the costs for administrating each exam only once per student. Districts that administer the tests will inlcude the results and college/workforce readiness level in students' individual career and academic plan (ICAP). Intervention plans will be developed for students with scores that indicate a lack of readiness to help prepare them for postsecondary education without the need for remediation. If appropriate, students can enroll in one or more basic skills courses at a higher education institution through the state's concurrent/dual enrollment program. http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/CD3C8673214EEF8C872579CD00625FE2?Open&file=1345_enr.pdf Title: H.B. 1345 (sections 13 to 15) Source: http://www.leg.state.co.us OR Signed into law 03/2012 P-12 Establishes and sets membership for the Task Force on Accountable Schools to develop a plan to improve accountability practices for schools and make recommendations.(sec. 22) http://www.leg.state.or.us/12reg/measpdf/hb4000.dir/hb4014.en.pdf Title: H.B. 4014 Source: leg.state.or.us NM Adopted 02/2012 P-12 Requests an analysis of the cost, both in instructional time and money, of all assessments of New Mexico students, including proposed assessments related to common core state standards. http://www.nmlegis.gov/Sessions/12%20Regular/memorials/senate/SM073.pdf Title: S.M. 73 Source: http://www.nmlegis.gov CA Signed into law 10/2011 P-12 From bill summary: Requires the superintendent of public instruction to develop recommendations, to be reported to the fiscal and appropriate policy committees of both houses of the legislature by November 2012, for the reauthorization of the statewide pupil assessment program. Requires the recommendations to include a plan for transitioning to a system of high-quality assessments. Requires the recommendations to consider including specified characteristics in the reauthorized assessment system. Defines, for purposes of the Leroy Greene California Assessment of Academic Achievement Act (the Greene Act), formative assessment, high-quality assessment and interim assessment. Makes the Greene Act inoperative on July 1, 2014, and repeals the act as of January 1, 2015. By extending the time period during which school districts are required to perform various duties relating to the administration of achievement tests, the bill imposes a state-mandated local program. 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 - Assessment System Source: www.leginfo.ca.gov TX Signed into law 07/2011 P-12 From bill summary: Limits a school district's required annual physical fitness assessment of students in grade three or higher to students enrolled in a course that satisfies the curriculum requirements for physical education. Bill text (page 15 of 19): http://www.legis.state.tx.us/tlodocs/821/billtext/pdf/SB00008F.pdf#navpanes=0 Bill summary: http://www.legis.state.tx.us/BillLookup/BillSummary.aspx?LegSess=821&Bill=SB8 Title: S.B. 8 - Physical Fitness Assessment Source: www.legis.state.tx.us CT Signed into law 07/2011 P-12 Sec. 1 - Establishes a task force to address the academic achievement gaps in Connecticut by considering effective approaches to closing the achievement gaps in elementary, middle and high schools. Requires the task force to submit a master plan to the General Assembly by July 1, 2012. Provides that the task force must terminate on January 1, 2020. Sec. 2 - Establishes an Interagency Council for Ending the Achievement Gap (the council) to assist the achievement gap task force, in the development of the master plan to eliminate the academic achievement gaps in Connecticut, implement the provisions of the master plan, and, if necessary, make recommendations for legislation relating to the master plan to the joint standing committee of the General Assembly. Directs the council to submit annual progress reports on the implementation of the master plan to the General Assembly. Sec. 3 - Permits local or regional boards of education for schools designated as low-achieving under state law to increase the number of school sessions each year and the number of school hours each day in order to improve student performance and remove the school from the list of low-achieving schools. Sec. 4 - Provides that the summer reading program required in priority school districts must be offered to children enrolled in kindergarten who are determined by their school to be substantially deficient in reading based on measures established by the State Board of Education. Directs each priority school district to require the schools under its jurisdiction to assess the reading level of students enrolled in kindergarten at the end of the school year and in grades 1-3 at the beginning, middles and end of the school year (assessment was previously only required in grades 1-3 at the middle and end of the school year). Required individual reading plans must be monitored by school literacy teams that will consist of, but not be limited to, teachers, school reading specialists, internal or external reading consultants, the school principal and the provider of the additional instruction. Adds kindergarten to the grade range for which priority school districts may require students found substantially deficient in reading to attend summer school. Sec. 5 - Permits the Commissioner of Education to identify schools to participate in a pilot study for the purposes of promoting best practices in early literacy and closing the academic achievement gaps. Sec. 6 - Provides that the required statement of educational goals (which identify specific expectations for students in terms of skills, knowledge and competence) prepared by the board of education be annually established. Sec. 7 - Requires, on and after July 1, 2011, any person applying for a certification in the endorsement area of elementary education to achieve a satisfactory evaluation on the appropriate State Board of Education approved mathematics assessment in order to be eligible for such elementary education endorsement. Sec. 8 - Requires, not later than July 1, 2012, the Department of Education to approve and make available model curricula and frameworks in reading and mathematics for grades prekindergarten to grade four, inclusive, for use by boards of education for school districts or individual schools identified by the department as having academic achievement gaps. Sec. 9 - Requires the Connecticut School Reform Resource Center (the Center) to provide a program of professional development activities for teachers to educate such students that includes research-based child development and reading instruction tools and practices. Requires the Center to develop strategies for assisting such students who are in danger of failing and develop culturally-relevant methods for educating students whose primary language is not English. http://www.cga.ct.gov/2011/ACT/PA/2011PA-00085-R00SB-00929-PA.htm Title: S.B. 929 Source: http://www.cga.ct.gov OH Signed into law 06/2011 P-12 Provides that for administrations of each state assessment in the 2011-2012 school year and thereafter, the administrations are not to be public record (previously at least 40% of the questions were to be public record). Amends provisions related to the exit exam system (the "college and work ready assessment system"): --Repeals provision that the nationally standardized assessment measure competencies in science, math and English language arts. Replaces with provision that nationally standardized assessment measure college and career readiness. --Adds that for the end-of-course exams in science, math, English language arts and social studies, the state superintendent and the chancellor must select multiple assessments that districts, schools, and chartered nonpublic schools may use, which must include nationally recognized subject area assessments, such as AP examinations, SAT subject tests, International Baccalaureate exams, and other assessments of college and work readiness. --Repeals the senior project that was the third part of the college and work ready assessment system. --Repeals provision relating to scoring rubrics and a required overall composite score for the college and work ready assessment system. Pages 16-19 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf Title: H.B. 153 - State Assessments Source: www.legislature.state.oh.us OH Signed into law 06/2011 P-12 Provides the administration of the English language arts assessments for elementary grades as a replacement for the separate reading and writing assessments shall not be required until a date prescribed by rule of the state board of education. Until that date, directs the department of education and school districts and schools to continue to administer separate reading assessments for elementary grades. Provides that the intent for delaying implementation of the replacement English language arts assessment is to provide adequate time for the complete development of the new assessment. Page 981 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part3.pdf Title: H.B. 153 - English Language Arts Assessments in Elementary Grades Source: OH Signed into law 06/2011 P-12 Directs the state board not to prescribe the three ranges of scores for the assessments prescribed by division (A)(2) of section 3301.0710 of the Revised Code http://codes.ohio.gov/orc/3301.0710, as amended by Am. Sub. H.B. 1 of the 128th General Assembly, until the board adopts the rule required by division (A) of this section. Until that date, the board must continue to prescribe the five ranges of scores required by the version of section 3301.0710 of the Revised Code in effect prior to the effective date of Section 265.20.15 of Am. Sub. H.B. 1 of the 128th General Assembly, and the following apply: (1) The range of scores designated by the state board as a proficient level of skill remains the passing score on the Ohio Graduation Tests for purposes of sections 3313.61, 3313.611, 3313.612, and 3325.08 of the Revised Code; (2) The range of scores designated as a limited level of skill remains the standard for applying the third-grade reading guarantee under division (A) of section 3313.608 of the Revised Code; (3) The range of scores designated by the state board as a proficient level of skill remains the standard for the summer remediation requirement of division (B)(2) of section 3313.608 of the Revised Code. (C) This section is not subject to expiration after June 30, 2013, under Section 809.10 of this act. Pages 981-982 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part3.pdf Title: H.B. 153 - Ranges of Scores on State Assessments Source: www.legislature.state.oh.us OH Signed into law 06/2011 P-12 Directs the department of education in the 2011-2012 and 2012-2013 school years not to furnish, and school districts and schools not to administer, the elementary writing and social studies achievement assessments prescribed by section 3301.0710 of the Revised Code, unless the superintendent of public instruction determines the department has sufficient funds to pay the costs of furnishing and scoring those assessments. Page 982 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part3.pdf Title: H.B. 153 - Elementary Writing and Social Studies Assessments Source: www.legislature.state.oh.us NC Signed into law 06/2011 Postsec. Community College Directs the State Board of Education (SBE) to continue to participate in the development of the Common Core State Standards in conjunction with the consortium of other states, review all national assessments developed by both multistate consortia, and implement the assessments that the SBE deems most appropriate to assess student achievement on the Common Core State Standards. Requires, to the extent funds are made available, the SBE to plan for and require the administration of the ACT test for all students in the eleventh grade unless the student has already taken a comparable test and scored at or above a level set by the SBE. Requires, to the extent funds are made available for this purpose, the SBE to plan for and require the administration of diagnostic tests in the eighth and tenth grades that align to the ACT test in order to help diagnose student learning and provide for students an indication of whether they are on track to be remediation-free at a community college or university. Requires, to the extent funds are made available for this purpose, the SBE to plan for and require local school districts to make available the appropriate WorkKeys tests for all students who complete the second level of vocational/career courses. http://www.ncga.state.nc.us/Sessions/2011/Bills/Senate/HTML/S479v5.html Title: S.B. 479 Source: http://www.ncga.state.nc.us DE Signed into law 06/2011 P-12 Amends Delaware Code to reflect changes from the Delaware Student Testing program (DSTP) to the new state assessment system, including language changes removing the "DSTP" references and changes in test security because of the on-line nature of the new Delaware Comprehensive Assessment (DCAS). Changes the number of performance levels on the DCAS to 4 from 5. Simplifies school accountability, including changing the number of school classification ratings from 5 to 3. http://legis.delaware.gov/LIS/lis146.nsf/vwLegislation/SB+78/$file/legis.html?open Title: S.B. 78 Source: http://legis.delaware.gov/ HI Signed into law 06/2011 P-12 Permits the administration of nationally norm-referenced testing in any content area for certain grades at the discretion of individual schools and complexes at the school or complex's own expense. Repeals the administration of nationally norm-referenced testing on July 1, 2015. http://www.capitol.hawaii.gov/session2011/Bills/SB1282_CD1_.HTM Title: S.B. 1282 Source: www.capitol.hawaii.gov NV Signed into law 06/2011 P-12 This bill eliminates the statutory requirement for the administration of norm-referenced examinations and revises existing law to delete references to the norm-referenced examinations. http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB498_EN.pdf Title: A.B. 498 Source: http://www.leg.state.nv.us OR Signed into law 06/2011 P-12 Directs State Board of Education to adopt guidelines for best practices of administering statewide assessments of students http://www.leg.state.or.us/11reg/measures/sb0800.dir/sb0801.en.html Title: S.B. 801 Source: http://www.leg.state.or.us/ TX Signed into law 06/2011 P-12 Specifies that state policy does not require a 5th or 8th grader to be administered a criterion-referenced assessment if the student is enrolled in a course above the student's grade level and will be administered an assessment for that course, or is enrolled in a course for which the student will receive high school credit and will be administered an end-of-course assessment for the course. Provides a 5th or 8th grader who did not take a grade-level assessment for the aforementioned purposes may not be denied promotion based on failure to perform on an assessment the student is not required to take. Adds provision that nothing prohibits the administration of an end-of-course assessment to a student below the high school level who is enrolled in the course for which the assessment instrument is adopted. Requires that, in aggregating assessment results across grade levels by subject, the results of students below the high school level taking end-of-course assessments be included with results relating to other students enrolled at the same grade level. Permits the commissioner of education to award a distinction designation to a campus with significant numbers of students below grade 9 who perform satisfactorily on end-of-course assessments. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02135F.pdf#navpanes=0 Title: H.B. 2135 Source: www.capitol.state.tx.us TX Signed into law 06/2011 P-12 Directs the Texas Education Agency, in consultation with the Texas Higher Education Coordinating Board, to conduct a study of best practices for and existing programs offering early assessments of high school students to determine college readiness, identify any deficiencies in college readiness, and provide intervention to address any deficiencies before high school graduation. In conducting the study, requires the agency to review various assessments, including (1) the state's end-of-course assessments, each assessment used as a placement exam in public postsecondary institutions, and any assessment being proposed as a statewide model by the coordinating board; (2) various early intervention models; (3) the costs associated with different assessments and early intervention models; and (4) the effectiveness of different assessments and early intervention models in preparing students for credit-bearing college coursework. Directs the agency, by December 2012, to submit a report with recommendations for promoting and implementing early assessments of college readiness that are of a diagnostic nature and early intervention models for preparing high school students for credit-bearing college coursework. Pages 1-2 of 8: http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB03468F.pdf#navpanes=0 Title: H.B. 3468 - College Readiness Source: www.capitol.state.tx.us WA Signed into law 06/2011 P-12 Amends RCW 28A.655.061; adding a new section to chapter 28A.655 RCW; and creating a new section 2011 WA SB 5226. Deterination has been made that the financial resources for developing additional end-of-course-assessment for high school sience are not available in the 2011-2013 biennium. Bill declares intent to revisit this issue in the future and, at an appropriate time, direct the superintendent of public instruction to develop one or more end-of-course assessments in additional science subjects. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/House%20Passed%20Legislature/1410-S.PL.pdf Title: H.B. 1410 Source: http://apps.leg.wa.gov FL Signed into law 06/2011 P-12 Postsec. Allows a principal to waive the civics end-of-course (EOC) assessment requirement for a transfer student who already completed a civics course (Sec. 25). Establishes an exemption from the intensive reading course requirement for certain students (Sec. 16, 18). Provides the commissioner limited flexibility in reporting student results on statewide assessments and eliminates the 3-week EOC administration window (Sec.25). Requires high schools to evaluate the college readiness of each student who scores a certain level on statewide assessments (Sec. 26). http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011 Title: H.B. 1255 - Sec. 16, 18, 25, 26 Source: http://www.myfloridahouse.gov ME Signed into law 06/2011 P-12 Proposes to amend the current education laws to update high school graduation requirements. Requires the Department of Education (DOE) to submit a report to the Legislature by December 1, 2011 consisting of: 1. Draft legislation to require that, in order to graduate from high school after January 1, 2016, a student must (a) demonstrate proficiency in meeting state standards in all 8 content areas of the required system of learning results; (b) demonstrate proficiency in each of the 5 guiding principles outlined in regulation regarding parameters for essential instruction; and (c) meet other locally developed requirements to graduate from high school not inconsistent with state requirements. Provides that the legislation must also include any changes necessary to conform current state law to the needs of schools engaged in standards-based education, including allowing students to graduate from high school in more or fewer than 4 years. 2. An outline of rules or additional guidance necessary to more fully develop the requirements for awarding a high school diploma, including guidance regarding how schools are to track and report student mastery of standards and how schools are to ensure the validity of student assessments; and 3. A proposed system of technical assistance for schools in implementing standards-based education including proposed timelines for implementation. Directs the DOE, in drafting the required report, to consult with teachers and administrators with experience in standards-based education, as well as the education associations in the state, for advice on determining the needs of educators. http://www.mainelegislature.org/legis/bills/bills_125th/chapters/RESOLVE83.asp Title: S.P. 295 (L.D. 949) Source: http://www.mainelegislature.org SC Signed into law 06/2011 P-12 Suspends the requirement that the Department of Education (DOE) provide printed copies of 2011 district and school report cards. Requires a school district or school within the district to provide parents with a link to the report cards via email or other communication methods upon certain conditions. Requires the DOE to suspend writing assessments for certain grades and to provide that writing assessments may not be used in growth calculation. Suspends the requirement that schools advertise district and school 2011 report cards, but requires the results to be provided to an area newspaper of general circulation. Allows high schools to offer state-funded WorkKey assessments to certain students. Provides for a one-year grace period for certain recipients of a South Carolina Teacher Loan and requires the South Carolina Student Loan Corporation to develop forms and procedures to implement the grace period. http://www.scstatehouse.gov/sess119_2011-2012/bills/3663.htm Title: H.B. 3663 Source: http://www.scstatehouse.gov OR Signed into law 05/2011 P-12 Requires Department of Education to grant waiver to allow school districts to contract with entity that meets specified criteria for purpose of administering nationally normed assessments. Directs department to reimburse school district for cost of assessments that are administered under waiver. Effective July 1, 2011. http://www.leg.state.or.us/11reg/measures/sb0300.dir/sb0331.en.html Title: S.B. 331 Source: http://www.leg.state.or.us WA Signed into law 05/2011 P-12 Modifies the state board of education's responsibilities with regard to performance standards for the statewide student assessment. http://apps.leg.wa.gov/documents/billdocs/2011-12/Pdf/Bills/House%20Passed%20Legislature/2115-S.PL.pdf Title: H.B. 2115 Source: http://apps.leg.wa.gov NV Signed into law 05/2011 P-12 Authorizes the principal of a high school or the principal's designee to postpone the administration of the high school proficiency examination in the subject area of mathematics or science, or both, for a pupil enrolled in grade 10 for not more than 1 year if: (1) the principal and the teacher who provides instruction in the applicable subject area determine, based upon the criteria for grading established by the school district for the applicable subject area, that the pupil is not academically ready to take the examination; and (2) the parent or legal guardian of the pupil agrees in writing that the pupil is not academically ready for that subject area of the examination. If the administration of the examination is postponed, the pupil's academic plan for high school must be revised to ensure that: (1) the pupil is enrolled in or scheduled to enroll in the appropriate course work for his or her grade level and receives the necessary preparation to enable the pupil to take the subject area of the high school proficiency examination which was postponed; and (2) the pupil participates in the statewide program to prepare pupils for the high school proficiency examination or enrolls in a course of study offered by the board of trustees of the school district designed to assist pupils with passing the high school proficiency examination; authorizes the board of trustees of a school district to administer the practice test of the high school proficiency examination to pupils enrolled in high school. http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB290_EN.pdf Title: A.B. 290 Source: http://www.leg.state.nv.us OR Signed into law 05/2011 P-12 Requires assessments to show whether student meets or exceeds academic content standards of student's grade level and to show student's progress toward becoming proficient in continuum of knowledge and skills. Effective 07/01/2012 Title: H.B. 2220 Source: http://www.leg.state.or.us WV Signed into law 05/2011 P-12 Amends and reenacts the law relating to the authority of school curriculum teams and local school collaborative processes with respect to selection and use of testing and assessment instruments not required by statute or state board when certain conditions are met. Provides that school curriculum teams should: (1) Provide professional opportunities for teachers, administrators and other school personnel that allow them to have a direct voice in the operation of their schools and to create a culture of shared decision-making focused on the ultimate goal of raising student achievement; (2) Encourage the use of different, high-quality models of teaching, scheduling and other aspects of educational delivery that meet a variety of student needs; (3) Increase high-quality educational opportunities for all students that close achievement gaps between high-performing and low-performing groups of public school students; and (4) Provide public schools with increased school-level freedom and flexibility to achieve these purposes when they have achieved exceptional levels of results-driven accountability. Provides for the discretionary use of certain assessments, instructional strategies and programs for certain teams when certain conditions are met. http://www.legis.state.wv.us/Bill_Status/bills_text.cfm?billdoc=HB3116%20ENR.htm&yr=2011&sesstype=RS&i=3116 Title: H.B. 3116 Source: http://www.legis.state.wv.us NM Signed into law 04/2011 P-12 Due to financial crisis, temporarily suspends requirements for districts to administer specified assessments for 2011-12. In addition, a student who has completed the course requirements for high school graduation in 2011-12 may graduate without demonstrating competence in required subject areas on the standards-based assessment or assessments or a portfolio of standards-based indicators. http://www.nmlegis.gov/Sessions/11%20Regular/final/SB0360.pdf Title: S.B. 360 Source: http://www.nmlegis.gov/ UT Signed into law 03/2011 P-12 Directs the state board of education to approve a benchmark assessment for districts and charter schools to assess the reading proficiency of 1st, 2nd and 3rd graders at the beginning, middle and end of the school year, and report the assessment results to a student's parent or guardian. Provides that if a benchmark assessment or supplemental reading assessment indicates a student need in reading, the district or charter must provide focused intervention, administer formative assessments to measure the success of the intervention, inform the parent of activities the parent may engage in to enhance the student's reading proficiency, and provide the parent with information on appropriate interventions available to the student outside the regular school day that may include tutoring, before/after-school programs, or summer school. Directs the state board of education to contract with an educational technology provider for a diagnostic assessment system for reading for students in grades K-3. Requires that the diagnostic assessment system for reading be available to applicant districts and charter schools beginning in the 2011-12 school year. Provides the diagnostic assessment system for reading must include (1) a benchmark assessment to be administered at the beginning, middle and end of grades K-3; (2) formative assessments to be administered every 2-4 weeks for students at high risk of not attaining proficiency in reading; (3) align with the state's language arts core curriculum; (4) include a data analysis component that has specified capabilities, including individualized student progress reports and lesson plans that may be used to develop reading skills. Provides the benchmark and formative assessments must be available to be downloaded to a portable technology device so that a teacher may sit beside a student as the student is being assessed at any location in the school. Directs a district and charter school governing board to monitor the learning gains of a school's students as reported by the benchmark assessments, and require a reading achievement plan to be revised if the district or governing board determines a school's students are not making adequate learning gains. Directs the state board to evaluate the effects of the diagnostic assessment system for reading by comparing the learning gains of students in schools that use the diagnostic assessment system with the gains of students in schools that do not use the system, and submit a report on the evaluation to the public education appropriations subcommittee by November 2013. Clarifies that certain district or charter school actions are prerequisites to receiving funds rather than precede an allocation of funds through the K-3 Reading Improvement Program; clarifies that one such action is professional development specifically for classroom teachers in grades K-3. Specifies goals that an applicant district or charter school must submit to be eligible for program funds. Provides that a district or charter school may use program funds for portable technology devices to administer reading assessments. Specifies criteria under which a district or charter school may, after three years, not receive additional funds under the K-3 Reading Improvement Program. Directs the state board of education to make an annual report to the public education appropriations subcommittee that includes information on student learning gains and trends, and that may include recommendations on how to increase the percentage of 3rd graders reading on grade level. Makes an appropriation. Provides legislative intent that if this and H.B. 301 http://le.utah.gov/~2011/bills/hbillenr/hb0301.pdf both pass, (which did happen), that the amendments to subsection 53A-17a-150(15) in this bill supersede the amendments to the same section in H.B. 301. http://le.utah.gov/~2011/bills/hbillenr/hb0302.pdf Title: H.B. 302 Source: le.utah.gov NC Became law without governor's signature 03/2011 P-12 Eliminates statewide standardized testing in the public schools, except as required by federal law or as a condition of a federal grant. http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H48v4.pdf Title: H.B. 48 Source: http://www.ncga.state.nc.us VA Signed into law 03/2011 P-12 Adds the act of excluding students from testing who are required to be assessed to the conditions under which the Board of Education may (i) bring a cause of action, (ii) suspend or revoke an administrative or teaching license, or (iii) initiate or cause to be initiated a review or investigation of any alleged break in security, unauthorized alteration, or improper administration of tests. The bill clarifies that any cause of action brought on behalf of the Board of Education may not be brought against a student enrolled in a public school. http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0248+pdf Title: H.B. 2077 Source: http://lis.virginia.gov/ VA Signed into law 03/2011 P-12 Requires the Board of Education to take into account in its guidelines for the Virginia Index of Performance program a school division's increase in enrollments and elective course offerings in science, technology, engineering, and mathematics. http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0119+pdf Title: H.B. 2172/S.B. 953 Source: http://lis.virginia.gov/ WY Signed into law 03/2011 P-12 State Board of Education: --Pilot statewide benchmark adaptive assessment for school year 2011-2012 (1) Results of pilot program will be used to establish student achievement level alignment with the statewide summative assessment and performance target levels for school year 2012-2013 (2) Report development and implementation of pilot program to Select Committee with a final report December 1, 2011 --State Board of Education to develop and implement statewide benchmark adaptive assessment for school year 2012-2013 (1) Benchmark adaptive reading and mathematic assessments administered at district level (2) State Board of Education is to establish statewide standards for assessing student growth in math and reading for students in grades K-8 (3) Statewide standards are to be separate from but correlated with the statewide assessment system (4) Statewide standards shall include: (a) Uniform, statewide benchmark testing system; (b) Prescribed growth by subject area and grade level; (c) Procedures for aligning benchmark assessment results, with 2011-2012 as baseline year; (d) Use of assessment results to design educational strategies for improvement and enhancement of student performance --State Board of Education is to align statewide assessment components with accountability system --State Board of Education will review an alternative to current body of evidence system (1) Provide a district level of assessment enabling considtent, comparable and aligned measures (2) Provide multiple opportunities for students to demonstrate proficiency at the student, teacher, school and district levels (3) Consider end-of-course examinations as an alternative to body of evidence system (4) Goal is to replace current body of evidence system for school year 2012-2013 (5) State Board is to report to Select Committee on Accountability --Changes to current statewide assessment system (1) State board also tasked with developing a statewide multiple-choice, standardized summative assessment meeting the minimum requirements of NCLB (2) Statewide assessment will no longer require the comprehensive and in-depth measurement of state content and performance standards (Stoplight Report) (3) Develop an authentic statewide assessment of student writing skills which is: (a) Limited to one writing prompt in school year 2011-12, the initial year of implementation statewide as a pilot assessment; (b) Based upon research and encourages rigor in the classroom; (c) Developed outside of and not as a part of the requirements under NCLB; (d) Administered separately and at different times from the statewide summative assessment in other subject areas; (e) Fully implemented in the 2012-2013 school year and each year thereafter; (f) At least 30 days prior to issuing a request for proposal to commence development and implementation of a statewide summative assessment, the state superintendent shall submit the proposed RFP to the Select Committee on Accountability for review Local school district boards of trustees will: --Continue to use "body of evidence" system until school year 2012-2013 to extent not inconsistent with growth assessment features --Implement the statewide benchmark assessment system established by the State Board of Education which requires administration of benchmark testing not less than two times per year, with appropriate linkages to teachers and schools within districts --Statewide education accountability system requires evaluation of school principal performance by district superintendent --Shall report in writing to State Board of Education verification of principal performance including that principals have scored sufficiently to continue employment. Act is effective immediately except for changes to statewide assessment which are effective July 1, 2012. Title: S.F. 70--Assessment Source: http://legisweb.state.wy.us IL Adopted 02/2011 P-12 Clarifies that students in grade 11 must be administered the Prairie State Achievement Examination (PSAE) or the Illinois Alternate Assessment (IAA), if applicable. Defines grade 11 as the point in time when a student has earned the number of credits necessary for enrollment in grade 11, as determined by his or her school district in accordance with Sections 1.420(b) and 1.440. Provides that a district may not promote a student to grade 12 status until that student has taken either the PSAE or IAA. Pages 426-427 of 734: http://www.cyberdriveillinois.com/departments/index/register/register_volume35_issue6.pdf (Background from Illinois Register: In April 2010, monitors from the U.S. Department of Education (USDE) reviewed the agency's implementation of the accountability provisions of Title I, Part A, of ESEA, among other areas. In its spring 2010 Title I federal monitoring document, it cited Student Information System data as showing that approximately 8% of high school students had not been tested. As a result, USDE has directed the agency to take steps to ensure that all high school students are being assessed for accountability purposes, and Section 1.30 includes a definition for school districts to use to determine grade 11 status). Title: 23 ADC 1.30 Source: www.cyberdriveillinois.com CA Vetoed 09/2010 P-12 Requires the superintendent of public instruction, by April 1, 2011, to contract for an independent evaluation of the Standardized Testing and Reporting Program (STAR Program). Requires that numerous specified aspects of the STAR Program be evaluated, and that the evaluator provide recommendations on specified issues. Requires the superintendent to provide the evaluation report to the legislature, the governor, and the state board of education by November 1, 2011. Requires the state department of education to use federal funds to contract for the evaluation. Makes the operation of these provisions contingent upon an appropriation for their purposes in the annual Budget Act or another statute. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0351-0400/ab_391_bill_20100901_enrolled.pdf Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z5yw3k72vi9zrh?&_c=d|yvcee9xanplikz|z5yxksmilkmaj8&_ce=1289861539.831a21ff301f0477718185a375228e53 Title: A.B. 391 Source: www.leginfo.ca.gov AK Adopted 08/2010 P-12 Amends the Alaska Administrative Code, 4 AAC 06. 715(b), regarding Work Ready/College Ready transitional skills curriculum and benchmark assessments. Provides that in each school year that the state obtains the license to allow districts to administer the WorkKeys curriculum and assessments, a district may provide students in grade 6 and 8 with the opportunity to take, or require those students to take, the WorkKeys assessments in (1) applied mathematics; (2) reading for information; and (3) locating information. Title: 4 AAC 06.715 Source: TN Signed into law 07/2010 P-12 Requires a student's score on a Tennessee Comprehensive Assessment Program (TCAP) test to comprise 15%-20% of the student's final grade for the subject to which the test corresponds. Also sets a new testing window: no earlier than first Monday on or after April 22 and not prior to the completion of 150 days of instruction. http://wapp.capitol.tn.gov/apps/billinfo/BillSummaryArchive.aspx?BillNumber=SB3427&ga=106 Title: S.B. 3427 Source: http://www.capitol.tn.gov IL Signed into law 07/2010 P-12 Repeals policies relating to the Annual Consumer Education Proficiency Test, for students in grades 9-12 who elected to take the test. Students who demonstrated proficiency on the test were excused from the receiving instruction in consumer education as a prerequisite for high school graduation. http://www.ilga.gov/legislation/publicacts/96/PDF/096-1061.pdf Title: S.B. 3608 Source: www.ilga.gov AK Adopted Text or Summary of Text 06/2010 P-12 The Department of Education & Early Development proposes to adopt regulation changes in Title 4 of the Alaska Administrative Code, 4 AAC 06.775(i) having to do with the Nonstandardized Assessment Administrative Manual. The district's special education director or superintendent must approve the determination that a student is eligible for the nonstandardized assessment. If eligible, the district must apply to the state department of education for approval of a nonstandardized assessment. The district must file the request for approval no later than September 30 of the school year in which the student expects to graduate. If approved, the district must administer the assessment as provided in the Participation Guidelines and sent it to the department for review no later than March 15. The department will follow the procedures described in the Guidelines to determine whether the student has passed the assessment and they will evaluate the nonstandardized assessment under the department's document Alaska Nonstandardized Assessment Administrative Manual, dated June 2005 and adopted by reference. http://www.touchngo.com/lglcntr/akstats/aac/title04/chapter006/section775.htm Title: 4 AAC 06.775 Source: http://www.touchngo.com/lglcntr/akstats LA Signed into law 06/2010 P-12 Relates to the test type options as part of the Louisiana Educational Assessment Program. Beginning with the 1998-1999 2010-2011 school year, the Louisiana Educational Assessment Program shall include one criterion-referenced test, one national norm-referenced test, or one augmented norm-referenced test, which shall be given to students statewide in grades three, five, six, seven, and nine. The National Assessment of Educational Progress shall be administered, if it is available, to at least a sample of fourth and eighth grade students. http://www.legis.state.la.us/billdata/streamdocument.asp?did=715439 Title: S.B. 83 Source: http://www.legis.state.la.us NH Signed into law 06/2010 P-12 Postsec. Requires early childhood programs and postsecondary institutions to submit a report to the department of education containing information on pupil indicators in the following areas: (a) Attendance rates. (b) Annual and cumulative drop-out rates of high school pupils and annual drop-out rates for pupils in grades 7 and 8. (c) School environment indicators, such as safe-schools data. (d) Number and percentage of graduating pupils going on to post-secondary education, military service, and advanced placement participation. (e) Performance on state tests administered pursuant to RSA 193-C and other standardized tests administered at local option. (f) Expulsion and suspension rates, including in-school and out-of-school suspensions, which shall be reported for each school year. (g) Number and percentage of classes taught by highly qualified teachers. (h) Teacher and administrative turnover rates at the school and district levels. Requires the department of education to collect and integrate such information into the data warehouse. Requires early childhood programs and postsecondary institutions to participate in the unique pupil identification system. http://www.gencourt.state.nh.us/legislation/2010/SB0503.html Title: S.B. 503 Source: http://www.gencourt.state.nh.us FL Signed into law 06/2010 P-12 Establishes a waiver from the results of end of course (EOC) assessments for certain students with disabilities. Requires restraint or seclusion incident reports to include age, grade, and ethnicity. Establishes an auditory-oral education program. Adds services by a certified listening and spoken language specialist to the special education services that may be provided to a child with disabilities. Requires the state department of education to review and revise the matrix of services for exceptional students and implement any changes by the 2012-13 school year. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011 Title: H.B. 1255 - Sec. 8, 10, 15, 16 Source: http://www.myfloridahouse.gov FL Signed into law 06/2010 P-12 Amends the formula for calculating school grades to include end-of-course (EOC) assessments taken by middle school students and middle school student attainment of industry certification. Provides that student performance on statewide assessments determine school grades for purposes of differentiated accountability and Opportunity Scholarship Program eligibility (Sec. 6). Requires that performance of students designated as hospital/homebound be assigned to their home school (Sec. 29). http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h1255er.docx&DocumentType=Bill&BillNumber=1255&Session=2011 Title: H.B. 1255 - Sec. 6, 29 Source: http://www.myfloridahouse.gov/ CO Signed into law 05/2010 P-12 Postsec. Community College Amends several provisions of the Preschool to Postsecondary Education Alignment Act to specifically incorporate visual arts and performing arts education into the standards, assessments, and postsecondary and workforce readiness program that the state board of education and local education providers adopt. http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/177FD55E4CCFB7F6872576B00057D6E7?open&file=1273_enr.pdf Title: H.B. 1273 Source: http://www.leg.state.co.us OK Signed into law 05/2010 P-12 If a school district is unable to administer the tests online to all students taking the test for the first time and all students retaking the test during the testing window time set by the Board, allows the school district to elect to administer any of the tests to students retaking the test at any time not more than two weeks prior to the start of the testing window time set by the Board. http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB1799_ENR.RTF Title: S.B. 1799 Source: http://webserver1.lsb.state.ok.us SC Signed into law 05/2010 P-12 Requires the state department of education, for the 2010-2011 school year, to suspend the writing assessments in grades 3, 4, 6 and 7; Provides that writing assessments may be administered only to students in grades 5 and 8 and that writing assessments may not be used in Education Accountability Act growth calculations. http://www.scstatehouse.gov/sess118_2009-2010/bills/4823.htm Title: H.J.R. 4823 - Sec. 3 Source: http://www.scstatehouse.gov SC Signed into law 05/2010 P-12 Permits high schools to offer state-funded WorkKeys (i.e., a job skill assessment system) to 10th grade students using funds appropriated for the assessment of PSAT or PLAN; Provides that the selection of the test for each student should be informed by the student's individual graduation plan, cluster selection, guidance counselor advisement, and parent or legal guardian consent. http://www.scstatehouse.gov/sess118_2009-2010/bills/4823.htm Title: H.J.R. 4823 - Sec. 4 Source: http://www.scstatehouse.gov SC Signed into law 05/2010 P-12 Directs the state Department of Education, in collaboration with the Education Oversight Committee, to convene a task force to include, but not be limited to, district level instructional and assessment personnel to examine the feasibility of shifting from the use of the High School Apprenticeship Program (HSAP) to end-of-course assessments for meeting federal assessment requirements; Requires the task force to, at a minimum, examine the utility of the HSAP and end-of-course assessment programs and the benefits and information each provides as well as implementation considerations, costs factors, and appropriate transition timelines the state encounters in shifting from HSAP to end-of-course assessments for federal purposes; Requires the task force to submit its findings to the Senate Finance Committee, Senate Education Committee, House Ways and Means Committee, House Education and Public Works Committee, the State Board of Education, and the Education Oversight Committee by January 15, 2011. http://www.scstatehouse.gov/sess118_2009-2010/bills/4823.htm Title: H.J.R. 4823 - Sec. 7 Source: http://www.scstatehouse.gov ID Signed into law 04/2010 P-12 Postsec. Creates the Mastery Advancement Pilot Program (MAPP) to provide students with the opportunity and incentive to move more rapidly through the curriculum. Directs the State Department of Education to accept and approve applications to the program. Participating school districts will be selected based upon a variety of variables including size and region with a total of 21 school districts and 3 charter school districts. Participation of the MAPP is entirely voluntary. Participating students are required to achieve a specified score on an end-of-course assessment. Students that complete all the necessary requirements for graduation at least one year in advance of their traditional graduation date will be eligible to earn a Mastery Advancement Scholarship. Students graduating early will receive 35% of their school district's annual average daily attendance rate, with 35% also being dispersed to the school district, and the remaining 30% being remitted back to the General Fund. Sunsets 7/1/16 http://www.legislature.idaho.gov/legislation/2010/H0493.htm Title: H.B. 493 Source: http://www.legislature.idaho.gov OR Rule Adoption 04/2010 P-12 Amends rules relating to alternative assessment, transitional counselors, restricted transitional administrators, reinstatement of licenses and fingerprinting in regards to licensing of teachers and school administrators. http://arcweb.sos.state.or.us/rules/OARS_500/OAR_581/581_022.html Title: OAR 584-050-0015, 584-050-0100, 584-052-0030, 584- 070-0111,584-080-0153, 584-090-0050 Source: http://arcweb.sos.state.or.us FL Signed into law 04/2010 P-12 Redefines the Florida Comprehensive Assessment Test in math and reading as end-of-course exams. Provides that: (1) Beginning with students entering grade 9 in the 2010-2011 school year, in addition to the Algebra I credit requirement, one of the 4 credits in mathematics must be geometry or a series of courses equivalent to geometry as approved by the state board of education; (2) Beginning with students entering grade 9 in the 2010-2011 school year, the end-of-course assessment requirements must be met in order for a student to earn the required credit in Algebra I; (3) Beginning with students entering grade 9 in the 2011-2012 school year, the end-of-course assessment requirements must be met in order for a student to earn the required credit in geometry; and (4) Beginning with students entering grade 9 in the 2012-2013 school year, in addition to the Algebra I and geometry credit requirements, one of the 4 credits in mathematics must be Algebra II or a series of courses equivalent to Algebra II as approved by the state board. Further provides that: (1) Beginning with students entering grade 9 in the 2011-2012 school year, one of the 3 credits in science must be Biology I or a series of courses equivalent to Biology I as approved by the state board; (2) Beginning with students entering grade 9 in the 2011-2012 school year, the end-of-course assessment requirements must be met in order for a student to earn the required credit in Biology I; and (3) Beginning with students entering grade 9 in the 2013-2014 school year, one of the 3 credits must be Biology I or a series of courses equivalent to Biology I as approved by the state board, one credit must be chemistry or physics or a series of courses equivalent to chemistry or physics as approved by the state board, and one credit must be an equally rigorous course, as determined by the state board. For courses that require statewide, standardized EOC assessments, a minimum of 30% of a student's course grade shall be comprised of performance on the statewide, standardized EOC assessment. A student with a disability, for whom the IEP committee determines that an end-of-course (EOC) assessment cannot accurately measure the student's abilities, taking into consideration all allowable accommodations, must have the EOC assessment results waived for the purpose of determining the student's course grade and credit. In addition, in order to earn high school credit for an Algebra I, Geometry or Biology I course, a middle school student must pass EOC assessments. http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0004er.html&Directory=session/2010/Senate/bills/billtext/html/ Title: S.B. 4 - Sec. 1-4 Source: http://www.flsenate.gov FL Signed into law 04/2010 P-12 Statewide Assessment Program - Discontinues the 9th and 10th grade math Florida Comprehensive Assessment Test (FCAT) and the high school math and science FCAT for the 2011-2012 school year; Requires all students currently enrolled in Algebra l (or equivalent) to take the end-of-course (EOC) assessment (30% of the final grade for 9th graders beginning in 2010-2011); Requires the 2010-2011 writing and science FCAT to be administered at least once in high school, middle school and in elementary school; Requires students enrolled in grades 6-8 in the 2010-2011 school year who earned credit during the 2007-2008 and 2009-2010 school years and have not taken 10th grade math FCAT to Algebra l EOC during the 2010-2011 school year; Provides that beginning with the 2011-2012 school year, 9th graders must pass Algebra I EOC to earn credit; In the 20112012 school year, all students enrolled in Geometry and/or biology must take EOC (will be 30% of final grade for 9th graders beginning in the 2011-2012 school year); Beginning in the 2012-2013 school year, 9th graders must pass EOC in Geometry and/or Biology to earn credit. Directs the commissioner of education, contingent upon funding, to establish an implementaion schedule for the development and administration of additional statewide, standardized EOC in English/Language Arts II (priority), Algebra II, chemistry, physics, earth/space science, US History, and world history. Equivalent Scores for EOC Assessments - Directs the commissioner of education to analyze the content and equivalent data sets for nationally recognized high school achievement tests and industry certification tests under the Industry Certification Funding List, pursuant to rules adopted by the state board of Education, to assess if equivalent scores for EOC assessment scores can be determined for passage of an EOC assessment. http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0004er.html&Directory=session/2010/Senate/bills/billtext/html/ Title: S.B. 4 - Sec. 8 Source: http://www.flsenate.gov ID Signed into law 03/2010 Postsec. The Idaho Comprehensive Literacy Assessment has been given to each Idaho prospective kindergarten through 8th grade teacher since 2002 and places responsibility for the development of the assessment with the state board of education. This legislation will redirect the responsibility of the assessment to the individual institutions and will provide for the requirement of accountability from those institutions. Additionally the assessment will be required for teacher preparation programs for kindergarten through grade twelve. Chapter 309 http://www.legislature.idaho.gov/legislation/2010/H0637.pdf Title: H.B. 637 Source: http://www.legislature.idaho.gov UT Signed into law 03/2010 P-12 Postsec. Section 1: Directs the state board, by December 31, 2010, to review mandates provided for in administrative rule, to determine whether some could be waived to remove funding pressures on public schools temporarily. Sections 2-4: Eliminates the requirement to administer criterion-referenced tests to students in grade 2. Directs the state board, before the October 2010 Education Interim Committee meeting, to present its plan for a pilot program for the 2010-11 and 2011-12 school years to (1) replace the 10th-grade basic skills competency test with computer adaptive testing of basic skills, and (2) administer the ACT exam to high school students. Directs the state board to implement such a pilot program during the 2010-11 and 2011-12 school years. Exempts districts and charter schools from administering the 10th-grade basic skills competency test during the the 2010-11 and 2011-12 school years. Directs the state board to re-direct the money saved by not administering the 10th-grade basic skills competency test to fund implementation of the pilot program during the 2010-11 and 2011-12 fiscal years. Exempts a student from the 10th-grade basic skills competency test requirement if the student was in 10th grade in the 2008-09 or 2009-10 school years and did not pass the competency test (10th-grade basic skills competency test functions as exit exam unless certain waivers apply). Section 5: Exempts local boards from the requirement to develop and administer activity disclosure statements for high school-level extracurricular activities (as called for in Section 53A-3-420) until the 2012-13 school year. Section 6: Exempts the state board, until the 2012-13 school year, from the requirements called for in Section 53A-3-602.5 to annually (1) develop a school performance report for schools, districts and charter schools, and (2) collect and electronically report specified performance data for schools, districts and charter schools. Section 7: Exempts a school district from certain requirements related to the disposal of textbooks until the 2012-13 school year. Section 8: Until the 2012-13 school year, releases districts from the requirement in Section 53A-13-107 that an annual presentation on adoption be given to students in grades 7-12. Section 9: Until the 2012-13 school year, releases districts from the requirement in Section 53A-14-107 regarding alignment of primary instructional materials aligned with the core curriculum adopted under Section 53A-1-402. http://le.utah.gov/~2010/bills/hbillenr/hb0166.pdf Title: H.B. 166 Source: le.utah.gov OR Rule Adoption 03/2010 P-12 Specifies requirements for development of Oregon Statewide Assessment for public school students. http://arcweb.sos.state.or.us/rules/OARS_500/OAR_581/581_tofc.html Title: OAR 581-022-0620 Source: http://arcweb.sos.state.or.us/ UT Signed into law 03/2010 P-12 Provides for the statewide assessment of students in grades 2-12 in basic skills courses using criterion-referenced tests or online computer adaptive tests, as determined by the state board of education. Eliminates the requirement to administer a statewide norm-referenced test in grades 3, 5 and 8. Allows the state board of education to exempt a district or charter school from one or more of the Utah Performance Assessment System for Students (U-PASS) testing requirements if the district or charter school pilots an assessment system that incorporates certain elements. Eliminates a cap on the number of school districts and charter schools that may participate in a pilot assessment system. Extends the pilot assessment systems through July 1, 2015. http://le.utah.gov/~2010/bills/sbillenr/sb0016.pdf Title: S.B. 16 Source: le.utah.gov VA Signed into law 03/2010 P-12 Requires each local school board to include in its annual report to the Board of Education the number of students who passed the state Workplace Readiness Skills assessment. http://leg1.state.va.us/cgi-bin/legp504.exe?101+ful+SB630ER+pdf Title: S.B. 630 Source: http://leg1.state.va.us/ CA Signed into law 01/2010 P-12 Numbers below relate to Section numbers in Education Code. 60601: Extends repeal date on Chapter 5 of Education Code, "California Assessment of Academic Achievement", to January 2014. 60604.5: Adds new section establishing legislative intent that the reauthorized statewide pupil assessment program include: (a) A plan for transitioning to a system of high-quality assessments, as defined in the federal Race to the Top guidance and regulations (b) Alignment with the new college- and career-ready, internationally-benchmarked English language arts and math standards developed by the newly-established Academic Content Standards Commission (c) Any common assessments aligned with the aforementioned standards and conforms to the assessment requirements of any reauthorization of the federal Elementary and Secondary Education Act or its successor. 60605.7: Adds new section requiring that the state participate in the Common Core State Standards Initiative. 60605.8: Adds new section establishing the Academic Content Standards Commission to develop academic content standards in language arts and mathematics. Specifies that the standards be internationally benchmarked, and be geared toward college- and career-readiness by high school graduation; requires that at least 85% of these standards be the common core academic standards developed by the consortium sponsored by the National Governors Association and the Council of Chief State School Officers. Requires that these standards be presented to the state board by July 15, 2010, and that the state board accept or reject the standards by August 2, 2010. Directs the superintendent and state board to develop a schedule and implementation plan for integrating the academic content standards adopted pursuant to this section into the state educational system. 60605.9: Adds new section releasing instructional materials aligned with new content standards from requirement that criteria be approved at least 30 months prior to the date that the materials are to be approved for adoption. Pages 13-17 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 - Sections 9, 12, 14, 15, 16 Source: www.leginfo.ca.gov AR Adopted 12/2009 P-12 Adopts rules governing public school end-of-course assessments and remediation. Provides that beginning with the 2009-10 school year and each school year thereafter, every student required to participate in the statewide program of educational assessments may not receive credit on his/her student transcript for biology, geometry or any other course that requires a general end-of-course assessment for which that student has not received the requisite scale score on a general end-of-course assessment(s) until the student is identified as having participated in remediation through an individual academic improvement plan. Not in legislation: Requires the Arkansas public school providing course instruction in Algebra I and English II to ensure that such instruction is provided in complete compliance with all required and approved frameworks, and to be prepared to provide documentation of such compliance to the department of education upon request. Requires a student who does not meet the requisite scale score on the relevant high-stakes end-of-course assessment to participate in an individualized academic improvement plan (IAIP). Not in legislation: A student's IAIP is to be provided in an electronic format of a type and at a site specified by the department of education. http://170.94.37.152/REGS/005.15.09-006F-10570.pdf Title: 005.15.09 Source: CA Vetoed 10/2009 P-12 Requires the Superintendent of Public Instruction to contract with an independent evaluator by April 2010 for evaluation of the Standardized Testing and Reporting Program. Enumerates elements the evaluation must include, and the findings that the evaluator's report must contain. Directs superintendent to provide the evaluation to the legislature, the governor and the state board by November 2010 so as to provide the legislature with adequate information to consider reauthorization of the STAR Program. Requires the advisory committee established to advise the superintendent and state board on the Academic Performance Index and Immediate Intervention/Underperforming Schools and High Achieving/Improving Schools programs to advise the superintendent on the independent evaluation by providing recommendations on specified areas, and reviewing any reports submitted by the independent evaluator. Specifies that NCLB funds are to be used to cover the costs of contracting for this evaluation. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0451-0500/ab_476_bill_20090916_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0451-0500/ab_476_vt_20091011.html Title: A.B. 476 Source: www.leginfo.ca.gov CA Signed into law 10/2009 P-12 Requires the department to ensure that a California Standards Test that is augmented for the purpose of determining readiness for college-level coursework inform a pupil in grade 11 that he or she may request that results from that assessment be released to a postsecondary educational institution. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0501-0550/sb_511_bill_20091011_chaptered.pdf Title: S.B. 511 Source: www.leginfo.ca.gov IL Signed into law 08/2009 P-12 Reduces the number of opportunities to take the Prairie State Achievement Examination (PSAE) from two to one during the spring semester of grade 11. Eliminates provision allowing students wishing to improve their score to retake the PSAE in grade 12. Provides that a student may receive a high school diploma without taking the PSAE if a district is not required to test the individual under the No Child Left Behind Act or if the student is exempt from the assessment. http://www.ilga.gov/legislation/96/SB/PDF/09600SB2014lv.pdf Title: S.B. 2014 Source: www.ilga.gov/legislation OH Signed into law 07/2009 P-12 From DOE summary of H.B. 1: Prohibits the administration of the elementary writing and social studies assessments during the 2009-10 and 2010-11 school years, unless the superintendent of public instruction determines the department has sufficient funds to pay the costs of furnishing and scoring those assessments Page 2807 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 265.20.18 Source: www.education.ohio.gov OR Signed into law 06/2009 P-12 Relates to a certain required assessment of students in grade 10; requires the Department of Education to grant a waiver for a school district to enter into a contract with a nonprofit entity other than the required contractor selected by the department. Chapter 824 http://www.leg.state.or.us/09reg/measpdf/sb0900.dir/sb0976.en.pdf Title: S.B. 976 Source: http://www.leg.state.or.us/ TN Signed into law 06/2009 P-12 Requires commissioner to establish dates for the administration of assessments required for graduation that provide the maximum number of instructional days possible prior to testing while maintaining compliance with federal law; requires the commissioner to establish yearly dates for the administration of the grades three through eight achievement tests that provide the maximum number of instructional days possible prior to testing while maintaining compliance with federal law; establishes August 1 as the earliest date for starting the school year, beginning with the 2010-2011 school year, unless an LEA's board of education establishes a year-round school year by majority vote. - Amends TCA Title 49. http://www.capitol.tn.gov/Bills/106/Bill/HB1393.pdf Title: H.B. 1393 Source: http://www.capitol.tn.gov NY Adopted 06/2009 P-12 Amends rule to extend to 2013 the provision allowing use of up to two professional development days for teacher scoring of state assessments. Adopted as published on pages 21-22 of 43: http://www.dos.state.ny.us/info/register/2009/apr8/pdfs/rules.pdf Title: Title 8 NYCRR 175.5 Source: Lexis-Nexis/StateNet DE Signed into law 06/2009 P-12 Eliminates the DSTP; requires its replacement beginning in the 2010-2011 school year with a test administered in English language arts and math in grades 2-10 at the beginning of the school year and at least one more time later in the year; assesses student progress over the course of the year; provides a benchmark for student, school, and district achievement; allows a student's performance on state assessments to be based upon the student's best results from the multiple assessments performed. http://legis.delaware.gov/LIS/lis145.nsf/vwLegislation/SB+68/$file/legis.html?open Title: S.B. 68 Source: http://legis.delaware.gov AK Adopted 06/2009 P-12 Amends rules concerning work ready/college ready transitional skills assessments. Title: 4 AAC 6.715, .717 Source: Lexis-Nexis/StateNet TX Signed into law 06/2009 P-12 Relates to certain standards for group-administered achievement tests used by school districts; requires that state and national norms of averages be computed using data not more than 8 years old. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00759F.pdf Title: S.B. 759 Source: Lexis-Nexis/StateNet TX Signed into law 06/2009 P-12 Eliminates provision that a student's performance on a college-ready question on an end-of-course assessment may not be used to determine the student's performance on the assessment. Pages 25-26 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf Title: H.B. 3 - Section 27 Source: www.legis.state.tx.us TX Signed into law 06/2009 P-12 Defines "college-readiness" as the level of preparation a student must attain in English language arts and math to enroll and succeed, without remediation, in an entry-level general education course in that subject at a general academic teaching institution, as defined by Section 61.003, other than a research institution as defined by the higher education coordinating board, or a postsecondary institution that primarily offers associate degrees or certificates or credentials other than baccalaureate or advanced degrees. Directs the state education agency and higher education coordinating board to ensure that the Algebra II and English III end-of-course assessment instruments are developed to measure college readiness by the 2011-12 school year. Before the beginning of the 2011-2012 school year, directs the agency, in collaboration with the higher education coordinating board, to gather data and conduct research studies to substantiate the correlation between a certain level of performance by students on the Algebra II and English III end-of-course assessments and college readiness. Requires such study to include an evaluation of any need for remediation courses to facilitate college readiness. Based on the results of the study, directs the commissioner of education and the commissioner of higher education to set college-ready benchmarks on the Algebra II and English III end-of-course assessments. Directs the agency, in collaboration with the higher education coordinating board, to conduct a similar study for the appropriate science and social studies end-of-course assessments. Provides that if the commissioner of education, in collaboration with the commissioner of higher education, determines that the research studies substantiate a correlation between a certain level of performance on science and social studies end-of-course assessment instruments and college readiness, the commissioner of education, in collaboration with the commissioner of higher education, may establish college-ready benchmarks for science and social studies end-of-course assessments. Directs the agency and the higher education coordinating board, by December 2012, to deliver to the lieutenant governor, the speaker of the house of representatives, and the clerks of the standing committees of the senate and the house K-12 and higher education committees an analysis of the feasibility of establishing college readiness performance standards for science and social studies end-of-course assessments, and a summary of any implementation procedures adopted for each standard. Directs the agency, in collaboration with the higher education coordinating board, to continue to gather data to perform correlation studies on Algebra II, English III and science and social studies end-of-course assessments at least every three years. Directs the agency and the higher education coordinating board to periodically review the college readiness performance standards and compare the performance standards to performance standards established nationally and internationally for comparable assessment instruments. Following each review, directs the agency and the higher education coordinating board to deliver to the lieutenant governor, the speaker of the house, and the clerks of the standing committees of the senate and the house of representatives K-12 and higher education committees a report on the results of the review indicating whether the college readiness performance standards are sufficiently rigorous to prepare students to compete academically with students nationally and internationally. Provides that if the agency and the higher education coordinating board determine that the college readiness performance standards are not sufficiently rigorous, the agency and the coordinating board must recommend changes to the college readiness performance standards. Directs the agency to gather data and conduct research to substantiate any correlation between a certain level of performance by students on end-of-course assessments and success in military service or a workforce training, certification, or other credential program at a postsecondary educational institution that primarily offers associate degrees or certificates or credentials other than baccalaureate or advanced degrees. Pages 50-54 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf Title: H.B. 3 - Section 53, Part I Source: www.legis.state.tx.us TX Signed into law 06/2009 P-12 Deletes provision that education Internet portal provides secure access to student assessment data. Amends 32.258 to direct the state education agency to create a student assessment data portal for use by school districts, teachers, parents, students and public institutions of higher education. Provides the portal must allow: (1) Students and parents to easily access the student's individual assessment data. The system must allow students and parents to track a student's progress on assessment requirements for graduation. (2) Authorized district employees, including teachers, to readily access individual assessment data of district students (3) Authorized employees of public postsecondary institutions to readily access individual assessment data of students applying for admission for use in developing strategies for improving student performance (4) Public access to general student assessment data. Requires student assessment data in the portal to be available by the first instructional day of the school year following that in which the data is collected, and to include student performance data on assessment instruments over multiple years, beginning with the 2007-2008 school year, including any data indicating progress in student achievement. Specifies the system must permit comparisons of student performance information at the classroom, campus, district and state levels. Pages 42-45 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf Title: H.B. 3 - Section 48 and 49 Source: www.legis.state.tx.us TX Signed into law 06/2009 P-12 Previous legislation on measuring annual improvement from one year to the next required the state education agency to determine the necessary annual improvement required each year for a student to be prepared to perform satisfactorily on the end-of-course assessments required for graduation. New provision requires the agency to additionally determine the annual improvement needed for satisfactory performance on the grade 5 and 8 assessments, and for the necessary annual improvement required on these additional assessments to be reported to the district, as they are for end-of-course assessments. Page 67 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf Title: H.B. 3 - Section 58 Source: www.legis.state.tx.us TX Signed into law 06/2009 P-12 Repeals existing language on means to determine completion of end-of-course assessment requirements. Replaces with language requiring students to achieve a cumulative score that is at least equal to the product of the number of end-of-course assessment instruments administered to the student in that subject and a scale score that indicates satisfactory performance, as determined by the commissioner. Requires students to achieve a minimum score as determined by the commissioner to be within a reasonable range of the scale score. Provides that in addition to the aforementioned cumulative score requirements, a student must achieve a score that meets or exceeds the score determined by the commissioner under Section 39.0241(a) for English III and Algebra II end-of-course assessments to graduate under the recommended high school program, and must achieve a score that meets or exceeds the score determined by the commissioner under Section 39.0241(a-1) on English III and Algebra II end-of-course assessment instruments in order to graduate under the advanced high school program. Permits a student who fails to perform satisfactorily on an Algebra II or English III end-of-course assessment under the college readiness performance standard to retake the exam. Revises means of identifying students for participation in accelerated instruction based on inadequate performance on an end-of-course assessment. Authorizes the commissioner by rule to determine a method by which a student's satisfactory performance on the PSAT or a preliminary ACT assessment may be used as a factor in determining whether the student satisfies the end-of-course assessment requirements. Bars a district from administering an exit exam administered as Section 39.025 existed before September 1, 1999. Authorizes a school district to administer to a student who failed to perform satisfactorily on an assessment instrument administered as Section 39.025 existed before September 1, 1999 an alternate assessment instrument designated by the commissioner. Directs the commissioner to determine the level of performance to be considered satisfactory on an alternate assessment. Bars the district from assessing in an alternate assessment a subject that was was not assessed in an exit exam administered under Section 39.025 as Section 39.025 existed before September 1, 1999. Provides that the commissioner's determination regarding designation of an appropriate alternate assessment and the performance required on the assessment is final and may not be appealed. Provides a student entering a grade above grade 9 during the 2011-12 school year may not receive a high school diploma unless the student has performed satisfactorily on each required assessment instrument administered under Section 39.023(c) as that section existed before amendment by Chapter 1312 (S.B. No. 1031), Acts of the 80th Legislature, Regular Session, 2007. Pages 58-63 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf Title: H.B. 3 - Section 54 Source: www.legis.state.tx.us TX Signed into law 06/2009 P-12 Transfers from the state board to the commissioner the duty of determining the performance level considered satisfactory on specified assessments. Directs the commissioner, in collaboration with the commissioner of higher education, to determine the level of performance on the end-of-course assessments to indicate college readiness. Requires performance standards on state assessments in grades 3-10 to be backmapped from grade 11 performance standards. Makes state education agency development of study guides for state assessments in grades 3-8 optional rather than mandatory. Creates new Section 39.0242. Directs the state education agency, during the 2009-10 and 2010-11 school years, to collect data through the administration of the annual grade 3-8 assessments and the administration of a sufficiently large statewide sample of students on end-of-course assessments to set performance standards. Directs the agency, before the beginning of the 2011-12 school year, to analyze the data to substantiate the correlation between satisfactory student performance for each performance standard on the: (1) Grade 3-7 assessments with satisfactory performance under the same performance standard on the same subject area assessment at the next grade level (2) Grade 8 assessment with satisfactory performance under the same performance standard on the Algebra I and English I end-of-course assessment (3) English I end-of-course assessment with satisfactory performance under the same performance standard on the English II end-of-course assessment (4) English II end-of-course assessment with satisfactory performance under the same performance standard on the English III end-of-course assessment (5) Algebra I end-of-course assessment with satisfactory performance under the same performance standard on the Algebra II end-of-course assessment. Provides that such correlation studies must include an evaluation of any need for remediation courses to facilitate college readiness. Directs the agency to continue to gather data and perform correlation studies at least once every three years. Provides that if the data do not support the correlation between student performance standards and college readiness, the commissioner of education, in collaboration with the commissioner of higher education, must revise the standard of performance considered to be satisfactory. Provides that, based on the data and correlation studies, the commissioner must increase the rigor of the performance standard as the commissioner determines necessary. Pages 54-58 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf Title: H.B. 3 - Section 53, Part II Source: www.legis.state.tx.us TX Signed into law 06/2009 P-12 Amends 39.0262. Specifies that a district may not administer locally-required assessments designed to prepare students for state-administered assessments to any student on more than 10% of any school year's instructional days. Adds that a campus-level planning and decision-making committee may limit the administration of locally required assessment instruments to 10% or a lower percentage of instructional days in any school year. Pages 63-64 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf Title: H.B. 3 - Section 55 Source: www.legis.state.tx.us OH Adopted 06/2009 P-12 Clarifies circumstances under which a student may be excused from taking a state test required at the student's grade level. Clarifies that a student in grades 3-8 who was retained in the same grade level from one school year to the next school year, must take all of the Ohio achievement tests for the grade level in which the student currently is enrolled, regardless of any score previously received by a student on any such test during a prior school year. http://www.registerofohio.state.oh.us/pdfs/3301/0/13/3301-13-02_PH_FF_A_RU_20090615_1020.pdf Title: OAC 3301-13-02 Source: www.registerofohio.state.oh.us NV Signed into law 06/2009 P-12 Relates to the administration of certain tests, examinations and assessments by the boards of trustees of school districts; suspends temporarily the administration of norm-referenced examinations in public schools. Chapter 423 http://leg.state.nv.us/75th2009/Bills/SB/SB416_EN.pdf Title: S.B. 416 Source: http://www.leg.state.nv.us/ FL Signed into law 05/2009 P-12 Postsec. Provides an exemption from public records requirements for personally identifiable information of any personnel of any school district or postsecondary educational institution, or any specific allegations of misconduct obtained or reported in connection with an investigation of a testing impropriety conducted by the Department of Education; provides that the exemption applies until the investigation is concluded or becomes inactive; provides for future legislative review and repeal of the exemption under the Open Government Sunset Review Act. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h0895er.xml&DocumentType=Bill&BillNumber=0895&Session=2009 Title: H.B. 895 Source: http://www.myfloridahouse.gov MN Signed into law 05/2009 P-12 Aligns high school tests with required academic standards.  Strikes the requirement for constructed response questions.  Makes GRAD tests applicable in 2012-2013 to those few students who have not passed the Minnesota basic skills tests. Requires the state assessment system to be aligned to state academic standards.  Provides a timeline for aligning mathematics, science, and language arts and reading standards and assessments. Allows students enrolled in grade 8 in any school year between the 2005-2006 and 2009-2010 school year who do not pass the math graduation-required assessment for diploma (GRAD) to receive a diploma with a passing state notation if they satisfactorily complete all coursework and credits required for graduation and participate in academic remediation and up to two re-test attempts. Allows a school board to include a notation of high achievement on students' high school diplomas indicating exemplary academic achievement during high school based on board-established criteria. For purposes of federal accountability requirements, directs the commissioner to develop reading and math assessments for grades 3 through 8, state-developed high school reading and math tests aligned with state standards, and science assessments.  Prohibits the commissioner from requiring students to achieve a passing score on high school science assessments in order to graduate. Requires assessment results to include a value-added growth indicator of student achievement. Requires schools, school districts, and charter schools to administer statewide assessments to evaluate student proficiency in the context of the state's grade-level academic standards. Makes the temporary alternative to the state's reading and math GRAD tests applicable in the 2009-2010 through 2013-2014 school years. Makes the statutory timeline for aligning assessments to standards effective July 1, 2010, and the legislature specifically authorizes the number, subject area, grade level, and consequence of a high school math assessment.  Causes the 11th grade math GRAD to remain in effect if the legislature does not act by July 1, 2010. 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 MN Signed into law 05/2009 P-12 Establishes a college and career-readiness workgroup headed jointly by MDE and the U of M to evaluate and make recommendations to the commissioner and the legislature on the design of the state high school assessment system, levels of and mechanisms for accountability, postsecondary uses of the assessments and an implementation timeline. 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 OR Signed into law 05/2009 P-12 Allows Department of Education to make available assessment system that measures student's progress in achieving academic content standards at current grade level, determines grade level of student's understanding, knowledge or ability, tracks and provides reports on progress of student and makes predictions of anticipated student progress; declares emergency, effective on passage. Chapter 101 http://www.leg.state.or.us/09reg/measpdf/hb2100.dir/hb2362.en.pdf Title: H.B. 2362 Source: http://www.leg.state.or.us ND Signed into law 05/2009 P-12 Requires districts to administer annually to students in grades 2-10 the measures of academic progress test or any other interim assessment approved by the superintendent of education. Requires all 11th grade public and nonpublic school students to take the ACT or set of three WorkKeys assessments (students choose which). The district pays for the cost of one summative assessment and its administration per student. Requires the career advisor or counselor to meet with students to review results. Students can be exempt if taking the test is not required by an IEP or if there are other special circumstances. If the state superintendent determines that costs can be reduced through the use of a state procurement process, the superintendent is to work with districts to procure and arrange for administration of assessments and withhold each district's share of the total cost from state aid. Students under age 21 pursuing a GED may take the ACT or three WorkKeys assessments, and the student's career advisor or guidance counselor must meet with the student to review the student's assessment results. http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf Title: H.B. 1400 - Secs. 22, 24, 25 Assessment Source: http://www.legis.nd.gov WA Signed into law 04/2009 P-12 Relates to statewide assessments and curricula; states findings of the Legislature; requires the superintendent of public instruction to revise the number of open-ended questions and extended responses in the statewide achievement assessment in specified grades and to reduce the cost of administering the assessment; requires that certain assessments be developed for mathematics; provides for the improvement of science and mathematics curriculum. Chapter 310. Partial veto of unrelated sections. http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/Senate%20Passed%20Legislature/5414-S.PL.pdf Title: S.B. 5414 Source: http://apps.leg.wa.gov NV Adopted 04/2009 P-12 Revises various provisions governing proficiency examinations, include pass of proficiency examinations and an alternative method to demonstrate proficiency in science, social studies, and automobile technology . http://www.leg.state.nv.us/NAC/CHAPTERS.HTMl Title: NAC 389 Source: http://www.leg.state.nv.us AR Signed into law 04/2009 P-12 Allows reasonable accommodation by the Department of Education and each school district for a student who has difficulty with sensory processing in reaction to oversensitivity to full spectrum light when taking state required tests; allows a student to use color overlays specific to the student's oversensitivity that alter the contrast between the words and the page so the student can visually comprehend the words on a page of a state mandated assessment or test. http://www.arkleg.state.ar.us/assembly/2009/R/Acts/Act1460.pdf Title: S.B. 358 Source: http://www.arkleg.state.ar.us/ AR Signed into law 04/2009 P-12 Creates the College and Career Readiness Planning Program Act. Defines "college and career readiness". Beginning with the 2010-11 school year, directs public schools to administer the EXPLORE to 8th graders, and either the PLAN or PSAT to 10th graders. Permits costs of these assessments to be paid using department of education at-risk funding. Requires schools to use the college readiness assessments to assist students with college and workforce readiness skills, high school course selection and improved academic achievement. By the 2011-12 school year, requires schools to fully incorporate college readiness assessment results into each student's college and career planning process. Requires the department of education to maintain data to (1) Increase college and career readiness skills; (2) Improve instruction; (3) Enhance school improvement plans; and (4) Reduce college remediation rates. Requires the department of education to annually report to the house and senate education committees on the implementation and effectiveness of the College and Career Readiness Planning Program. http://www.arkleg.state.ar.us/assembly/2009/R/Bills/HB1808.pdf Title: H.B. 1808 Source: http://www.arkleg.state.ar.us UT Adopted 04/2009 P-12 Adds a new section regarding student achievement testing exceptions. Provides the state board may exempt a district or charter school from U-PASS testing requirements if a district or charter school pilots an assessment system that incorporates: (1) online classroom-based assessment that utilizes adaptive testing in all grades (2) online writing assessment in grades 4 through 12 (3) assessments administered in grades 8, 10 and 11 (4) college placement assessments in grades 11 to provide information for 12th grade high school course selections and is subject to an accountability plan and high school graduation standards that are based on the assessment system described in R277-705-11A(1), (2), (3), (4) above and developed and adopted by the state board. Provides exemptions may not exceed three rural school districts, two urban school districts and five charter schools, and may not continue beyond July 2010. Adds provisions for students transfering from an exempted district to an unexempted district in grade 11 or 12. http://www.rules.utah.gov/publicat/bulletin/2009/20090201/32314.htm Title: R277-705 Source: www.rules.utah.gov KY Signed into law 03/2009 P-12 Directs the the state board of education and the state department of education, prior to the development and implementation of a new state assessment system for 2011-12, to provide for a systematic interim process that will lead to a new state student assessment program. Provides the system will continue to include the high school readiness examination in grade 8, the college readiness examination in grade 10, and the ACT in grade eleven 11. Provides the current state criterion-referenced test that meets the requirements of the federal No Child Left Behind Act, excluding tests for arts and humanities, practical living skills and career studies, and writing portfolios, will continue to be given for the same subjects in the same grades in the 2008-09, 2009-10, and 2010-11 school years until the new assessment program is implemented in the 2011-12 academic year. Directs the department, during the 2009-10 and 2010-11 school years, to reduce the length of the test by reviewing and eliminating unneeded test items. Provides that during the 2009-10 and the 2010-11 academic years, in addition to the state criterion-referenced test, there will be a new stand-alone norm-referenced test in reading and math in grades 3-7, that must be valid and reliable at the individual student level. Directs the state board to promulgate administrative regulations outlining the procedures to be used during the interim testing process to ensure test security, including procedures for testing makeup days, and to comply with federal assessment requirements. Provides that during the interim, the testing window for the criterion-referenced test may be up to 7 days in 2008-09 and up to 6days during the 2009-10 and 2010-11 school years with additional makeup days as determined by the state board. In the 2008-09 academic year, directs the department of education to provide each district with a test booklet and scoring sheets for arts and humanities, practical living skills and career studies that may be used by a local district for a local formative or summative evaluation. Provides that during the 2009-10 and the 2010-11 school years, the new stand-alone norm-referenced test in reading and mathematics in grades 3-7 must be given during the week before or the week after the established testing window. http://www.lrc.ky.gov/record/09RS/SB1/bill.doc Title: S.B. 1 Section 19 Source: www.lrc.ky.gov KY Signed into law 03/2009 P-12 Provides that whereas it is imperative that schools, administrators, teachers, parents and policymakers maintain high expectations for students, and it is important that there be an orderly transition from the current state assessment to the new assessment and accountability system implemented in 2011-12, the following conditions will apply: (1) The state board of education must provide for an interim assessment process (described in section 19 of this act) (2) The board must ensure that all student assessments and data collection and reporting necessary to meet the accountability and proficiency requirements for the federal No Child Left Behind Act (NCLB) are met (3) The board must suspend the calculation of a state accountability index for 2008-09, 2009-10, and 2010-11. During the interim period the following will apply for accountability purposes: (a) NCLB Annual Yearly Progress results must be used to determine improvement of student achievement for both Title 1 and non-Title 1 schools (b) The NCLB definitions must be applied to both Title 1 and non-Title 1 schools (c) State level assistance and resources must be provided to Title 1 and non-Title 1 schools falling into the federal definitions of consequences in order to help schools improve student achievemen (d) Results of the interim tests must be reported publicly. Permits the state board to use math items developed using revised math content standards during the spring of 2010 and administer an initial math test, based on the revised standards during the 2010-11 testing period to meet NCLB requirements, if approval is granted by the U.S. Department of Education. Directs the state department of education to develop and implement interim program assessments of writing programs, practical living skills and career studies, and arts and humanities in all schools during the transition period. Directs the department to finalize the process for program assessments for implementation during the 2011-12 school year. Directs the department and state board to ensure that teachers, administrators and local board members are well informed of pending changes in the assessment and accountability system during the transition period and continue to stress the importance of the quality of opportunities for all students. http://www.lrc.ky.gov/record/09RS/SB1/bill.doc Title: S.B. 1 Section 18 Source: www.lrc.ky.gov UT Signed into law 03/2009 P-12 Modifies the State Performance Assessment System for Students by requiring online writing assessments in grades 5 and 8. Encourages a school district or charter school, as applicable, to administer an online writing assessment to students in grade 11. Allows the state board of education to award a grant to a school district or charter school to pay for an online writing assessment and instruction program that may be used to assess the writing of students in grade 11. http://le.utah.gov/~2009/bills/hbillenr/hb0334.pdf Title: H.B. 334 Source: Lexis-Nexis/StateNet WA Adopted 03/2009 P-12 Complies with legislative directive to implement procedures allowing student rights to appeal state assessment requirements under conditions of special, unavoidable circumstances. WASHINGTON 28944 Title: WAC 392-501-600, -601, -602 Source: http://apps.leg.wa.gov/wac VA Signed into law 02/2009 P-12 Directs the Board of Education in prescribing Standards of Learning assessments to also provide the option of industry certification and state licensure examinations in lieu of administering tests to assess the progress of students. http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB2517ER Title: H.B. 2517 Source: http://leg1.state.va.us/ LA Adopted 02/2009 P-12 Amends rules relating to statewide assessment standards and practices, specifically, End of Course Tests (EOCT). http://doa.louisiana.gov/osr/lac/28v111/28v111.doc#_Toc222644588 Title: LAC 28:CXI.1801, 1803, 1805, 1807, 1809, 1811, 1813, 1815, 1817 Source: http://doa.louisiana.gov/osr SD Signed into law 02/2009 P-12 Repeals the provisions for the state Academic Achievement Test Advisory Council. http://legis.state.sd.us/sessions/2009/Bills/HB1045ENR.pdf Title: H.B. 1045 Source: http://legis.state.sd.us TX Adopted 02/2009 P-12 Sets the standard of satisfactory performance on the Texas Assessment of Knowledge and Skills (TAKS), as appropriate for the reading and mathematics assessments in Grades 3-8 based on the implementation of a vertical scale. http://ritter.tea.state.tx.us/rules/board/adopted/0109/101-23-two.pdf Title: 19 TAC 2.101.B.101.23 Source: Lexis-Nexis/StateNet NM Adopted 01/2009 P-12 The objective of this rule is to establish procedures for implementing the high school readiness assessment system, including: (a) the process for identifying acceptable short-cycle diagnostic type assessment instruments for grades nine and ten; (b) identification of acceptable college placement and workforce readiness assessments; and (c) specific requirements for alternate demonstration of competency in the New Mexico's academic content standards required for high school graduation. http://www.nmcpr.state.nm.us/nmac/parts/title06/06.019.0007.htm Title: NMAC 6.19.7.1, .2, .3, .4, .5, .6, .7, .8, .9, .10, .11 Source: http://www.nmcpr.state.nm.us FL Adopted 01/2009 P-12 Amends rule to provide guidance relating to the statewide public school student progression law eliminating social promotion by removing the FCAT Norm Referenced Test (NRT) as an alternative assessment good cause exemption for students scoring at Level 1 on the grade three Florida Comprehensive Assessment Test (FCAT) in Reading. Since the original rule adoption, the FCAT Norm Referenced Test (NRT) has been eliminated from the FCAT assessment program. The effect of this rule revision will be that students who score at Level 1 on the grade three FCAT Reading may be promoted to grade four if an acceptable level of performance is demonstrated on the alternative assessment (SAT-9 or SAT-10) or using a student portfolio. https://www.flrules.org/gateway/ruleNo.asp?ID=6A-1.094221 Title: FAC 6A-1.094221 Source: https://www.flrules.org/gateway/ruleNo.asp?ID=6A-1.094221 MI Signed into law 12/2008 P-12 Revises the administration and requirements of the state merit examination; provides that pupils in grade 12 may take the exam if they did not complete it in grade 11; provides for a writing component of the test; allows use of the test as an indicator of workforce readiness; provides that a student may take the complete test only once; provides for identification of specific grade level content expectations, so that teachers will know what content will be included in the test. http://www.legislature.mi.gov/documents/2007-2008/publicact/pdf/2008-PA-0349.pdf Title: H.B. 6412 Source: http://www.legislature.mi.gov/ GA Adopted 12/2008 P-12 Eliminates reference to Georgia Kindergarten Assessment Program - Revised (GKAP-R). Provides all kindergarten students must be assessed using the Georgia Kindergarten Inventory of Developing Skills (GKIDS). Eliminates provisions that all students at grades 3, 5, 8 be assessed with state board-approved norm-referenced test. Title: GAC 160-3-1-.07 Source: www.lexis.com UT Signed into law 10/2008 P-12 Allows the State Board of Education to exempt a school district or charter school from testing requirements under the Utah Performance Assessment System for Students (U-PASS) if the school district or charter school pilots an assessment system that incorporates online classroom-based assessment that utilizes adaptive testing in all grades, online writing assessment in grades 4-12, and assessments administered in grades 8, 10, and 11 to determine readiness for postsecondary education. Authorizes the state board to provide such exemptions to up to three rural districts, up to two urban districts, and up to five charter schools. Provides that a district or charter school that receives such an exemption is subject to an accountability plan and high school graduation standards based on the piloted assessment system, and that are developed and adopted by the state board of education. Directs the state board, by the November 2009 meeting of the interim education committee, to develop recommendations on the state's assessment system. Provides that a student in a district or charter school that is exempt from administering the 10th grade basic skills competency test is subject to high school graduation standards adopted by the state board. Title: S.B. 2002A Source: www.lexis.com CO Adopted 10/2008 P-12 Postsec. Community College Addresses the administration of the Postsecondary and Workforce Readiness Assessments Pilot Program. Beginning in the 2008-09 academic year, directs the department to implement a pilot program for the purpose of evaluating standards and collecting data regarding student performance on postsecondary and workforce planning, preparation, and readiness assessments from assessment vendors and local education providers that volunteer to participate in the pilot program. http://www.sos.state.co.us/CCR/NumericalSubDocList.do?deptID=4&deptName=300%20Department%20of%20Education&agencyID=109&agencyName=301%20Colorado%20State%20Board%20of%20Education&ccrDocID=3001&ccrDocName=1%20CCR%20301-77%20RULES%20FOR%20THE%20ADMINISTRATION%20OF%20THE%20POSTSECONDARY%20AND%20WORKFORCE%20READINESS%20ASSESSMENTS%20PILOT%20PROGRAM Title: 1 CCR 301-77 Source: http://www.sos.state.co.us/ CA Vetoed 09/2008 P-12 Requires the State Board of Education to minimize the amount of testing time and duplication required to complete the state standards tests, but without the reduction of testing rigor or standards. Requires the board to revise testing requirements so that pupils may satisfy any assessment requirement through administration of an achievement test already required by state law. Prohibits the board from requiring the administration of any test based solely on federal requirements but on a state statute. http://www.assembly.ca.gov/acs/acsframeset2text.htm Title: S.B. 1111 Source: http://www.assembly.ca.gov CA Vetoed 09/2008 P-12 Amends existing law which requires the Learning Resource Network to establish review criteria for electronic learning assessment resources and requires the review to include a descriptive model. Requires the model to include the extent to which the product is compatible with the Longitudinal Pupil Achievement Data System and the School Information Services. Authorizes the Network or other entity to issue documentation to the publisher of such resource that certifies the resource has been reviewed. http://www.assembly.ca.gov/acs/acsframeset2text.htm Title: S.B. 1767 Source: http://www.assembly.ca.gov CA Signed into law 09/2008 P-12 Community College Expresses legislative intent that the Early Assessment Program (EAP) be expanded to include state community colleges. Authorizes community college districts to use the State Standards Test (CST) and augmented CST to provide diagnostic advice to prospective community college students participating in the EAP. Requires that the individual results of the CST and augmented CST be released to California State University to provide such advice and for placement of prospective students participating in the EAP. Chapter 473 http://www.assembly.ca.gov/acs/acsframeset2text.htm Title: S.B. 946 Source: http://www.assembly.ca.gov CA Vetoed 07/2008 P-12 Requires a charter school or group of charter schools that directly administer pupil assessments to submit a notice of direct administration to the Superintendent of Public Instruction. Allows a charter school to terminate administering those assessments by submitting notice to the Superintendent. Authorizes the State Department of Education to post and maintain on its Internet Web site a list of charter schools that administer those assessments in lieu of their chartering authorities. Relates to funding. http://www.assembly.ca.gov/acs/acsframeset2text.htm Title: A.B. 2305 Source: http://www.assembly.ca.gov/ CA Signed into law 07/2008 P-12 Allows a teacher to fulfill requirement to receive follow up training and instruction in areas that include data analysis, alignment of assessment and instruction, implication of data analysis and effect on increasing pupil achievement, impact on pupil success through diagnostic teaching, differentiating instruction through pacing and complexity, grouping, and data management systems. Requires a local educational agency to contract with a training provider approved by the State Board of Education. Chapter 239 http://info.sen.ca.gov/pub/07-08/bill/asm/ab_2351-2400/ab_2391_bill_20080801_chaptered.pdf Title: A.B. 2391 Source: http://www.assembly.ca.gov FL Signed into law 06/2008 P-12 Community College Requires the State Board of Education to replace the Sunshine State Standards with the Next Generation Sunshine State Standards; relates to tests by private schools for the Corporate Income Tax Credit Scholarship Program, graduation designations, assessments (including end-of-course), career-preparatory instruction, postsecondary placement tests, dual enrollment, testing standards, remedial instructions, individuals with disabilities, forfeiture of school funds, teacher certification and school cafeteria inspections. http://www.flsenate.gov/data/session/2008/Senate/bills/billtext/pdf/s1908er.pdf Title: S.B. 1908 Source: http://www.flsenate.gov 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 OK Signed into law 06/2008 P-12 Relates to schools; provides a school district which has a certain amount of students participating in a summer reading program may be allocated a base amount of moneys for the program which shall be in addition to the per-student reimbursement amount provided; provides a student in a certain grade who is an English language learner and is found not to be reading at a certain level shall be eligible to participate in a summer reading remediation program. One section slated NOT to be codified requires the state department to conduct a survey of districts to determine their ability to administer the criterion-referenced tests at 8th grade and the end-of-instruction tests at the secondary level online and within the limitations of the testing window dates established by the state board of education. Requires the department to report to the legislature and governor by December 2008 and to recommend solutions. http://www.sos.state.ok.us/documents/Legislation/51st/2008/2R/SB/1769.pdf Title: S.B. 1769 Source: http://www.sos.state.ok.us OK Vetoed 06/2008 P-12 Sets the testing window dates for the administration of each end-of-instruction criterion-referenced test required to be taken by students prior to graduation shall be between twenty-five (25) days prior to the last full day of the end of the course and the last full day of the end of the course. Requires school districts to distribute the results and reports of the criterion-referenced tests to the appropriate teachers within thirty (30) days of receipt. http://webserver1.lsb.state.ok.us/2007-08bills/HB/HB2633_ENGR.RTF Title: H.B. 2633 Source: http://webserver1.lsb.state.ok.us CO Vetoed 05/2008 P-12 Excepts from the calculation of a school's academic performance ratings and from determining accreditation, the assessment scores of students absent on the days assessments are administered under the student assessment program and students' scores that are invalidated as a result of a failure to administer the assessment pursuant to the Department of Education's guidelines; prohibits a school district or a public school from penalizing a student who is absent on the days the assessments are administered. http://www.leg.state.co.us/clics/clics2008a/csl.nsf/fsbillcont3/EEC203BE6C42C5C1872573680059FB28?open&file=1186_enr.pdf Title: H.B. 1186 Source: http://www.leg.state.co.us/ GA Signed into law 05/2008 P-12 Relates to the assessment of effectiveness of educational programs under the Quality Basic Education Act. Provides that each local school system may elect to administer, with state funding, nationally norm-referenced instruments in reading, mathematics, science or social studies in grades 3-8, subject to available appropriations, with assistance to such school systems by the state board of education with regard to administration guidance, scoring and reporting of such assessments. http://www.legis.state.ga.us/legis/2007_08/pdf/hb637.pdf Title: H.B. 637 Source: Lexis-Nexis/StateNet MN Vetoed 05/2008 P-12 Authorized a parent or guardian of a student to designate an individual to participate in a school conference involving the child of the parent or guardian. Authorized the Minnesota Department of Education and the Minnesota Office of Higher Education may each share educational data with the other agency for the purpose of analyzing and improving school district instruction. Revised provisions relating to physical education requirements. Pertains to alignment of certain assessments and state standards. https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=S3001.5.html&session=ls85 Title: S.B. 3001 Source: https://www.revisor.leg.state.mn.us/ IA Signed into law 05/2008 P-12 Concerns state and local measures for preparing a student for a career or for postsecondary education, including a mandated statewide core curriculum for school districts and accredited nonpublic schools and a state designated career information and decision making system. Prohibits requiring districts or private schools to adopt any specific textbook, series, particular methodology or other products from a specific vendor. Requires the state department to identify and make available end-of-course and other model assessments. Requires convening of a task to review the national assessment of educational progress (NAEP) standards and assessments used by other states and to consider best practices by content area groups such as the National Council of Teachers of Mathematics. Requires a department study of potential expansion of the core curriculum potentially to include fine arts, applied arts, humanities and world languages. Establishes requirement for teaching of financial literacy. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?category=billinfo&service=billbook&GA=82&hbill=SF2216 Title: S.F. 2216 - Generally Source: http://coolice.legis.state.ia.us NE Signed into law 04/2008 P-12 From the fiscal note: Changes the current assessment system to provide for statewide assessments in reading and mathematics to be administered in seven grades, rather than three. The bill also establishes an additional statewide science assessment. The science assessment is to begin in 2011-12 and be given in at least three grades. LB 1157 provides that the State Board of Education shall not require school districts to administer assessments other than required state assessments. The bill also eliminates the requirement for educational service units to conduct an annual peer review of local assessments and for school districts to develop assessment portfolios. A technical advisory committee is established to review the statewide assessments plan and instruments. The State Department of Education (NDE) estimates the need for $3.5 million for assessments in reading, mathematics and science. Additional funds ($225,000) will also be needed to revise standards and develop a special education alternate assessment ($1.5 million). NDE indicates a new special education assessment will be required due to the required revision of standards in LB 1157. The general fund fiscal impact of the bill is dependent upon the actual cost of assessments and the amount of federal funds that may be redirected from use for local assessments to use for state assessments. NDE indicates the state receives $2,750,000 of federal funds from No Child Left Behind (NCLB) that are used for the current STARS assessment program. The use of these funds can be redirected to state assessments. Link to fiscal note, which includes a table of projected costs: http://uniweb.legislature.ne.gov/FloorDocs/Current/PDF/FN/LB1157.pdf Full text: http://uniweb.legislature.ne.gov/FloorDocs/Current/PDF/Final/LB1157.pdf/FloorDocs/Current/PDF/Final/LB1157.pdf Title: L.B. 1157 Source: http://uniweb.legislature.ne.gov WA Signed into law 03/2008 P-12 Beginning with the 2009 administration of the Washington assessment of student learning (WASL), the superintendent is directed to redesign the assessment in math, reading and science in all grades except high school by reducing the number of questions (short answer and extended response). The superintendent is also directed to develop state-wide end-of-course assessments in high school mathematics. End-of-course assessments must be developed in Algebra I, Geometry and Integrated Math I and II. Algebra I and Intergrated Math I are to be available on an optional basis to districts in the 2009-2010 school year and all must be implemented in the 2010-2011 school year. For the class of 2013 and for purposes of the certificate of academic achievement, the results from the algebra I end-of-course assessment plus the geometry end-of-course assessment or results from the integrated mathematics I end-of-course assessment plus the integrated mathematics II end-of-course assessment may be used in place of the WASL to demonstrate compliance with state standards on the mathematics content area of the WASL. All subsequent classes may only take the end-of-course assessments; however, students who do not pass may take any other approved alternate assessment. http://apps.leg.wa.gov/documents/billdocs/2007-08/Pdf/Bills/Session%20Law%202008/3166-S.SL.pdf Title: H.B. 3166 Source: http://www.leg.wa.gov/legislature LA Adopted 03/2008 P-12 Incorporates guidelines for usage of the statewide online assessment data systems and updates the names of content areas to be assessed through end-of-course tests. Pages 431-432: http://doa.louisiana.gov/osr/reg/0803/0803.doc Title: LAC 28:CXI.305 and 1801 Source: doa.louisiana.gov LA Adopted 03/2008 P-12 Amends several rules relating to the statewide assessment standards and practices for testing, including: testing security, administrative errors, coordinators, end-of-course exams and field testing. See full text below. http://www.doa.louisiana.gov/osr/lac/28v111/28v111.doc Title: Bulletin 118 Source: http://www.doa.louisiana.gov/osr/lac NJ Signed into law 03/2008 Postsec. Community College Pertains to institutions of higher education. Requires alternative testing arrangements be provided to certain students unable to attend tests at their regular administration due to religious observance. http://www.njleg.state.nj.us/2008/Bills/S1500/1023_I1.PDF Title: S.B. 1023 Source: http://www.njleg.state.nj.us AK Adopted 02/2008 P-12 Establishes a program curriculum and benchmark assessments to ensure that students in Alaska have the basic or transitional skills required for a successful transition into college and/or the workplace. ALASKA 3558 Title: 4 AAC 06.715, .717 Source: Lexis-Nexis/StateNet LA adopted 01/2008 P-12 Amends chapters of Bulletin 118 - Statewide Assessment Standards and Practices relating to test security, assessment program overview, and graduation exit examination. Makes changes to several Sections of Chapter 3, language is removed from §305 that references supplemental materials in the test security policy, new language regarding "administrative errors" that can and do occur during the administration of statewide assessments in §312 is added, an inclusion of the new online assessment data system, Enhanced Assessment of Grade Level Expectations (EAGLE) is added to the policy along with the rules and guidelines for its correct use among educational personnel statewide, and language is updated about emergencies during testing in §315. Chapter 7, §701 chart is updated with the names of new implemented statewide assessments and Chapter 13, §1351 restructures the policy for clearer understanding of "transfer rules" for students' placement in grades as well as adds to the policy Chapter 13, §1355.A.8 for students who enroll in Louisiana schools and transfer multiple times during grades 7, 8, 9, 10, and 11. Pages 66-69: http://doa.louisiana.gov/osr/reg/0801/0801.doc Title: LAC 28:CXI.303, 305, 312, 315, 701, 1351, and 1355 Source: doa.louisiana.gov ID Adopted 12/2007 P-12 Proposes to align the Alternative Assessment Extended Content Standards with the Idaho Content Standards; Sets appropriate cut scores; Implements the Alternative Assessment Extended Achievement Standards. IDAHO 7472 Title: IDAPA 08.02.03 Source: Lexis-Nexis/StateNet OH Signed into law 11/2007 P-12 One section of this bill revises the scheduling of the spring administration of the elementary achievement tests from no earlier than the week containing May 1, as under current law, to no earlier than the week containing April 24. Provides for the elementary achievement tests to be administered over a two-week period, instead of five consecutive days. Clarifies that the elementary achievement tests must be submitted to the scoring company after all of the tests have been administered for the designated testing period. Analysis and background: http://www.lsc.state.oh.us/analyses127/h0190-rs-127.pdf Title: H.B. 190 - Multiple Components Source: http://www.lsc.state.oh.us CA Vetoed 09/2007 P-12 Authorizes the Department of Education to make a primary language assessment available to public schools for assessing pupils enrolled in dual language immersion programs that include the primary language of the assessments at their own expense. Requires districts to enter an agreement with the state testing contractor. Requires the Superintendent of Public Education to release annually to the public a percentage of test items from any of the state Standards Tests administered in previous years. http://www.leginfo.ca.gov/pub/07-08/bill/asm/ab_1501-1550/ab_1540_bill_20070925_enrolled.pdf Veto message: http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0251-0300/ab_252_vt_20071013.html Title: A.B. 252 Source: http://www.leginfo.ca.gov/ GA Adopted 09/2007 P-12 Adds language regarding the Assessing Comprehension and Communication in English State to State for English Language Learners (ACCESS for ELLs), an English language proficiency test administered annually to all English language learners (ELLs) to determine students' level of English language proficiency level. Adds provision regarding "conditional administration," a test administration in which a more expansive accommodation is utilized to provide access for a small percentage of students with more severe disabilities who would not be able to access the assessment without such assistance. Adds provision regarding Georgia Kindergarten Inventory of Developing Skills (GKIDS), a performance assessment designed to provide teachers with information about the level of instructional support needed by individual students entering kindergarten and first grade. Provides this assessment will replace the Georgia Kindergarten Assessment Program-Revised (GKAP-R). Replaces Middle Grades Writing Assessment (IMGWA) with Grade 8 Writing Assessment. Adds science to areas in which a first-year ELL student may participate in the appropriate state board approved language proficiency assessment rather than the standard assessment. Clarifies that only state-approved accommodations may be included in an IEP or Section 504 IAP. Eliminates certain provisions regarding the Georgia Alternate Assessment. Specifies that students with significant cognitive disabilities participating in the GAA must be provided access to the state-adopted curriculum. Clarifies that educators may adjust the learning expectations for this group of unique students provided the instruction is based on and aligned to the grade-level curriculum standards. Provides that instruction may reflect pre-requisite skills but must be sufficiently challenging for the individual student. Directs local school systems to provide individual student score reports for all state-mandated assessments to the parent(s) or legal guardian(s) in a timely manner. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-3-1-.07.pdf Title: GAC 160-3-1-.07 Source: www.doe.k12.ga.us 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 MA Issued 08/2007 P-12 Postsec. Community College Establishes the Readiness Project to develop a plan to implement fundamental and systemic reforms to public education in the Commonwealth over the next ten years. The project will have three chairs appointed by the Governor.  The plan will include recommendations to: (1) Deliver universal and high quality early education for three- and four-year-olds as well as Full-Day kindergarten; (2) Expand time for teaching and learning in primary and secondary schools; (3) Extend education an additional two years beyond secondary school to better prepare students for higher education, work and citizenship; (4) Align curricula from pre-Kindergarten through high school, higher education and work force development, including with an emphasis on science, technology, engineering and math as well as other subjects and methods that enhance creativity and problem-solving skills; (5) Structure and support a reasonable degree of school choice, including charter and pilot schools, so that all serve as complementary components of a comprehensive system; (6) Recruit, retain and develop strong educators and administrators at all levels; (7) Streamline and strengthen teacher certification and licensing; (8) Improve the Massachusetts Comprehensive Assessment System and introduce additional appropriate standards and assessments to measure other aspects of students' academic development; (9) Fund the education system adequately, equitably and reliably, including for students with special educational needs; (10) Facilitate collaboration between and among the Commonwealth's public and private institutions of higher education; (11) Strengthen the structure and clarify the mission of the institutions that comprise the University of Massachusetts system and all public higher education institutions in the Commonwealth; (12) Implement an effective and efficient accountability system for students, instructors and administrators from pre-Kindergarten through higher education that enables authorities both to review performance and to target assistance where it is most needed; and (13) Leverage information technology throughout the system to improve instruction, student acquisition of skills, administrative processes, and the quality of and access to data. implements fundamental and systemic reforms to public education in the Commonwealth over the next 10 years. http://www.mass.gov/Agov3/docs/Executive%20Orders/executive_order_489.pdf Title: Executive Order No. 489 Source: http://www.mass.gov LA Adopted 06/2007 P-12 Provides information regarding addition of achievement level descriptors for iLEAP, which causes a reformatting of a chapter. Adds language regarding iLEAP accommodations for special populations (page 21 of 168). Pages 2- of 168: http://www.doa.louisiana.gov/osr/reg/0706/0706rul.pdf Title: LAC 28:CXI.1709-1729, 3306, and 3307 Source: Lexis-Nexis/StateNet DE Passed 06/2007 P-12 This Resolution requires a transition to a statewide student assessment system that is economical, focused, requires less testing time, measures each child's academic growth, and returns faster and more useful results to teachers, parents and students. It creates a Task Force of educators, parents, legislators and other stakeholders to oversee the development of the Request(s) for Proposals and the vendor selection. http://legis.delaware.gov/LIS/LIS144.NSF/vwlegislation/HCR%2032?opendocument Title: H.C.R. 32 Source: http://legis.delaware.gov TX Signed into law 06/2007 P-12 Establishes a program for school districts to administer international assessment tests to students in the district and specifies a funding source for the program. This program allows the commissioner of education to compare the performance of Texas students to students of the same grade level in other countries. Requires the results of student performance on the international assessments to be reported to certain elected officials and each school district. http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB03259F.pdf Title: H.B. 3259 Source: http://www.legis.state.tx.us/ TX Signed into law 06/2007 P-12 From bill analysis: This bill would phase out TAKS and replace it with end of course exams in the four core subject areas in grades 9-12. The end of course exams would count as 15% of the student's overall grade in a class. The bill would maintain accountability for schools while providing multiple pathways to graduation for students by allowing a student to satisfy graduation requirements in different ways instead rather than a single pass/fail test. The bill promotes college readiness by allowing satisfactory performance on AP/IB or similar college level avenues to substitute for end of course exams. The bill also requires students to complete college readiness diagnostics and college entrance exams at state expense. Finally, the bill provides for safeguards and criminal penalties to maintain the security and integrity of our assessment system. http://www.capitol.state.tx.us/tlodocs/80R/billtext/pdf/SB01031F.pdf Title: S.B. 1031 Source: http://www.capitol.state.tx.us NE Signed into law 05/2007 P-12 Requires the state board to implement a statewide assessment and reporting reporting system; grade level standards and assessments; and the tracking of individual student achievement. Requires a statewide assessment of reading beginning in 2009-10 and a statewide assessment of mathematics beginning in 2010-11. http://uniweb.legislature.ne.gov/FloorDocs/Current/PDF/Slip/LB653.pdf Title: L.A. 653 Source: http://uniweb.legislature.ne.gov NV Signed into law 05/2007 P-12 Limits the district-wide tests, examinations and assessments that the board of trustees of a school district may administer between July 1, 2007, and January 1, 2009. Authorizes the board of trustees of each school district to require, beginning on January 1, 2009, the administration of district-wide tests, examinations and assessments that the board of trustees determines are vital to measuring pupil achievement and progress. Requires the board of trustees of each school district to submit a report to the legislative committee on education concerning the testing of pupils within the school district during the 2006-2007 school year. http://www.leg.state.nv.us/74th/Bills/SB/SB110_EN.pdf Title: S.B. 110 Source: http://www.leg.state.nv.us TX Vetoed 05/2007 P-12 Extends the provision allowing students transferring into Texas schools to use their SAT or ACT scores to "test out" of the math and language arts portions of the TAKS exit exams to military dependents in their junior or senior year and requires the Texas Education Agency to establish performance levels that would allow a student to test out of specified portions of the TAKS exit exams. http://www.capitol.state.tx.us/tlodocs/80R/billtext/pdf/SB00960F.pdf Title: S.B. 960 Source: http://www.capitol.state.tx.us MN Signed into law 05/2007 P-12 Amends laws concerning state's assessment system. Transitions from to MCA IIs to GRAD assessment program at the high school level. http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85 Title: H.F. 2245 [Statewide Testing and Reporting System] Source: http://www.revisor.leg.state.mn.us MN Signed into law 05/2007 P-12 Amends state's high school assessment system. Phases out MCA II's and phases in Graduation Required Assessment for Diploma (GRAD) exam. Establishes achievement levels necessary for passge of exam. (Sections 10 + 36) http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85 Title: H.F. 2245 [High School Assessment] Source: http://www.revisor.leg.state.mn.us TX Signed into law 05/2007 P-12 Requires development and implementation of college-prep courses and end-of-course assessments (mathematics, science, social studies, and English language arts) in school districts beginning with the 2014-2015 school year, with implementation of the requirement for the end-of-course assessment to account for 15% of a student's course grade beginning with the 2014-2015 school year. http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB02237F.pdf Title: H.B. 2237 (End of Course Assessment Provisions) Source: http://www.legis.state.tx.us MS Adopted 04/2007 P-12 Proposes approval of the Administrative Procedures Act process.Revises the policy for Statewide Assessment System Assessment of SpecialPopulations. http://board.mde.k12.ms.us/May_2007/May_18_2007_Friday.htm Title: State Board of Education Policy 7601 Source: http://board.mde.k12.ms.us NH Signed into law 04/2007 P-12 Adds civics and economics to the required areas of assessment in the statewide improvement and assessment program. Specifies that the assessment will be conducted in grades 3rd-8th and one grade in high school. http://www.gencourt.state.nh.us/legislation/2007/hb0167.html Title: H.B. 167 Source: http://www.gencourt.state.nh.us NM Vetoed 04/2007 P-12 Requires the public education department to pay the costs of mandatory assessments. http://legis.state.nm.us/Sessions/07%20Regular/final/SB0501.pdf Title: S.B. 501 Source: http://legis.state.nm.us/ NM Signed into law 04/2007 P-12 Requires the public education department to provide districts with their respective students' scores on all required standards-based academic performance tests prior to the commencement of the school year. http://legis.state.nm.us/Sessions/07%20Regular/final/SB1004.pdf Title: S.B. 1004 Source: http://legis.state.nm.us AR Signed into law 04/2007 P-12 Act makes corrections in code including modifying references to state-mandated tests or benchmark exams to references to "augmented, criterion-referenced or norm-referenced assessments" and changing the term "certified" to "licensed", repealing and amending out-of-date or obsolete language. (Act No. 1573) http://www.arkleg.state.ar.us/ftproot/bills/2007/public/SB274.pdf Title: S.B. 274 (Technical corrections) Source: http://www.arkleg.state.ar.us AR Adopted 04/2007 P-12 Adopts rules to develop a single comprehensive testing, assessment and accountability program which utilizes the most current and effective testing, evaluation and assessment research information designed to achieve the following: 1) clear academic standards that are reviewed and revised periodically; 2) professional development standards for all administrators, teachers and instructional support personnel; 3) expected achievement levels; 4) reporting on student achievement and other indicators; 5) school and school district evaluation data; 6) system of sanctions and rewards based on performance of schools and school districts; and 7) compliance with current federal and state law and the State Board of Education policies. Ensures all students in Arkansas public schools have an equal opportunity to demonstrate grade-level academic proficiency through the application of knowledge and skills in the core academic students consistent with state curriculum frameworks, performance standards and assessments. Adopts rules to improve student learning and classroom instruction and to support high academic standards for all students, including identifiable subgroups, by establishing the provisions, procedures and requirements for the student assessment program. Also requires point-in-time intervention when it is determined that a student is not performing at grade level; outlines testing and assessment security and confidentiality requirements; and, establishes a program to identify, evaluate, assist and advise public school districts in academic distress. ARKANSAS 4790 http://arkedu.state.ar.us/rules/rules_current.html Title: 005.19.06-002, ADE 247 Source: http://arkedu.state.ar.us 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 LA Adopted 03/2007 P-12 Approves for advertisement revisions to Bulletin 118- Statewide Assessment Standards and Practices. Consolidates statewide test information. Provides easy access to that information. Incorporates guidelines for newly adopted statewide assessments. Adds new language to established assessment guidelines. Reflects the renaming of the division to the Division of Standards, Assessments, and Accountability. Pages 3-8 of 118: http://www.doa.louisiana.gov/osr/reg/0703/0703rul.pdf Title: LAC 28:CXI.305 and Chapter 19 Source: Lexis-Nexis/StateNet AR Signed into law 03/2007 Postsec. Relates to an act to repeal the requirement that college juniors take the Rising Junior Exam. http://www.arkleg.state.ar.us/ftproot/bills/2007/public/SB203.pdf Title: S.B. 203 Source: http://www.arkleg.state.ar.us UT Signed into law 03/2007 P-12 Modifies U-PASS (Utah Performance Assessment System for Students) by: expanding the basic skill courses tested to include intermediate algebra; eliminating criterion-referenced testing in grade 1; eliminating norm-referenced testing in grade 11; and adding a reading test in grade 3; modifies assessment, intervention, and reporting elements of schools' reading achievement plans for students in kindergarten through grade 3; modifies reporting requirements regarding U-PASS test results; modifies eligibility requirements for stipends for basic skills education to enable students to pass the Utah Basic Skills Competency Test; and requires the State Board of Education to consider administering the Utah Basic Skills Competency Test on a Saturday to preserve instructional time. http://le.utah.gov/~2007/bills/hbillenr/hb0155.htm Title: H.B. 155 Source: http://www.le.state.ut.us/ SD Signed into law 02/2007 P-12 Revises the required grade levels for assessment of writing skills by every public school district. Changes from grades 5 and 9 to "at least two grade levels." http://www.legis.state.sd.us/sessions/2007/bills/HB1035enr.pdf Title: H.B. 1035 Source: http://www.legis.state.sd.us AK Adopted 02/2007 P-12 Amends rules to the Department of Education and Early Development.Provides test security guidelines for the English Language assessment. Adds newsubsection that sets out guidelines for breach of test security. Clarifies theplan of service for Limited English proficient students. ALASKA 3418 Title: 4 AAC 06.765, 34.055 Source: Lexis-Nexis/StateNet NJ Active 01/2007 P-12 States that beginning in spring 2008, New Jersey will begin administering an end-of-course assessment in biology. Per memo: "This direction will entail not merely a redesign of science testing specifications, but recommendations to the state board for establishing specific course requirements in high school science, including a requirement that all students take biology. Other course requirements may be prescribed as well." http://www.state.nj.us/njded/assessment/sciencememo.pdf Title: Department Policy Source: www.state.nj.us UT Adopted 12/2006 P-12 Exempts adult education students from attempting or passing the Utah Basic Skills Competency Test (UBSCT) in order to qualify for an adult education diploma; makes adult education students eligible only for an adult education secondary diploma; after the 2006-2007 school year disallows adult education diplomas from being upgraded or changed to traditional, high school-specific diplomas. http://www.rules.utah.gov/publicat/bulletin/2006/20061101/29132.htm Title: R277-705 Source: http://www.rules.utah.gov/main/ UT Adopted 11/2006 P-12 Provides definitions, criteria and procedures for private school students, home school students, electronic high school (EHS) students, and Bureau of Indian Affairs (BIA) students to participate in the state's public education school achievement tests required for a high school diploma; requires school districts to develop policies for all students identified in the rule. http://www.rules.utah.gov/publicat/bull_pdf/2006/b20061001.pdf (see pg. 23) Title: R277-604 Source: http://www.rules.utah.gov/main/t WV Adopted 09/2006 P-12 Amends rules regarding the administration and operation of the West Virginia Measures of Academic Progress, which is the state's assessment system to measure student performance. http://www.wvsos.com/csrdocs/pdfdocs/126-014.pdf Title: Title 126, Series 14 Source: Lexis-Nexis/StateNet VA Rule Adoption 07/2006 P-12 Amends regulations establishing standards for accrediting public schools in Virginia. The amendments include additional options for students to meet the requirements for graduation; change the methodology for calculating accreditation ratings; create greater flexibility for transfer students; add more rigorous benchmarks for accreditation; and better define sanctions for schools, superintendents, and school boards if a school loses its accreditation. Revisions also require all elementary and middle schools to require students to participate in a program of physical fitness during the regular school year in accordance with guidelines established by the Board of Education. Changes made to the proposed regulations (i) add defined terms and clarify existing terms; (ii) clarify that students who are limited English proficient (LEP) may be granted an exemption from Standards of Learning (SOL) testing in the areas of writing, science, and history and social science; (iii)add a provision encouraging elementary schools to provide instruction in foreign languages; (iv) allow advanced courses to include Cambridge courses, in addition to Advanced Placement, International Baccalaureate, and college level courses for degree credit; (v) beginning with the academic year 2008-2009, limit middle school teachers to a teaching load of no more than 25 class periods a week; (vi) restore language removed in the proposed regulation regarding teachers of block programs that encompass more than one class period with no more than 120 student periods per day may teach 30 class periods per week; (vii) add a provision for one planning period per day or equivalent for middle and secondary teachers; (viii) cross reference the responsibility of the division superintendent in reporting compliance with preaccreditation eligibility requirements; and (ix) repeal Appendix I, which is expired. http://legis.state.va.us/codecomm/register/vol22/iss24/f8v20131.doc Title: 8 VAC 20-131-10 thru -320 non seq. Source: http://legis.state.va.us/codecomm/register/vol22/iss24/v22i24.pdf (pg. 137 of 336) NY Signed into law 07/2006 P-12 Directs the board of regents to schedule any state mandated examinations on days other than days of religious observation. Title: A.B. 11550 Source: Lexis-Nexis/StateNet DE Signed into law 06/2006 P-12 Makes a change to the student testing program to be in compliance with the federal No Child Left Behind Act; includes the provision that the assessments in English Language Arts and mathematics are administered at least once in grades 3 through 8, and at least once at high school; makes changes to offgrade assessments; eliminates the summer school and retention requirements for students at offgrade levels. http://www.legis.state.de.us/LIS/LIS143.nsf/vwLegislation/ Title: S.B. 320 Source: Delaware Legislature IA Signed into law 06/2006 P-12 If the diagnostic assessments administered to K-3 students indicate that a child is reading below grade level, requires the district to submit a report of the assessment results to the parent, which the parent must sign and return to the district. Provides that if the parent does not sign or return the report, the district must note in the student's record the inaction on the part of the parent. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272 Title: S.B. 2272 - Section 5 Source: coolice.legis.state.ia.us OK Signed into law 05/2006 P-12 Creates the Achieving Classroom Excellence (ACE) steering committee to assist the state board with implementation of the student assessment requirements in the ACE Act. The ACE steering committee will advise the board on: (1) curriculum alignment of third through eighth grade and high school subjects which are assessed pursuant to Okla. Stat. Ann. 1210.508; (2) review of existing and development of new assessments; (3) determination of cut scores for required assessments; (4) alternate tests or assessments which equal or exceed the rigor of the end-of-instruction assessments; (5) intervention and remediation strategies and delivery methods for students who do not meet the mandated standard; and levels; and (6) consequences for eighth-grade students who do not meet the mandated standard. http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1792_ENR.RTF Title: S.B. 1792 Source: http://webserver1.lsb.state.ok.us/ OK Signed into law 05/2006 P-12 Clarifies that testing for grades 3, 4, 6 and 7 is contingent on the availability of federal and state funds. Eliminates grade 3 stand-alone language arts test. Clarifies that grade 5 social studies assessment must include U.S. history, the Constitution and government, and geography. Adds a criterion-referenced test in geography in grade 7. Eliminates references to arts assessments. Requires the grade 8 reading and math assessments to be administered online with raw score test results reported immediately and complete results reported in less than 2 weeks, beginning in the 2007-08 school year. Adds English III end-of-course exam as requirement for high school diploma once test is implemented. Requires the end-of-course tests in English III, Geometry, and Algebra II to be developed and field tested during the 2006-07 school year, and implemented during the 2007-08 school year. Requires the the multiple choice portion of the end-of-instruction tests to be administered online with raw score test results reported immediately and complete results reported in less than 2 weeks beginning in the 2008-09 school year. Clarifies that only students who do not score at at least the satisfactory level are eligible to retake end-of-course tests. Increases number of possible retakes from once before graduation to up to 3 times each calendar year until at least achieving at the satisfactory level. Provides that, beginning with students who enter grade 9 in the 2008-09 school year, districts must report the student's performance levels of satisfactory and above on the end-of-instruction tests, rather than the the highest achieved state test performance level, on the student's high school transcript. Provides that state content standards must be aligned with American Diploma Project benchmarks. Directs the state board to review, realign, and recalibrate, as necessary, the grade 3-8 tests in reading and math and the end-of-instruction tests. Directs the state board to determine the cut scores for the performance levels on the end-of-instruction tests, which must be phased in over a multi-year period. Directs the board to conduct an ongoing review to compare the end-of-instruction test content and performance descriptors with those of other states and, upon receipt of the review, to adjust the cut scores as necessary. Directs the state board, for the purposes of conducting reliability and validity studies, monitoring contractor adherence to professionally accepted testing standards, and providing recommendations for testing program improvement, to retain the services of an established, independent agency or organization that is nationally recognized for its technical expertise in educational testing but is not engaged in the development of aptitude or achievement tests for elementary or secondary level grades. Requires these national assessment experts to annually conduct reliability and validity studies of the end-of-instruction tests. Provides that validity studies must include studies of decision validity, concurrent validity and the validity of performance level cut scores. Moves deadline for vendor delivery of school, district and state assessment results from July 1 to September 1. Eliminates obsolete/outdated language. http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1792_ENR.RTF Title: S.B. 1792 - Section 4 Source: webserver1.lsb.state.ok.us MD Rule Adoption 05/2006 P-12 Amends rules regarding exemption of students from taking the Maryland High School Assessment for algebra/data analysis if they completed and passed algebra in a nonpublic middle school or an out-of- state middle school and have mastered the core learning goals. http://www.dsd.state.md.us/comar/13a/13a.03.02.04.htm Title: COMAR 13A.03.02.04, .12 Source: Maryland Rules FL Signed into law 05/2006 P-12 Revises policies for the statewide Florida Comprehensive Assessment Test. Previously, the FCAT was being administered annually in grades 3 through 10 to measure reading, writing, science, and mathematics. This legislation directs the commissioner to administer the FCAT reading and mathematics in grades 3 through 10. The assessment of writing and science shall be administered at least once at the elementary, middle, and high school. Further, the commissioner must document the procedures used to ensure that the versions of the FCAT which are taken by students retaking the grade 10 FCAT are equally as challenging and difficult as the tests taken by students in grade 10 which contain performance tasks http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006 Title: H.B. 7087 (Section 40) Source: Florida Legislature FL Signed into law 05/2006 P-12 Legislation expands requirements for ongoing research and analysis of achievement data. The commissioner must study the cost and student achievement impact of secondary end-of-course assessments, including web-based and performance formats, and report to the Legislature prior to implementation. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006 Title: H.B. 7087 (Section 40) Source: Florida Legislature FL Signed into law 05/2006 P-12 Postsec. The State Board of Education must analyze the content and concordant data sets for widely used high school achievement tests, including, but not limited to, the PSAT, PLAN, SAT, ACT, and College Placement Test, to assess if concordant scores for FCAT scores can be determined for high school graduation, college placement, and scholarship awards. In cases where content alignment and concordant scores can be determined, the Commissioner of Education must adopt those scores as meeting the graduation requirement in lieu of achieving the FCAT passing score and may adopt those scores as being sufficient to achieve additional purposes as determined by rule. Each time that test content or scoring procedures are changed for the FCAT or one of the identified tests, new concordant scores must be determined. In order to use a concordant subject area score to satisfy the assessment requirement for a standard high school diploma, a student must take each subject area of the grade 10 FCAT a total of three times without earning a passing score. This requirement will not apply to a new student who enters the Florida public school system in grade 12, who may either achieve a passing score on the FCAT or use an approved subject area concordant score to fulfill the graduation requirement. The State Board of Education may define allowable uses, other than to satisfy the high school graduation requirement, for concordant scores. Such uses may include, but need not be limited to, achieving appropriate standardized test scores required for the awarding of Florida Bright Futures Scholarships and college placement. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006 Title: H.B. 7087 (Section 40) Source: Florida Legislature KY Signed into law 04/2006 P-12 Postsec. Section 1: Requires the state assessment system, by the 2007-2008 school year, to include: 1. A high school readiness examination to assess English, reading, math and science in grade 8; 2. A college readiness examination to assess English, reading, math and science in grade 10; 3. The ACT college admissions and placement examination to assess English, reading, math and science, to be taken by all students in grade 11; and 4. Any other component necessary to comply with the No Child Left Behind Act of 2001. These assessments are to be administered in lieu of a customized or commercially available norm-referenced test. Provides that a student whose scores on the grade 8 high school readiness exam indicate a high degree of readiness for high school must be counseled to enroll in accelerated courses. Provides that a student whose scores on the grade 10 college readiness exam or grade 11 ACT indicate a high degree of readiness for college must be counseled to enroll in accelerated courses, with an emphasis on Advanced Placement (AP) courses. Specifies that the department will pay for the initial ACT exam, but that the student must pay for additional ACT exams. Provides that students in grades 10, 11 and 12, by the 2007-2008 school year, may take the WorkKeys assessments in reading for information, locating information, and applied mathematics, with the cost of the initial assessment paid by the department of education. Provides that a student whose scores on the WorkKeys assessments indicate that additional assistance is required in reading for information, locating information, or applied mathematics must have intervention strategies for accelerated learning incorporated into his or her learning plan. Provides that a student meeting the WorkKeys threshold established by the Cabinet for Workforce Development must be issued the appropriate Kentucky employability certificate. Provides that the high school readiness assessment in grade 8, the college readiness assessments in grades 10 and 11, and the WorkKeys assessments are to be collectively known as the "Kentucky Work and College Readiness Examination" or "Readiness Examination." Directs the department of education to conduct periodic studies comparing the standards in reading, mathematics, and science for middle and high school within the Kentucky core content for assessment and the concepts and content measured by the ACT and the high school and college readiness examinations. Provides that if the department determines that if the grade 8 high school readiness and grades 10 and 11 college readiness exams in reading, math and science are shown to provide direct measures of content standards and concepts identified in the Kentucky core content for assessment, the state board must seek the advice of the Office of Education Accountability, the School Curriculum, Assessment, and Accountability Council, and the National Technical Advisory Panel on Assessment and Accountability regarding reducing the number of questions on the Commonwealth Accountability Testing System. Directs the department to continue to include open-response or multiple-choice items, or both, that assess student knowledge and skills in reading, mathematics, and science to the degree necessary for adequate coverage of the elements of the Kentucky core content for assessment not covered by the examinations. Specifies the types of accommodations to be provided a student with a disability taking the ACT. Requires the reporting system to include: (1) An individual student report to parents for each 5th grade student summarizing the student's readiness in reading and math based on the student's 4th grade state assessment results. The school's 5th grade staff must develop a plan for accelerated learning for any student with identified deficiencies; (2) An individual report for each student who takes a high school or college readiness exam that: 1. Provides the student's test scores; 2. Provides a judgment regarding whether or not a student has met or failed to meet the expectations for each standard assessed; and 3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation; and (3) A student's scores on the ACT examination or WorkKeys assessments. Requires scores from the state-sponsored ACT exam to be recorded on the student's official high school transcript. Section 2: Mandates that a high school student whose scores on the grade 8 high school readiness exam, on the grade 10 college readiness exam, or on the WorkKeys indicate that additional assistance is required in English, reading, or math must have intervention strategies for accelerated learning incorporated into his or her learning plan. Mandates that a high school student whose score on the state-administered ACT exam in English, reading, or math is below the system-wide standard established by the Council on Postsecondary Education for entry into a credit-bearing course at a public postsecondary institution without placement in a remedial course or an entry-level course with supplementary academic support must be provided the opportunity to participate in accelerated learning designed to address his or her identified academic deficiencies prior to high school graduation. Requires a high school, in collaboration with its school district, to develop and implement accelerated learning that: (a) Allows a student's learning plan to be individualized to meet the student's academic needs based on an assessment of test results and consultation among parents, teachers, and the student; and (b) May include changes in a student's class schedule. Directs the department of education, the council on postsecondary education, and public postsecondary institutions to offer support and technical assistance to schools and school districts in the development of accelerated learning. Provides that a student who participates in accelerated learning due to inadequate scores on the grade 8 high school readiness exam, the grade 10 college readiness exam, the WorkKeys or the ACT must be allowed to take the ACT exam a second time prior to high school graduation at the expense of the Kentucky Department of Education. The cost of any subsequent administrations of the achievement test shall be the responsibility of the student. http://www.lrc.ky.gov/RECORD/06RS/SB130/bill.doc Title: S.B. 130 Source: www.lrc.ky.gov KY Signed into law 04/2006 P-12 Creates a new section of KRS Chapter 158 to define core courses. Requires the Kentucky Department of Education to begin developing standardized end-of- course (EOC) examinations in Algebra I, Algebra II and geometry and pilot the tests at the end of the 2007- 2008 academic year. Requires content teachers in the core courses and postsecondary faculty, including subject matter specialists, to be involved in the development and review of items for the exams. Requires EOCs to be available to schools in an on-line format if resources are available. Requires the department and districts to use end-of-course exams to promote increased student accountability and to determine the need for technical assistance, professional development, and other resources to improve instruction. Requires the commissioner of education to report the findings of the pilot project and policy options to the Interim Joint Committee on Education. http://www.lrc.ky.gov/RECORD/06RS/HB197/bill.doc Title: H.B. 197 Source: www.lrc.ky.gov MD Adopted 03/2006 P-12 Proposes to adopt rules to the Board of Education. Replaces the Geometry Maryland School Assessment with the Algebra High School Assessment as the measure of high school mathematics achievement for accountability under the No Child Left Behind Act. Discontinues administration of the Geometry assessment. MARYLAND 10426 http://www.dsd.state.md.us/comar/subtitle_chapters/13A_Chapters.htm Title: COMAR 13A.01.04.04, .05, 13A.03.02.04, .07 thru .09 Source: Maryland Regulations IN Signed into law 03/2006 P-12 Mandates that the department and the state board review the current statewide testing program and develop a long term plan that is subject to the approval of the state board for the transition to a testing program with the following objectives: (1) To provide a long term plan for student assessments. (2) To review the existing annual tests for students in grades 3 through 10. (3) To develop a testing program that: (A) reflects a student's proficiency in and mastery of the state's academic standards; (B) is, to the greatest extent possible, more concise, less time consuming, and less expensive to administer than the current tests while maintaining the current level of rigor of the tests; (C) provides prompt results to students, parents, and teachers; (D) explores all options for timing and use of summative tests, including giving a summative test in the fall or the spring; (E) measures individual student growth from school year to school year; (F) explores all options for diagnostic tests for use by teachers to support ongoing remediation; (G) is compatible with a transition to the use of online testing; and (H) assesses student proficiency in written communication. (4) To move to the use of online assessments for Core 40 subjects. In developing the plan for the testing program, requires the state board and the department to: (1) solicit information from educators, administrators, parents, and the public concerning the program; (2) look at tests and testing practices in use by or in development by other states; (3) solicit information from testing companies concerning: (A) parameters and costs of tests; (B) steps to be taken to ensure the validity and reliability of the tests; (C) steps to move the longitudinal data from the current testing program to the new testing program; and (D) any other information the department or the state board considers useful in developing the testing program; (4) develop a plan to move to online tests; (5) determine the most effective means to assess student proficiency in written communication; and (6) include specifications for diagnostic tests for use by teachers during the school year. Requires the state board, before November 2006, to submit a report on the testing program to the budget committee, the legislative council, and the office of management and budget. Specifies that the report must provide the estimated costs for the program beginning with tests given during the 2007-2008 school year. Allows a contract for testing students during the 2006-2007 school year to be issued, but requires testing contracts for any subsequent school year to follow the state board's approval of the testing plan. http://www.in.gov/legislative/bills/2006/HE/HE1240.1.html Title: H.B. 1240 Source: www.in.gov/legislative VA Signed into law 03/2006 P-12 Adds a condition to the release of Standards of Learning assessments by the state board that the release of such assessments to the public may not limit the ability to test students on demand and provide immediate results in the web-based assessment system. http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+HB1059ER, http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0038 Title: H.B. 1059, S.B. 34 Source: http://leg1.state.va.us WA Signed into law 03/2006 P-12 Finds that instruction in social studies, arts, health, and fitness is important to ensure a well-rounded and complete education. In particular, the civic mission of schools is strengthened and enhanced by comprehensive civics education and assessments. The legislature finds that effective and accountable democratic government depends upon an informed and engaged citizenry, and therefore, students should learn their rights and responsibilities as citizens, where those rights and responsibilities come from, and how to exercise them. Provides that, beginning with the 2008-09 school year, school districts shall require students in the fourth or fifth grades, the seventh or eighth grades, and the eleventh or twelfth grades to each complete at least one classroom-based assessment in civics. The civics assessment shall be selected from a list of classroom-based assessments approved by the office of the superintendent of public instruction. Beginning with the 2008-09 school year, school districts shall annuallyubmit implementation verification reports to the office of the superintendent of public instruction documenting the use of the classroom-based assessments in civics. Appropriates the sum of twenty-five thousand dollars, or as much thereof as may be necessary, for the fiscal year ending June 30, 2007, from the general fund to the superintendent of public instruction. http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202006/2579.SL.pdf Title: H.B. 2579 Source: http://www.leg.wa.gov WA Signed into law 03/2006 P-12 Directs the Washington state institute for public policy to conduct a study to explore options to augment the current system of assessments to provide additional opportunities for students to demonstrate that they have met the state learning standards. The study is limited to: (1) A review and statistical analysis of Washington assessment of student learning data to profile the students who did not meet the standard in one or more areas of assessment, identify the characteristics of those students, and identify possible barriers to student success or possible causes of the lack of success; (2) A review and identification of additional alternative assessment options that could be used to augment the current assessment system. In identifying the alternative assessment options, the institute shall include a review of alternative assessments used in other states as well as those that have been developed and those that have been proposed in Washington. The institute shall examine the use of national tests as well as career skill certification exams in their review of possible alternative assessment options. (3) Review and identification of additional alternative methods, procedures, or combinations of performance measures, including those proposed in Washington, to assess whether students have met the state learning standards. Requires the Washington state institute for public policy to provide an interim report to the legislature by December 1, 2006, and a final report by December 1, 2007. http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202006/6618-S.SL.pdf Title: S.B. 6618 Source: http://www.leg.wa.gov 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 VA Signed into law 03/2006 P-12 Provides that the Board of Education may adopt special provisions related to the administration and use of any SOL test or tests in a content area as applied to accreditation ratings for any period during which the SOL content or assessments in that area are being revised and phased in. Prior to statewide administration of such tests, the Board of Education must provide notice to local school boards regarding such special provisions. http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0117 Title: H.B. 813 Source: http://leg1.state.va.us VA Signed into law 03/2006 P-12 Authorizes the Board of Education to initiate a review of any alleged violation of its regulations by a local school board or local school board employee responsible for the distribution or administration of tests. The bill also allows the Board to recover the reasonable costs of any review or investigation conducted because of violations of test security from any person who violates test security procedures. http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0095 Title: H.B. 348 Source: http://leg1.state.va.us VA Signed into law 02/2006 P-12 Requires the state board to make the Standards of Learning assessments publicly available in a timely manner and as soon as practicable following the administration of such tests, so long as it does not limit the ability to test students on demand and provide immediate results in the web-based assessment system. The original version of this bill required the Board to make the assessments available from time to time, but not less than once every three years. http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0038, http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0131 Title: S.B. 34, H.B. 1059 Source: http://leg1.state.va.us VA Signed into law 02/2006 P-12 Authorizes the Board of Education to initiate a review of any alleged violation of its regulations by a local school board or local school board employee responsible for implementing the regulations of the Board, including the distribution or administration of tests. The bill also allows the Board to recover the costs of any investigation conducted because of violations of test security from any person who violates test security procedures. Any person who violates the provisions of this bill may be assessed a civil penalty not to exceed $1,000 for each violation. http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0025 Title: S.B. 39 Source: http://leg1.state.va.us/ AK Adopted 12/2005 P-12 Requires the commissioner to select a standards-based science assessment and school districts to administer the assessment in selected grades. AGENCY CONTACT: Dorothy Knuth, Commissioner's Office at the Department of Education & Early Development, 801 W 10th St., Ste. 200, Juneau, AK 99801- 1894, (907) 465-2802, Dorothy_Knuth@eed.state.ak.us Title: 4 AAC 04.140 thru 06.825 Source: http://www.legis.state.ak.us/ CA Vetoed 10/2005 P-12 This bill would require a pupil to take achievement tests in his or her primary language, if the pupil is identified as limited English proficient, and is either literate in his or her primary language or receives instruction in his or her primary language. The bill would require a pupil who is LEP, but for whom an achievement test in his or her primary language is not available, to instead take an achievement test in English that is modified in order to eliminate unnecessary linguistic complexity. The bill would require a LEP pupil who has attended a school in the United States for at least 3 consecutive years to take an additional achievement test in English that is modified in order to eliminate unnecessary linguistic complexity. The bill would require the State Department of Education to develop a primary language assessment in the dominant primary language of limited-English-proficient pupils. Title: S.B. 385 Source: StateNet CA Signed into law 10/2005 P-12 This bill would require a pupil identified as limited English proficient who is enrolled in any of grades 2 to 11, and who either receives instruction in his or her primary language or has been enrolled in a school in the United States for less than 12 months, to take a test in his or her primary language if a test is available. This bill also would require the Superintendent of Public Instruction, with the approval of the State Board of Education, to annually release to the public at least 25% of test items from the standards-based achievement test from the test administered in the previous year. Title: S.B. 755 Source: StateNet NC Signed into law 08/2005 P-12 Streamline School Testing Program. Title: H.B. 911 Source: StateNet DE Signed into law 07/2005 P-12 This Resolution creates a Task Force to examine best practice models of other state assessment programs for the purpose of providing recommendations for the improvement and/or changes to the Delaware Student Testing Program (DSTP). http://www.legis.state.de.us/LIS/LIS143.nsf/vwLegislation/ Title: H.J.R. 4 Source: http://www.legis.state.de.us/ OR Signed into law 06/2005 P-12 Deleted requirement that an assessment shall be administered to students on or after March 1 of a school year if the assessment is: (A) A mathematics assessment that tests problem solving skills; or (B) An English assessment that tests writing skills; and is administered as part of the statewide assessment. http://www.leg.state.or.us/05reg/measpdf/sb0100.dir/sb0169.en.pdf Title: S.B. 169 Source: http://www.leg.state.or.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 OK Signed into law 05/2005 P-12 New law establishing the Achieving Classroom Excellence Act of 2005. One new section establishes the Oklahoma Mathematics Improvement Program. The purpose is to improve student mastery of the Priority Academic Student Skills (PASS) for sixth-grade mathematics through Algebra I by enhancing sixth-, seventh- and eighth-grade public school teachers' mastery of the subject matter content and process skills. Offers $1,000 stipends to teachers who pass the mathematicssubject area test and participate in approved professional development programs. Mathematics academies, customized higher education courses, small learning community lesson studies facilitated by a mathematics coach and utilizing the Internet and video technology are programs the state board may approve. Phases in full-day kindergarten requirements; requires three years of high school math and a college bound curriculum unless parents sign a statement opting out of the curriculum; implements end-of-instruction testing in eighth grade and high school, ultimately requiring students to pass tests to graduate; provides remediation to students who fail tests; establishes special math labs for middle school students and math training programs for middle school teachers; encourages high school seniors to take concurrent college courses with state paying tuition for six credit hours per semester; and addresses access for professional teaching organizations. http://www2.lsb.state.ok.us/2005-06SB/sb982_enr.rtf Title: S.B. 982 Source: http://www.lsb.state.ok.us/house/news7622.html MI Signed into law 05/2005 P-12 AN ACT to amend 1970 PA 38, entitled "An act to provide for assessment and remedial assistance programs of students in reading, mathematics and vocational education," by amending section 2 (MCL 388.1082) http://www.legislature.mi.gov/documents/2005-2006/billenrolled/house/pdf/2005-HNB-4142.pdf Title: H.B. 4142 Source: StateNet MS Rule Adoption 05/2005 P-12 Provides that the information contained within the Guidelines for Testing Students with Disabilities and the Guidelines for Educational Services and Assessement for English Language Learners and any subsequent updates shall apply to all public school personnel who are responsible for the implementation of the Statewide Assessment System. MISSISSIPPI REG 9605 (SN) Title: IIB-3 Source: StateNet WA Signed into law 05/2005 P-12 Directs the superintendent of public instruction to review the course requirements and assessments in one or more representative career and technical programs that lead to industry certification to determine the alignment of the courses and assessments with the essential academic learning requirements measured in the high school Washington assessment of student learning. The purpose of the review is to determine if the certifications can be used as evidence that a student has met the standards measured by the Washington assessment of student learning. The review also shall evaluate the statewide availability and use of the certifications. As part of the review, the superintendent is to make a determination of the extent to which the certifications are comparable in rigor to the reading, writing, mathematics, or science Washington assessments of student learning, and whether they should be used as alternative assessments. The superintendent also shall develop a process for reviewing additional industry certification programs after the initial review. http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202005/1987-S.SL.pdf Title: H.B. 1987 Source: http://www.leg.wa.gov/ IN Signed into law 05/2005 P-12 Defines "phonologic weakness." Requires the department of education to develop and implement a plan to (1) train teachers, especially the teachers directly involved in reading and language arts, about phonologic weakness and its role in reading development; (2) determine which reading instruments can be used to detect phonologic weakness before formal reading instruction begins; (3) determine which reading instruments can be used to assess student reading and spelling development; and (4) apply the results of the assessment using reading instruments to a child's instructional program. Requires the department to develop a technical assistance manual related to the plan and adopt reading instruments to diagnose reading and writing development. Requires each instrument adopted to be based on scientific research concerning reading development and have adequate reliability and validity. http://www.in.gov/legislative/bills/2005/HE/HE1488.1.html Title: H.B. 1488 Source: www.in.gov WA Signed into law 04/2005 P-12 From the fiscal note: The bill eliminates the mandatory requirement for norm referenced testing in the third, sixth, and ninth grade classes. School districts are permitted to offer norm referenced assessments at the districts' own expense and make diagnostic tools available that provide information that is at least as valuable as the information eliminated under this act. By September 1, 2005, subject to funding availability, the office of superintendant of public instruction is to post on its website, for voluntary use by school districts, a guide of diagnostic assessments. By September 1, 2006, subject to amounts appropriated for this purpose, the office of the superintendent of public instruction is to make available to school districts diagnostic assessments that help improve student learning. http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202005/1068.SL.pdf Title: H.B. 1068 Source: StateNet AZ Vetoed 04/2005 P-12 Requires the department to report to specified members of the legislature on its budget status every two months for the first half of each fiscal year and every month thereafter. Requires every report to include the department's current funding surplus or shortfall projections for basic state aid and other major formula-based programs. Requires every report to be submitted 30 days after the end of the applicable reporting period. Requires the department to report annually to the joint legislative budget committee on: (a) the raw and adjusted scores on the Arizona Instrument to Measure Standards (AIMS) test for high school students who have not received AIMS test tutoring services from the department, and the raw and adjusted AIMS scores of high school students who have received AIMS test tutoring from the department, both before and after receiving tutoring services. The report must also include contractual and policy changes made to the tests that would impact student achievement, and a description of any scoring errors or reporting delays and any actions taken to address the errors or delays. Text of bill as vetoed: http://www.azleg.state.az.us/legtext/47leg/1r/bills/hb2033s%2Epdf Title: H.B. 2033 Source: www.azleg.state.az.us UT Rule Adoption 04/2005 P-12 Amends rule to provide for makeup days in administration of required Utah Basic Skills Competency Test (UBSCT). Changes add language for schools to provide a makeup window not to exceed five school days following administration of UBSCT. Amendments also add parent notification requirements. UTAH REG 27710 (SN) Title: R277-705-6 Source: StateNet AR Signed into law 04/2005 P-12 Establishes system for districts to report all students' scores on end-of-course assessments. Requires the division of public school accountability to: (i) Match each student's end-of-course test score with the letter grade received in the corresponding course; (ii) Report each student's end-of-course test score matched with the letter grade the student received in the corresponding course to the school district; (iii) Create a report of the percentage of students who received a letter grade of "B" or above in the corresponding course and passed the end-of-course assessment on his or her first attempt; and (iv) Create a report of the percentage of students who received a letter grade of "B" or above in the corresponding course and did not pass the end-of-course assessment on his or her first attempt. Requires the division of public school accountability to annually report to the state board and the General Assembly the name, address, and superintendent of any high school in which more than 20% of the students received a letter grade of "B" or above but did not pass the end-of-course assessment on his or her first attempt. The report must also indicate by high school the number of students receiving a letter grade of "B" or above in the corresponding course who did not pass the end-of-course assessment on his or her first attempt. Requires the department to investigate the classroom practices of any district in which more than 20% of the students received a letter grade of "B" or above but did not pass the end-of-course assessment on his or her first attempt; and provide the superintendent and local board with written recommendations or changes that would improve classroom instruction and student performance on end-of-course assessments. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1983.pdf Title: H.B. 1983 (multiple provisions) Source: www.arkleg.state.ar.us AR Signed into law 04/2005 P-12 Requires a student not passing an immediately previous grades 3-8 benchmark assessment or in a secondary level end-of-course assessment to participate in remediation activities as required in the student's individualized academic improvement plan beginning in the school year the assessment results are reported. If a student with disabilities has an individualized education program that addresses any academic area or areas in which the student is not proficient on state-mandated criterion-referenced assessments, the individualized education program meets the requirements of the aforementioned academic improvement plan. Requires districts to notify the student's parent of the parent's role and responsibilities as well as the consequences for the student's failure to participate in the plan. Beginning with the 2005-2006 school year, requires students in grades 3-8 identified as not passing a benchmark assessment and who fail to participate in the subsequent academic improvement plan to be retained and not promoted to the next grade until the student is deemed to have participated in an academic improvement plan or the student passes the benchmark assessment for the current grade level in which the student is retained. Beginning with the 2005-2006 school year, mandates that any student required to take an end-of-course assessment who does not pass a particular assessment must participate in remediation activities as required in the student's individualized academic improvement plan in the school year the assessment results are reported in order to receive credit on his or her transcript for the course related to the end-of-course assessment. Beginning with the 2009-2010 school year, requires all initial end-of-course assessments to be administered by grade 10 for each student. Beginning with the 2009-2010 school year, a student who does not pass an initial end-of-course assessment may receive credit for the course until the student passes a subsequent end-of-course assessment; or the student, by the end of grade twelve 12, passes an Alternative assessment directly related to the Alternative exit course. If a student does not meet the satisfactory pass levels on an initial end-of-course assessment or does not satisfy the remedial requirements, that student will not graduate with a high school diploma from an Arkansas high school or charter school. To the extent any school district is determined to have knowingly failed to administer these provisions of law or rules, the superintendent's license shall be subject to probation, suspension or revocation. Requires tthe department of education to annually make public at least 50% of the test questions on the most recent initial benchmark and end-of-course assessments. Creates Alternative Exit Course and Alternative Course Exam for students who have failed an end-of-course assessment three times. Requires such a student to take and pass an Alternative exit course and meet a satisfactory Alternative level score on a subsequent Alternative assessment to graduate from high school. Allows the Alternative exit course to be offered through a distance learning class and to be offered by the district outside the course of the normal school day. Repeals Arkansas Code § 6-15-203 on remediation and student promotion/retention. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2824.pdf Title: H.B. 2824 Source: www.arkleg.state.ar.us AR Signed into law 04/2005 P-12 Creates the End-of-Course Success Incentive Program under the department of education. Awards schools $50.00 for each student passing the end-of-course assessment on his or her first attempt. These funds must be utilized in the schools to improve student academic performance. Allows a teacher teaching a course that has a state-required end-of-course assessment to be awarded subsidized teacher training for that particular course at a cost not to exceed $650 per teacher. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1983.pdf Title: H.B. 1983 (multiple provisions) Source: www.arkleg.state.ar.us AR Signed into law 04/2005 P-12 Postsec. Modifies eligibility requirements for the Arkansas Academic Challenge Scholarship Program, effective for applicants graduating from an Arkansas high school after December 31, 2009. Requires an applicant to have completed the Smart Core curriculum and have met the existing requirement of passing the end-of-course examinations in reading and writing literacy and mathematics. Adds that a sub-score of 19 or higher on the ACT may equate meeting the requirements for passing end-of-course examinations for applicants to the Arkansas Academic Challenge Scholarship Program and the Arkansas Governor's Scholars Program for a student who has not had an opportunity to take an end-of-course exam, has not passed the end-of-course exam, or attends a private school or home school. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb1983.pdf Title: H.B. 1983 (multiple provisions) Source: www.arkleg.state.ar.us AR Signed into law 04/2005 P-12 Postsec. Requires each district's student services plan to include a district-level tracking system for students who fail to reach proficiency on state-mandated assessments. Specifies that guidance and counseling services in each district's "student services program" include academic advisement for class selection by establishing academic goals in elementary, middle, and high school; interpretation of criterion-referenced and norm-referenced testing and dissemination of results to the school, students, parents, and community; academic assessment counseling and career counseling, including advising students on the national college assessments, workforce opportunities, and and alternative programs that could provide postsecondary opportunities for students; and guidance in understanding the relationship between classroom performance and success in school. Specifies that the psychological services offered through a district's student services program include consultation and counseling with parents, students, and school personnel to ensure that all students are ready to succeed and that all students are preparing for college and work. Specifies that the career services offered through a district's student services program include the dissemination of appropriate course-taking patterns and the effect of taking more rigorous courses so that students are better prepared for college and work success. Requires every school counselor to provide a career planning process for each student to include career awareness, employment readiness, career information, and the knowledge and skill necessary to achieve career goals. Requires school counselors to also encourage parents, during regular parent conferences, to support partnerships in their children's learning and career planning process. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2868.pdf Title: H.B. 2868 Source: www.arkleg.state.ar.us KY Signed into law 03/2005 P-12 Postsec. Community College Sets forth legislative intent related to early diagnosis of and intervention for elementary students struggling in reading and mathematics, state student achievement goals, provision and quality of diagnostic and intervention services to students below proficient on state math and reading assessments, and collaboration among state and local stakeholders to achieve state goals. Establishes the respective roles of the general assembly, state board of education, department of education, council on postsecondary education, education professional standards board, colleges and universities, school councils, and local boards and superintendents in achieving the state's student achievement goals. Declares an emergency. http://lrc.ky.gov/RECORD/05RS/HB301.htm Title: H.B. 93 (Section 1, multiple provisions) Source: lrc.ky.gov KY Signed into law 03/2005 P-12 Postsec. Community College Defines terms, including "mathematics coach," "mathematics diagnostic assessment," "mathematics intervention program," "mathematics leader," "mathematics mentor," and "numeracy." Establishes the Committee for Mathematics Achievement to develop a multi-faceted strategic plan to improve student achievement in mathematics at all levels of schooling, prekindergarten through postsecondary and adult. Specifies that at a minimum, the plan must address: (a) Challenging curriculum that is aligned prekindergarten through postsecondary, including consensus among high school teachers and postsecondary education faculty about expectations, curriculum, and assessment; (b) Attitudes and beliefs of teachers about mathematics; (c) Teachers' knowledge of mathematics; (d) Diagnostic assessment, intervention services, and instructional strategies; (e) Shortages of teachers of mathematics, including incentives to attract strong candidates to mathematics teaching; (f) Statewide institutes that prepare cadres of mathematics leaders in local school districts, which may include highly skilled retired mathematics teachers, to serve as coaches and mentors in districts and schools; (g) Cohesive continuing education options for experienced mathematics classroom teachers; (h) Closing the student achievement gap among various student subpopulations; (i) Curriculum expectations and assessments of students among the various school levels, prekindergarten, primary, elementary, middle, and high school; (j) Content standards for adult education centers providing mathematics curricula; (k) Introductory postsecondary education mathematics courses that are appropriate to the wide array of academic programs and majors; (l) Research to analyze further the issues of transition from high school or GED programs to postsecondary education mathematics; and (m) The early mathematics testing program under KRS 158.803. Other factors may be included in the strategic plan as deemed appropriate by the committee to improve mathematics achievement of Kentucky students. Requires the committee to (a) Design a statewide professional development program that includes summer mathematics institutes at colleges and universities, follow-up, and school-based support services, beginning no later than June 1, 2006, to prepare teams of teachers as coaches and mentors of mathematics at all school levels to improve student achievement. Specifies areas the design must address. (b) Require schools and districts approved to have participants in the mathematics leader institutes to provide specified assurances to support institute participants and students who need modified instructional and intervention services in math. Establishes committee membership, terms, chairmanship, attachmetn to Kentucky Department of Education, and responsibilities. Specifies that the committee must: (a) Present a draft strategic plan addressing the requirements in subsection (1) of this section and other issues that arose during the work of the committee to the Education Assessment and Accountability Review Subcommittee no later than August 2005; (b) Present the strategic plan for improving mathematics achievement to the Interim Joint Committee on Education by July 15, 2006, which shall include any recommendations that require legislative action; and (c) Provide a final written report of committee activities to the Interim Joint Committee on Education and the Legislative Research Commission by December 1, 2006. Also specifies that the committee will have ongoing responsibility for providing advice and guidance to policymakers in the development of statewide policies and in the identification and allocation of resources to improve mathematics achievement. In carrying out this responsibility, the committee must periodically review the strategic plan and make modifications as deemed appropriate and report those to the Interim Joint Committee on Education. Mandates that the committee collaborate with the Center for Mathematics to ensure that there is ongoing identification of research-based intervention programs for K-12 students who have fallen behind in mathematics, rigorous mathematics curricula that prepare students for the next level of schooling, research-based professional development models that prepare teachers in mathematics and pedagogy, and strategies for closing the gap between high school or GED and postsecondary mathematics preparation. Declares an emergency. http://lrc.ky.gov/RECORD/05RS/HB93.htm Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc Title: H.B. 93 (Section 2) Source: lrc.ky.gov KY Signed into law 03/2005 P-12 Creates the mathematics achievement fund to provide developmentally appropriate diagnostic assessment and intervention services to students, primary through grade 12, to help them reach proficiency in mathematics on the state assessments and in compliance with the No Child Left Behind Act of 2001. Specifies activities for which fund monies may be used. Specifies that the fund is to provide funding for the Center for Mathematics created in this bill, provide renewable, two-year local grants to school districts for specified purposes, and provide operational funding for the Mathematics Achievement Committee created in Section 2 of this bill. Specifies that if matching funds are required, the school council or, if none exists, the principal or the superintendent of schools, must allocate matching funds. Allows funding for professional development allocated to the school council under KRS 160.345 and for continuing education under KRS 158.070 to be used to provide a portion or all of a school's required match. Specifies responsibilities of the department of education relative to the fund program, including technical assistance to potential applicants and grant recipients. Declares an emergency. http://lrc.ky.gov/RECORD/05RS/HB93.htm Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc Title: H.B. 93 (Section 3) Source: lrc.ky.gov TX Adopted 03/2005 P-12 The adopted amendments update and revise the rules to align with current statute (3-10 testing rather than 3-8). http://www.tea.state.tx.us/rules/board/adopted/0305/101-005-two.pdf Title: §101.5 Source: http://www.tea.state.tx.us NM Rule Adoption 02/2005 P-12 Proposes rules regarding examination opportunities, exam results, verification of exam results, and examination of record purposes. NEW MEXICO REG 4231 (SN) Title: 11.12, 11.13, 11.15, 11.16 Source: StateNet UT Rule Adoption 02/2005 P-12 Removes 'Constructed response portions' from definitions and language. Updates Criterion Reference Test (CRT) assessment window and adds new language regarding Utah State Office of Education responsibilities and school responsibilities for crisis indicators in state assessments. UTAH REG 27547 (SN) Title: R277-473 Source: StateNet MI Signed into law 12/2004 P-12 Postsec. Replaces high school MEAP test with the Michigan Merit Examination in determining eligibility for Michigan Merit Award scholarships. http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=2004-SB-1156 Title: S.B. 1156 Source: StateNet MI Signed into law 12/2004 P-12 Provides for replacing high school MEAP test with the Michigan Merit Examination in the School Aid Act. http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=2004-SB-1155 Title: S.B. 1155 Source: StateNet MI Signed into law 12/2004 P-12 Postsec. Provides for replacing high school MEAP test with the Michigan Merit Examination in Postsecondary Enrollment Options Act. http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=2004-SB-1154 Title: S.B. 1154 Source: StateNet MI Signed into law 12/2004 P-12 Provides for replacing high school MEAP test with the Michigan Merit Examination in the School Code for administration under certain conditions. http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=2004-SB-1153 Title: S.B. 1153 Source: StateNet MI Signed into law 12/2004 P-12 Postsec. Provides for replacing high school MEAP test with the Michigan Merit Examination in the Career and Technical Preparation Act. http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=2004-SB-1157 Title: S.B. 1157 Source: StateNet MI Signed into law 12/2004 P-12 Amends the State School Aid Act of 1979; provides that the Michigan Education Assessment Program tests shall be administered during the last 90 school days, instead of the last 30 school days, of grade 11. http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=2004-HB-6230 Title: H.B. 6230 Source: StateNet MI Signed into law 10/2004 P-12 Revises the School Code; provides that the Michigan Education Assessment Program tests be administered to pupils during the last 90 days, other than the las 30 days, of grade 11. http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=2004-HB-6231 Title: H.B. 6231 Source: StateNet CA Signed into law 09/2004 P-12 SEC. 19: Existing law requires the governing board of a school district maintaining an elementary or secondary school to develop and cause to be implemented for each school in the school district a school accountability report card that includes specified information regarding the academic achievement of the school. Other existing law establishes the Standardized Testing and Reporting (STAR) Program which requires each school district, charter school, and county office of education to administer to each of its pupils in grades 2 to 11, inclusive, an achievement test and a standards-based achievement test, as specified. This bill would require the Commission on State Mandates, on or before December 31, 2005, to reconsider certain decisions it issued relating to state reimbursement for the school accountability report card and the STAR Program, and to reconsider its parameters and guidelines for calculating the state reimbursement, in light of federal statutes enacted and state court decisions rendered since those mandates were enacted. http://www.leginfo.ca.gov/pub/bill/asm/ab_2851-2900/ab_2855_bill_20040826_enrolled.html Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_2853_2855_2856_sign.pdf Title: A.B. 2855 (multiple provisions) Source: California Legislative Web site CA Signed into law 09/2004 P-12 Section 2: Repeals the requirement that pupils in American government and civics courses required for high school graduation read and be taught specified documents, including the Declaration of Independence, the United States Constitution and the Gettysburg Address. Requires the Curriculum Development and Supplemental Materials Commission to ensure that those documents are incorporated in the framework when the history-social science framework is revised. Requires the State Board of Education and the Superintendent of Public Instruction to ensure that an appropriate number of questions on the California Standards Tests relate to those documents if any portion of the California Standards Tests is revised. http://www.leginfo.ca.gov/pub/bill/asm/ab_2851-2900/ab_2855_bill_20040929_chaptered.pdf Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_2853_2855_2856_sign.pdf Title: A.B. 2855 (multiple provisions) Source: www.leginfo.ca.gov CA Vetoed 09/2004 P-12 Postsec. Community College Places a prohibition from carrying on a program of specific preparation of the pupils for the statewide pupil assessment program or a particular test used in the statewide pupil assessment program on a charter school. Authorizes the use of instructional materials provided by the state department of education in the academic preparation of pupils for the statewide pupil assessment if those instructional materials are embedded in an instructional program that is intended to improve pupil learning. Requires the standard-based achievement test to be administered to pupils in grades 3 and 7. Requires the state department of education to use specified federal funds to develop or adopt primary language assessments that are aligned to the state academic content standards and would require those assessments to be administered in place of the optional second achievement test a pupil with limited English proficiency may take. Requires the department on or before January 1, 2006, to submit to the legislature a report on the development and implementation of the initial primary language assessments and recommendations on the development and implementation of future assessments and funding requirements. Authorizes and encourages the state superintendent and state board to assist postsecondary educational institutions to use the assessment results of the California Standards Tests for credit or placement and admissions processes, or both. http://www.leginfo.ca.gov/pub/bill/asm/ab_2401-2450/ab_2413_bill_20040826_enrolled.html Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_2413_veto.pdf Title: A.B. 2413 Source: California Legislative Web site NY Vetoed 09/2004 Postsec. Precludes the use of a minimum standardized test cut-off score for student admission to or rejection by the State University of New York and City University of New York; permits overall assessment of student qualifications for admission, including consideration of such scores together with academic course grades, classroom performance, community service, and extracurricular activities. http://assembly.state.ny.us/leg/?bn=a7143 Title: A.B. 7143 Source: StateNet AL Issued 08/2004 P-12 Postsec. Community College The governor issued Executive Order No. 02-2003 on January 30, 2003, creating the Governor's Commission of Education Spending. The Commission was to engage in a thorough examination of how education dollars have been spent in Alabama during the past ten years. http://www.governorpress.state.al.us/pr/ex-02-2003-01-30.asp The Highlights of the Initial Report focused on: (1) Management and Accountability Reforms for K-12; (2) Student Assessment and Accountability for K-12; (3) Management and Accountability Reforms for the Alabama College System; (4) Management and Accountability Reforms for University Governance; (4) Reforms in Terms of Public Employment; and (5) Education Trust Fund Accountability. The Working-Group Sessions (December 2003) made the following proposals: (1) Achieve the maximum savings possible from non-state and non-education agencies; (2) Freeze the state appropriations to PEEHIP at the Fiscal 2004 level; (3) Allocate higher education cutbacks to institutions; and (4) Allocation K-12 education cutbacks to school systems. http://www.alabama.gov/onlineservices/egov_pdfs/ESCReport11404.pdf Title: Executive Order No. 02-2003 Source: Alabama State Web site CA Signed into law 08/2004 P-12 Extends the repeal date of the Leroy Greene California Assessment of Academic Achievement Act to January 1, 2011. Excludes testing students in grade 2 effective July 1, 2007. Permits the release of a pupils record of accomplishment and the results of achievement tests to postsecondary education institutions, upon the request of a pupil or his or her parent or guardian. Expands the law that prohibits any program for of specific preparation of pupils for that statewide assessment program or a particular test to include charter schools; exempts instructional materials provided by the state department of education if the materials are embedded in an instructional program to improve student learning. Requires the department of education to develop and implement primary language assessments aligned with state academic content standards. Provides that the achievement test to be administered to pupils in grades 3 and 8, instead, be administered in grades 3 and 7. Provides that if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement of the costs should be made as provided by statute. http://www.leginfo.ca.gov/pub/bill/sen/sb_1401-1450/sb_1448_bill_20040816_chaptered.html Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/SB_1448.pdf Title: S.B. 1448 Source: California Legislative Web site IL Signed into law 07/2004 P-12 Postsec. Creates the FY2005 Budget Implementation (Education) Act. Creates several education related funds for receipt of federal moneys for education and other areas; addresses subjects students must be tested on; provides transitional assistance payments; increases the foundation level of support of supplemental state aid in relation to districts with a Low Income Concentration Level over a specified amount; provides for the National Guard Grant Program for tuition assistance. http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0838 Title: S.B. 2205 Source: Illinois Legislative Web site CO Signed by Governor 06/2004 P-12 Requires the Department of Education, no later than 15 days after the effective date of the act, to choose a public or private entity to develop a model to calculate students' annual academic growth for diagnostic purposes; directs the department to calculate annually the amount of each student's and each school's academic growth in reading, writing, and mathematics over the periods between the administration of the CSAP assessments. http://www.leg.state.co.us/clics2004a/csl.nsf/fsbillcont3/F4561E2B63FB898087256DEF00574D0F?Open&file=1433_enr.pdf Title: H.B. 1433 Source: Colorado Legislative Web site MO To governor 05/2004 P-12 Amends certain policies with regard to MAP testing. Provides that the performance standards of the MAP so that such indicators meet the standards of the National Assessment Educational Progress exam. This act amends policies with regard to MAP testing by stating that, no later than June 30, 2006, the State Board of Education shall align the performance standards of the MAP so that such indicators meet, but do not exceed, the performance standards of the National Assessment of Educational Progress (NAEP) exam. The department will make other changes necessary to meet existing federal requirements. By July 1, 2006, the department will revise its accreditation standards to permit process and resource standard waivers consistent with academic performance profiles. http://www.house.state.mo.us/bills041/bills/sb1080.htm Title: S.B. 1080 Source: StateNet TN Signed into law 05/2004 P-12 From the fiscal note: Requires charter schools to administer state value-added testing for their students. Current law, T.C.A. 49-13-111(a)(2), provides that a public charter school shall meet the same performance standards and requirements adopted by the state board for public schools. T.C.A. 49-13-122 provides that a public charter school agreement may be revoked or denied renewal by the final chartering authority if such chartering authority determines that the school failed to meet or make adequate yearly progress toward achievement of the state's accountability system. This bill requires charter schools to participate in the state assessment program. http://www.legislature.state.tn.us/bills/currentga/BILL/SB2416.pdf Title: S.B. 2416 Source: http://www.legislature.state.tn.us FL Signed by Governor 05/2004 P-12 Postsec. Revises course requirements in college & career preparatory accelerated high school graduation program; amends requirements for grade point average that must be earned; establishes requirements for selection of accelerated graduation options; authorizes SAT & ACT as alternative assessments to grade 10 FCAT required for high school graduation if students have attempted to pass grade 10 FCAT at least 3 times; provides rights for K-3 students with reading deficiencies; establishes a Reading Enhancement and Acceleration Development (READ) Initiative to prevent the retention of grade 3 students and to offer intensive reading instruction to students with reading deficiencies. http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb0364er.html&Directory=session/2004/Senate/bills/billtext/html/ Title: S.B. 364 Source: Florida Legislative Web site GA Signed into law 05/2004 P-12 Provides for the revision of certain provisions regarding education flexibility and accountability; requires the State Board of Education to create a single state-wide accountability system by December 31, 2004; amends provisions regarding school councils; amends the history curriculum requirements; amends provisions for early intervention programs; amends provisions related to effectiveness assessments, including end-of-course assessments; amends parental notification concerning compulsory attendance requirements; requires Department of Motor Vehicle notification of students 14 years of age and older who are in violation of attendance requirements; amends student discipline policies; changes the name Office of Education Accountability to Office of Student Achievement. http://www.legis.state.ga.us/legis/2003_04/search/hb1190.htm Title: H.B. 1190 Source: Georgia Legislative Web site KY Signed into law 04/2004 P-12 Direct the Office of Education Accountability to conduct a study of the Commonwealth Accountability Testing System and to provide Education Assessment and Accountability Review Subcommittee a draft of the report by September 15, 2004. The study must include but not be limited to an examination of: (1) The appropriateness of the CATS components used to measure achievement levels of the core content for all Kentucky students; (2) The validity and adequacy of CATS results as indicators of individual student achievement and to give parents the information they need to know about the individual progress of their children; (3) The alignment of CATS with the requirements of the No Child Left Behind Act; (4) The validity of the writing portfolio as an assessment component within the CATS system and appropriateness of the writing portfolio to be included in the school accountability index; (5) The value of the CATS assessment in enhancing instructional practices and curriculum on a day to day basis; (6) The effects of the CATS assessment on teachers, staff, and administrators; and (7) The actual costs for the CATS system on a per pupil basis. Section 3. The Kentucky Department of Education must provide the data, information, and any staff analysis requested by the Office of Education Accountability to facilitate completion of the study. http://www.lrc.state.ky.us/RECORD/04RS/SJ156.htm Title: S.J.R. 156 Source: StateNet DE Issued 04/2004 P-12 1. The Delaware Department of Education shall convene a panel of three national experts in the areas of assessment, accountability, and/or standard setting. Said experts will be chosen as follows: one by Delaware Department of Education, one by the members of the Delaware Education Consortium (Delaware Chief School Officers Association, Delaware Association of School Administrators, Delaware State Education Association, Delaware School Boards Association, the State Board of Education and the Delaware Charter Schools Network) and one jointly chosen by the President Pro Tempore of the Senate and the Speaker of the House of Representatives. 2. The panel shall be provided with all applicable and related information regarding the development of the assessments, the setting of performance levels, and the design of the student accountability system from the Department of Education and from any other study or paper that has been produced by any other stakeholder groups. 3. The panel may also consider other sources of information from regional or national studies that have been conducted on related matters. 4. The panel shall also examine the levels of incentives and consequences associated with the student accountability system including requirements for student improvement activities such as Individual Improvement Plans, summer school, retention and promotion, and awarding of diplomas and scholarships. 5. The Department of Education shall also contract with three national experts to conduct a full review of the implementation of standards based curriculum in mathematics in both middle and high schools in Delaware. Said experts will be chosen in the same manner as the assessment panel, one by the Department of Education, one by the Education Consortium and one jointly chosen by the President Pro Tempore of the Senate and the Speaker of the House of Representatives. 6. To ensure public participation in the process, a posted public comment period shall be utilized to allow members of the public to submit written public comments to either or both panels. 7. The expert panel on assessment and accountability and the expert panel on curriculum shall present findings and recommendations regarding these issues, including a timeline for proposed implementation, to the Governor and the General Assembly not later than February 15, 2005. http://www.state.de.us/governor/orders/webexecorder54.shtml#TopOfPage Title: Executive Order #54 Source: www.state.de.us/governor DE Signed into law 04/2004 P-12 Changes the grades where mandatory State testing is required from grades K-10 to grades 2-10. School districts will have the responsibility to assess student progress in grades Kindergarten and 1 and to provide student progress reports to parents. http://www.legis.state.de.us/LIS/LIS142.NSF/vwLegislation/ Title: H.B. 304 Source: Delaware Legislative Web site WY Signed into law 03/2004 P-12 Modifies statewide student assessment (WyCAS) to conform with NCLB by expanding grades assessed from grades 4, 8 and 11 to grades 3 through 8 and grade 11 commencing with school year 2005-2006, and by expanding assessment subjects from reading, writing and math to include science effective school year 2007-2008; ·         Imposes additional assessment requirements and criteria; ·         Establishes a statewide accountability system providing annual school and district accountability determinations imposing a range of educational consequences as required by NCLB; ·         Continues the statewide task force established in 2003 to work with the state superintendent in continuing development of assessment and accountability systems; ·         Establishes a process for transitioning from WyCAS to a revised assessment system by requiring a pilot testing of the revised assessment in school year 2004-2005 prior to implementation in school year 2005-2006; ·         Requires a transitional accountability plan providing a temporary system of rewards and sanctions for all schools and school districts during school year 2004-2005, with recommendations for a permanent plan to be assembled; ·         Task force and state superintendent work efforts to be reported to the state board of education, management council and joint education interim committee. http://legisweb.state.wy.us/2004/enroll/hb0126.pdf Title: H.B. 126 Source: http://legisweb.state.wy.us MA Rule Adoption 03/2004 P-12 Amends rules relating to the Comprehensive Assessment System (MCAS) performance appeals process, and incorporates provisions regarding student with disabilities. MASSACHUSETTS REG 8280 (SN) Title: 603 CMR 30.00 Source: StateNet OH Signed into law 03/2004 P-12 · Creates an Educator Standards Board to develop and submit to the State Board of Education recommendations for statewide educator standards and carry out other functions recommended by the Governor's Commission on Teaching Success. · Directs the Department of Education to establish a state office within the Department to support the Educator Standards Board. · Requires school districts to use professional development standards developed by the Educator Standards Board. · Directs the State Board of Education and the Joint Council of the State Board of Education and the Ohio Board of Regents to create guidelines for the evaluation of principals and teachers. · Eliminates the authority of the State Board of Education to issue internship certificates. · Eliminates the authority of the State Board of Education to issue temporary educator licenses for employment as a superintendent or another administrative position. · Requires the State Board of Education to create an alternative principal license and an alternative administrator license. · Restricts the required delayed effective date for any educator licensing rule adopted, amended, or rescinded by the State Board of Education only to cases where the proposed rule, amendment, or rescission will necessitate curriculum changes in college and university teacher preparation programs. · Clarifies that an Alternative Educator License must be issued to a qualified applicant upon the request of specified school officials. · Prescribes the timing of subject area testing for applicants for the Provisional Educator License who are employed as intervention specialists under the Alternative Educator License. · Provides a qualified immunity for teacher performance assessors, trainers, and coordinators and for teacher performance assessment entities in civil actions concerning performance assessments of candidates for the Professional Educator License. · Expands the rulemaking authority of the State Board of Education with respect to allowing schools to hire teachers considered to be rehabilitated from past offenses. · Authorizes the State Board or the Superintendent of Public Instruction to issue subpoenas, take depositions, and compel production of evidence in pre-hearing investigations of educator license applicants or holders. · Requires the State Board to adopt rules establishing standards and requirements for issuing permits to individuals who are not licensed educators but who wish to be employed by school districts to direct, supervise, or coach pupil activity programs. · Establishes a Credential Review Board, appointed by the State Board of Education, to perform duties with respect to assessing alternative pathway educators and out-of-state educators. · Requires the Ohio School Facilities Commission, when reviewing design plans, to consider whether the plans reflect designs recommended by the Governor's Commission on Teaching Success. · Obligates the Board of Regents to develop regional articulation agreements for teacher education programs among state institutions of higher education by December 31, 2004. · Directs the Legislative Office of Education Oversight (LOEO) to study minimum teacher salaries in Ohio and selected other states and report findings by September 30, 2004. · Requires the Department of Education to develop proposals for several pilot programs recommended by the Governor's Commission on Teaching Success. · Charges the Department of Education with defining a "hard to staff" school within 90 days of the bill's effective date. · Implements other recommendations of the Governor's Commission on Teaching Success. · Establishes a grant program for school districts that choose to implement specific changes within a school. · Requires the Department of Education, when sufficient funding is available, to develop a pilot project in at least two school districts that contain "hard to staff" schools. · Clarifies the due dates and methodology of several studies conducted by LOEO. · Repeals the requirement that LOEO issue an annual composite report on community schools. · Repeals the requirement that the Ohio SchoolNet Commission maintain a clearinghouse of information for classroom teachers. · Generally limits school districts to spending a combined total of an amount equal to 20% of their Title I funds to pay for transportation for students transferring under public school choice and for supplemental educational services. · Requires school districts with a three-year average graduation rate of 75% or less (in addition to academic watch and academic emergency districts as under current law) to administer practice versions of the Ohio Graduation Tests (OGT) to ninth grade students. · Clarifies other requirements related to the administration of practice versions of the OGT. · Requires the eighth grade social studies achievement test to be phased in beginning in the 2006-2007 school year (one year earlier than under current law). · Extends the deadline for the summer administration of the third grade reading achievement test. · Extends the deadline for adoption of diagnostic assessments by the State Board of Education to July 1, 2008. · Requires school districts to administer diagnostic assessments to intradistrict transfer students only if such students have not taken the assessments at another district school in the current school year. · Makes technical corrections to the recently enacted law denying state financial aid to college students convicted of riot-related offenses. Link to analysis: http://lsc.state.oh.us/analyses/analysis125.nsf/c68a7e88e02f43a985256dad004e48aa/28756df2eb75b85985256dc70047070f?OpenDocument Title: S.B. 2 Source: http://lsc.state.oh.us NM Signed into law 03/2004 P-12 Relates to public schools; changes the writing test for certain grades; amends provisions regarding the English Language Reading Test; makes provisions for students determined to be limited English proficient. http://legis.state.nm.us/Sessions/04%20Regular/final/SB0138.pdf Title: S.B. 138 Source: http://legis.state.nm.us SC Became law without GOVERNOR'S signature. 02/2004 P-12 (Joint Resolution) Approves regulations of the Board of Education; relates to basic skills assessment program writing text; relates to minimum standards of student achievement. Title: H.B. 3875 Source: StateNet MA Emergency Rule Adoption 02/2004 P-12 Establishes emergency rules relating to students with disabilities. Revises rules that relates to performance appeals. MASSACHUSETTS REG 8283 (SN) Title: 603 CMR 30.00 Source: StateNet AR Signed into law 02/2004 P-12 Allows the Department of Education to extend the deadline for test results if the deadline substantially increases the cost of administration of the tests or compromises the validity of the test results. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/HB1132.pdf Title: H.B. 1132 Source: Arkansas Legislative Web site WV Signed into law 01/2004 P-12 Requires the state board to adopt system standards, including student performance and progress, school and school system progress, etc. Requires performance measures to incude graduation rate, dropout rate, attendance, student performance; percentage of graduates who enroll in college immediately and within one year; percentage of graduates who receive additional certification or other competence above what was required for graduation. Sets indicators for determining efficiency. Establishes a system of performance audits that are primarily based on achievement information. Requires technical assistance. Establishes rewards for exemplary performance or practices and levels of sanctions for schools performing below standards. Includes restructuring for schools seriously impaired over time. Requires that students be allowed to transfer from seriously impaired schools. Requires intervention in "nonapproval" status districts. Title: H.B. 4111 Source: StateNet AR Signed into law 01/2004 P-12 Amends Ark. Code § 6-15-404; adds 6-15-433 and 6-15-1803. Creates the Student Assessment and Educational Accountability act of 2003; establishes a comprehensive system of testing students, known as the Arkansas Comprehensive Assessment Program exams, including criterion-referenced tests by July 1, 2006; participation in the program is mandatory unless exempted by the state board of education; state board exemption shall not be granted if it would result in less than 95% student participation in a school; requires Arkansas to participate in NAEP testing; implements student achievement testing as part of the statewide assessment program; the state department of education shall establish additional course requirements for failing to demonstrate proficiency on end of course exams for submission to legislative committees and implemented for 2009-10 school year. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/SB33.pdf Title: S.B. 33 §§ 1, 4, 5 Source: Arkansas Legislative Web site AR Signed into law 01/2004 P-12 Adds Ark. Code 6-15-1804. Students exhibiting a reading deficiency will receive intensive reading instruction and beginning with the 2005-06 school year, child's parents will be notified of student's deficiency and available services. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/SB33.pdf Title: S.B. 33 § 5 Source: Arkansas Legislative Web site MI Signed into law 01/2004 P-12 Provides exemption from school accreditation requirements for schools whose Michigan Educational Assessment Program answer sheets were lost by the Department of Education or an assessment contractor; provides this exemption does not preclude the department from determining if a public school or school district has achieved adequate yearly progress for the purposes of the No Child Left Behind Act; states no penalty shall be assessed for the loss of records. http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=2003-SB-0787 Title: S.B. 787 Source: http://www.michiganlegislature.org/mileg.asp?page=getObject&objName=2003-SB-0787 OK Emergency Rule Adoption 11/2003 P-12 Establishes emergency rules regarding school administration and instructional services. Concerns School Testing Program scope and general administration. OKLAHOMA REG 12999 (SN) Title: OAC 210:10-13-2 thru -18 (non seq.) Source: StateNet AR Rule Adoption 11/2003 P-12 Establishes rules governing the Arkansas Comprehensive Testing, Assessment and Accountability Program and the Academic Distress Program (ACTAAP). http://arkedu.state.ar.us/pdf/ade%20162%20actaap.pdf Title: ADE 162 Source: Arkansas State Web site CA Signed into law 10/2003 P-12 Amends the existing Leroy F. Greene California Assessment of Academic Achievement Act that provides a system of individual assessment of pupils. The existing act establishes the Standardized Testing and Reporting (STAR) Program and requires each school district, charter school, and county office of education to administer to each of its pupils in grades 2 to 11, inclusive, an achievement test and a standards-based achievement test. Requires, commencing on July 1, 2004, the achievement test to be administered to pupils in grades 3 and 8, and the standards-aligned achievement test to be administered to pupils in grades 2 to 11. http://www.leginfo.ca.gov/pub/bill/asm/ab_1451-1500/ab_1485_bill_20031011_chaptered.html Title: A.B. 1485 §§ 4 - 7 Source: California Legislative Web site OH Signed into law 08/2003 P-12 Requires the state board to develop tests to revise the system of statewide achievement testing to include annual achievement tests in reading and math in grades three through eight. Requires the state board to designate five ranges of scores on the tests (advanced, accelerated, proficient, basic and limited). States that any committee established by the department for making recommendations regarding the state board's designation of scores on the tests must inform the board of the probable percentage of students who would score in each of the ranges. To the extent possible, these percentages must be disaggregated by the subgroups designated under No Child Left Behind. Also deletes language that allowed English language learners to be temporarily exempted from testing and coforms the definition of ELL to federal law. Section 0714 concerns the administration of diagnostic assessments. Requires districts to annually assess the progress of LEP students in learning English. http://www.legislature.state.oh.us/bills.cfm?ID=125_HB_3 Title: H.B. 3--Section 3301.0710 Source: http://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 Emergency Rule Adoption 07/2003 P-12 Establishes rules to implement the Success Initiative. Provides purpose, authority, and definitions. Specifies exemptions and exceptions. Concerns assessment instruments, minimum passing standards, advisement and plan for academic success, and determination of readiness to perform freshman-level academic coursework. TEXAS REG 86368 (SN) Title: 19 TAC 4.51 thru .60 Source: StateNet DE Signed into law 07/2003 P-12 Allows the use of indicators other than assessments prior to mandatory summer school; permits other indicators to be used to determine if a student has demonstrated proficient performance relative to the state content standards prior to summer school; provides other indicators cannot be used to waiver participation in summer school on more than two occasions. http://www.legis.state.de.us/Legislature.nsf/fsLIS?openframeset&Frame=Main&Src=/LIS/LIS142.NSF/Home!Openform Title: S.B. 141 Source: Delaware Legislative Web site AR Rule Adoption 06/2003 P-12 Requires the development of a single Arkansas comprehensive testing, assessment and accountability program (ACTAAP); ensures all public school students have an equal opportunity to demonstrate grade-level academic proficiency; improves student learning and classroom instruction, and supports high academic standards for all students; requires intervention for students not performing at grade-level; establishes a program for schools districts in academic distress. http://arkedu.state.ar.us/pdf/ade%20188%20actaap.pdf Title: ADE 188 Source: Arkansas State Web site SC Rule Adoption 06/2003 P-12 Establishes that the standards for student achievement be a matter of public record through information and policy rather than through regulation. Relates to the Basic Skills Assessment Program, Writing Test which sets the minimum standards of student achievement and scoring criteria. SOUTH CAROLINA REG 2484 (SN) Title: R. 43-262.6 Source: StateNet CT Signed into law 06/2003 P-12 Requires testing in compliance with the No Child Left Behind Act; states an elementary teaching endorsement is valid for kindergarten to grade 6 and a comprehensive special education teaching endorsement is valid for kindergarten to grade 12; requires the state board of education to establish requirements for subject area endorsements; requires teacher certification to include teaching experience in birth-to three programs approved by the Department of Mental Retardation. http://www.cga.state.ct.us/2003/act/Pa/2003PA-00168-R00SB-01155-PA.htm Title: S.B. 1155 Source: Connecticut Legislative Web site DE Rule Adoption 06/2003 P-12 Amended regulation to conform to state and federal statutes that address school, district and state accountability for student performance; added five levels of performance for students in grades 2, 4, 6, 7 and 9 in reading, writing and mathematics beginning in 2006; defined Adequate Yearly Process (AYP) as it affects student achievement and discusses how AYP is determined and calculated; addressed other academic indicators, assessment criteria and the school and district review process. http://www.state.de.us/research/AdminCode/Education/Education%20Administrative%20Code%20-%20100%20Accountability.htm#P4_57 Title: 14 DAC 101, 103 Source: Delware State Web site OK Vetoed 06/2003 P-12 The performance standard and cut points are to be determined by a standard of what the average student in the applicable grade level should know relative to the content of the state academic standards set in the Priority Academic Student Skills. The performance standard and cut points are to remain consistent from year to year within the context of the Priority Academic Student Skills. Student performance levels shall be labeled: advanced, satisfactory, limited knowledge, and unsatisfactory. In addition to the information provided on test results, test scores shall be reported for each student on each test as number correct and as number incorrect. http://www2.lsb.state.ok.us/2003-04HB/hb1476_enr.rtf Title: H.B. 1476 Source: http://www2.lsb.state.ok.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 TX to governor 06/2003 P-12 Postsec. Requires state commissioner to develop, in coordination with appropriate representatives of institutions of higher education and school districts: (1) a diagnostic and assistance program for each subject assessed by an assessment instrument; and (2) other academic programs of mutual benefit to school districts and institutions of higher education. Requires the commissioner to seek private funding to make available and maintain on the Internet each diagnostic and assistance program. http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM Title: S.B. 1108 (Section 29.910) Source: http://www.capitol.state.tx.us OK Signed into law 05/2003 P-12 Brings the state testing program in compliance with the No Child Left Behind Act. The measure institutes the testing configuration: 3rd: Reading, Math 4th: Reading, Math 5th: Reading, Math, Science, Social Studies, Writing 6th: Reading, Math 7th: Reading, Math, Geography 8th: Reading, Math, Science, Social Studies 3rd - 8th: Arts Assessment Secondary Level: End of Course Tests in English II, Algebra I, Biology I, U.S. History All tests are criterion-referenced based on state academic standards adopted by the state board in the Priority Academic Student Skills. Testing window dates will be set as near to the end of the course as possible, with testing results to be delivered to the school districts before the beginning of the next school year. Per federal requirements, the test results will be disaggregated by gender, race, ethnicity, disability status, migrant status, English proficiency, and status as economically disadvantaged. HB 1414 also requires the state board to implement an accountability system based on the state Academic Performance Index with a system of recognition, rewards, sanctions and technical assistance and abolishes the connotations of low-performing and high challenge schools. http://www2.lsb.state.ok.us/2003-04HB/hb1414_enr.rtf Title: H.B. 1414 (Assessment Component) Source: http://www2.lsb.state.ok.us CO Vetoed 05/2003 P-12 Concerns a suspension of the administration of statewide assessments in writing. http://www.leg.state.co.us/2003a/inetcbill.nsf/fsbillcont/C2AD9B7F773A7D3287256CCB00775965?Open&file=309_enr.pdf Title: S.B. 309 Source: Colorado Legislative Web site AZ Signed into law 05/2003 P-12 Requires pupils enrolled in the Technology Assisted Project Based Instruction Program (TAPBI) to be subject to testing requirements, and students who fail to meet testing requirements may not be able to participate in the Program the following year, unless more than 95% of the pupils have been tested. Ensures that pupils in the Program were previously enrolled in a public school in the state, and allows kindergartners who have a sibling already enrolled in the Program to be eligible to participate. Requires the Superintendent of Public Instruction to evaluate all nationally standardized norm-reference achievement tests offered in kindergarten and grade one, and may make a recommendation for a K-1 test for the Program, which schools may choose to administer.  Creates the Joint Select Committee on Technology Assisted Learning, which is repealed December 31, 2003, and adds an Emergency Clause. http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=HB2093 Title: H.B. 2093 Source: Arizona Legislative Web site GA Signed into law 05/2003 P-12 Revises provisions relating to payment of fees for advanced placement tests; revises provision relating to the release of certain test questions; deletes provision that students with alternate assessments shall not count for accountability purposes; changes provisions regarding expenditure controls for the 2003-2004 school year; changes provisions regarding maximum class size for the 2003-2004 school year and provides for automatic repeal; changes provisions regarding funding for additional days of instruction; provides that when certain sales taxes for educational purposes are imposed, each board of education expending proceeds of the tax undergo a performance audit or performance review of the expenditures and provides for performance audit or review contracts. http://www.legis.state.ga.us/legis/2003_04/sum/sb249.htm Title: S.B. 249 Source: Georgia Legislative Web site NY Proposed Rule 05/2003 P-12 Establishes criteria for the identification and assessment of students with limited English proficiency through use of the Language Assessment Battery-Revised test and the New York State English as a Second Language Test. Establishes curriculum and reporting requirements for such students. NEW YORK REG 15847 (SN) Title: 8 NYCRR 154 Source: StateNet CO Vetoed 05/2003 P-12 Suspends the administration of the reading and mathematics assessments for students in the ninth grade and the curriculum based, achievement college entrance exam to students in the eleventh grade. http://www.state.co.us/gov_dir/leg_dir/olls/sl2003a/2003SLSEN.htm; http://www.leg.state.co.us/2003a/pubhome.nsf Title: S.B. 292 Source: Colorado State Web site IA Signed into law 05/2003 P-12 Changes repeal date from 2003 to 2004 on chapter establishing statewide early intervention block grant program. Components of this program include K-3 class size reduction and K-3 diagnostic reading assessments. Chapter requires districts to annually report to the department their current class sizes for grades K-3. Chapter also requires districts to annually report to public the percentage of fourth-graders who are proficient in reading, and encourages districts to report to public on K-3 student reading proficiency. http://www.legis.state.ia.us/cgi-bin/Legislation/File_only.pl?FILE=/usr/ns-home/docs/GA/80GA/Legislation/HF/00500/HF00549/030508.html Title: H.B. 549 (omnibus bill) Source: www.legis.state.ia.us MN Signed into law 05/2003 P-12 Language is effective immediately and applies to 2005-06 school year and later. Establishes assessment advisory committee of up to 11 members, all of whom are chosen by the state commissioner of education. Specifies required membership of commission. Requires commission to review all state assessments, submit its recommendations to the commissioner and legislative committees that have jurisdiction over K-12 education policy and budget issues. Requires the commissioner to consider the committee's recommendations before finalizing a statewide assessment. Committee expires on June 30, 2014. See Section 11: http://www.revisor.leg.state.mn.us/cgi-bin/getbill.pl?session=ls83&version=latest&number=HF302&session_number=0&session_year=2003 Title: H.F. 302 (multiple provisions) Source: www.revisor.leg.state.mn.us ND Signed into law 04/2003 P-12 Relates to assessment of public school students in reading, mathematics and science. From the Fiscal Note: SB 2065 requires the state to develop and implement state assessments in reading/English language arts, mathematics, and science in identified grades as established by a specified schedule. The fiscal impact from SB 2065 falls entirely on the state. School districts are responsible for the administration of the state assessments within their proscribed instructional periods; therefore, there are no additional costs that impact local schools. Costs associated with the development and implementation of the state assessments include: the development of state content standards, the development of state achievement standards, the alignment of state content standards with test items; the development of future test items, the administration of the actual assessments to students; the scoring of student tests; the establishment of achievement cut scores related to the state achievement standards; the printing and dissemination of reports to students, schools, districts, and the state; the development of school and district Report Cards and Profiles; the use of student data analysis and reporting applications, and associated professional development and technical assistance to schools. A state advisory committee has concurred with the Department of Public Instruction's identification of these development and administration activities. Listed below is an outline of the projected costs associated with the state assessment program. Activity 2002-03 2003-04 2004-05 2005-06 2006-07 Standards Development: 350,000 275,000 50,000 50,000 350,000 Assessment Development: 800,000 2,480,000 3,310,000 4,150,000 3,950,000 State Accountability Initiatives: 1,500,000 1,050,000 950,000 300,000 300,000 Total 2,650,000 3,805,000 4,310,000 4,500,000 4,600,000 These projections may vary depending on the final determination of contract negotiations, unanticipated costs or savings, schedule delays or postponements, or other associated project activities. Fiscal Note: http://www.state.nd.us/lr/assembly/58-2003/fiscal_notes/DQVU0500.pdf; bill text: http://www.state.nd.us/lr/assembly/58-2003/bill_actions/BA2065.html Title: S.B. 2065 Source: http://www.state.nd.us AR Signed into law 04/2003 P-12 Amends §§ 6-15-420 - 6-15-429. Requires the state board to establish a clear concise system of reporting the academic performance of each school on the state mandated criterion reference exam which conforms with the requirements of the No Child Left Behind Act of 2001. Requires the state board to develop policy requiring the Department of Education to implement a program for identifying, evaluation, assisting and addressing school district failing to meet established levels of achievement mandated states as required in the Arkansas Comprehensive Testing, Assessment, and Accountability Program (§§ 6-15-402 - 6-15-406). http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2697.pdf Title: H.B. 2697 (Omnibus Bill) Source: Arkansas Legislative Web site AR Signed into law 04/2003 P-12 Amends §§ 6-15-402 - 6-15-406. Creates the Arkansas Comprehensive Testing, Assessment, and Accountability Program Act; including requiring the State Board of Education to establish standards defining what students should know in content areas and a system for reporting schools' performance on state mandated exams to comply with No Child Left Behind; requires the State Board to develop a mandatory school readiness screening system for kindergarten students; requires a school improvement system. http://www.arkleg.state.ar.us/ftproot/bills/2003/public/HB2697.pdf Title: H.B. 2697 (Omnibus Bill) Source: Arkansas Legislative Web site NM Signed into law 03/2003 P-12 Adds Section 22-2A-3 and Section 22-2A-4. Requires the state board to adopt content and performance standards in mathematics, reading and language arts, science and social studies. Section 22-2A-4 requries the state board to establish a statewide assessment and performance standards and that measures adequate yearly progress for each student, public school and district. Testing requirements: (1) for grades kindergarten through two, diagnostic and standards-based tests on reading that include phonemic awareness, phonics and comprehension by the 2003-2004 school year; (2) for grades three through nine and for grade eleven, standards-based academic performance tests in mathematics, reading and language arts and social studies by the 2005-2006 school year; provided that testing in ninth grade and testing in social studies shall not occur until the legislature has provided funding for test development and implementation; (3) for grades four, six, eight and eleven, standards-based academic performance writing tests by the 2005-2006 school year and (4) for one of grades three through five and six through nine and for grade eleven, standards-based academic performance tests in science by the 2007-2008 school year. C. The department shall involve appropriate licensed school employees in the development of the standardsbased academic performance tests. D. All students shall participate in the academic assessment program. The state board shall adopt standards for reasonable accommodations in academic testing for students with disabilities and limited English proficiency, including when and how accommodations may be applied. The legislative education study committee shall review the standards prior to adoption by the state board. E. Students who have been determined to be limited English proficient may be allowed to take the standards-based academic performance test in their primary language. A student who has attended school for three consecutive years in the United States shall participate in the English language reading test unless granted a waiver by the department based on criteria set by the state board. New section 22-13-1 itemizes minimum instructional areas for accreditation, including graduation requirements. http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf Title: H.B. 212 (Omnibus Bill) Source: New Mexico State Legislature UT Signed into law 03/2003 P-12 Section 53A-3-402 requires local boards to implement the core curriculum using instructional materials that best correlate to the core curriculum and graduation requirements; administer required tests and create plans to improve student progress; use progress-based assessments as part of a plan to identify schools, teachers and students that need remediation and determine the type and amount of resources to implement that remediation; develop early warning systems for students or classes failing to make progress; work with the state office of education to establish a library of documented best practices; implement training programs for school administrators, including basic management training, best practices in instruction, budget training, staff management, managing for learning results and continuous improvement, and how to help every child achieve optimal learning in core academics. http://www.le.state.ut.us/~2003/bills/sbillenr/sb0154.pdf Title: S.B. 154 (Omnibus Bill) Source: http://www.le.state.ut.us SD Signed into law 02/2003 P-12 Revises the achievement assessments required in public schools, and the grades to be assessed. Title: S.B. 39 Source: StateNet TX Adopted 01/2003 P-12 Establishes rules relating to assessment. Implements certain requirements for the new testing program, called the Texas Assessment of Knowledge and Skills (TAKS). Clarifies transitional issues related to this new testing program. TEXAS REG 84616 (SN) Title: 19 TAC 101.3001, 101.3003 Source: StateNet UT Became law without GOVERNOR'S signature. 01/2003 P-12 Relates to education testing amendments. Eliminates the requirement to include constructed response test times in certain achievement tests. Directs that the savings resulting from this change be used to pay for online test administration. Title: H.B. 6005 Source: StateNet UT Adopted 11/2002 P-12 Amends rules to provide additional definitions, terminology changes and new testing windows. Sets turnaround time for certain assessments. http://www.rules.utah.gov/publicat/bull_pdf/2002/b20021001.pdf and http://www.rules.utah.gov/publicat/code/r277/r277-473.htm UTAH REG 25321 (SN) Title: R277-473 Source: StateNet MI Signed into law 10/2002 P-12 Requires the Department of Treasury to notify a school district or public school academy about suspected irregularities in the district's or academy's administration of or preparation of pupils for the Michigan Education Assessment Program; forbids the Department of Treasury from reporting the suspected irregularities to any person or entity not involved in the scoring or administration of the test before 1) notifying the district or public school academy suspected of irregularities and 2) allowing a minimum of five business days for school officials to respond. http://www.michiganlegislature.org/documents/2001-2002/publicact/htm/2002-PA-0592.htm Title: S.B. 562 Source: www.michiganlegislature.org CA Signed into law 09/2002 P-12 Requires the State Department of Education to contract for the development or proposals that will provide for the retention and analysis of longitudinal pupil achievement data on the Standardized Testing and Reporting and English Language Development tests and the high school exit examination. Requires the department to convene an advisory board to establish privacy and access protocol and to contract with an oversight consultant. Title: S.B. 1453 Source: Lexis-Nexis/StateNet AL Adopted 09/2002 P-12 During the summer of 2003, the state board will review the data on the reading and language subject-area tests of the AHSGE and determine if the passing scores should be revised to a higher level; during the 2002-2003 school year Alabama will administer a new norm-referenced test in Grades 3-8; pilot new kindergarten, Grade 1, and Grade 2 reading assessments; pilot a new writing assessment for Grade 10; and during the 2003-2004 school year Alabama will implement a new criterion-referenced test in reading/language arts and mathematics in Grades 4, 6, and 8; implement a new writing assessment in Grade 10; implement new kindergarten, Grade 1, and Grade 2 reading assessments; and review the data on the mathematics and science subject-area tests of the AHSGE and determine if the passing scores should be raised to a higher level. Title: N/A Source: http://www.alsde.edu/html/boe_resolutions2.asp?id=736 CO Signed into law 06/2002 P-12 Requires department to develop single test for districts to identify students eligible to participate in K-12 English language proficiency programs; establish statewide proficiency levels and accomodations on test; and disaggregate testing data to track the academic progress of ESL students who have been in a Colorado public school for three years or more or have subsequently been assessed as having attained proficiency in English. Also mandates creation of advisory commission within department and membership thereof to assist in implementing the above changes. Beginning July 1, 2005, requires districts to use single test developed by department to identify students eligible to participate in K-12 English language proficiency programs. Requires districts to annually report to the department the number of non-English languages which are the primary language of students served, as well as the number of students who speak each non-English language as their primary language. Requires as an accreditation indicator the results of the assessments of students whose dominant language is other than English but who have been enrolled in a Colorado public school for at least three years or have been assessed as proficient in English, and are consequently required to take the state assessment in English. Authorizes the state board to recommend to the general assembly any format or content changes to the school accountability reports, as well as to reconfigure and rearrange the data due to space limitations. Beginning in the 2005-06 academic year, provided there are sufficient funds from "No Child Left Behind," school accountability reports must provide a chart indicating the progress of students on the test to determine if the student's dominant language is one other than English. Requires scores of students whose dominant language is not English and who have attained a proficient score in English in each component of the test to identify students eligible to participate in K-12 English language proficiency programs to be included in the calculation of school academic performance ratings and accreditation. Requires the department to administer reading assessments in Spanish for 3rd- and 4th-graders whose dominant language is Spanish and a writing assessment in Spanish to such 4th-graders. Provided there are sufficient funds provided by the "No Child Left Behind Act of 2001," the board must develop and, starting spring 2003 the department must administer a writing assessment in Spanish for 3rd-graders whose dominant language is Spanish http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/5FC3C9C533C2716287256B3C0059EE95?Open&file=109_enr.pdf. Title: S.B. 109 Source: www.leg.state.co.us CT Passed 06/2002 P-12 The Board, pursuant to Section 10-17f of the Connecticut General Statutes and the requirements of the No Child Left Behind legislation, approved the LAS as the instrument to annually assess the acquisition of English of all limited-English-proficient students and the following proficiency standards: . Kindergarten, a score of 5 on a scale of 1-5 on the Pre-LAS, Oral; . Grades 1-12, a score of 5 on a scale of 1-5 on the LAS, Oral; and Grades 2-12, a score of 3 on a scale of 1-3 on the LAS, Reading and Writing. While these scores represent the maximum score on the tests, they only represent an English proficiency level sufficient to exit LEP services. The No Child Left Behind Act requires, in part, an annual linguistic assessment for all LEP students in Grades K-12. The law also requires the Department to collect and monitor the results of the linguistic assessments for each school and to report the results to the U.S. Department of Education biennially. Title: N/A Source: http://www.state.ct.us/sde/board/June02.pdf FL Signed into law 06/2002 P-12 Grandfathers in the scores of 10th-graders who took the Florida Comprehensive Assessment Test (FCAT) in spring 2001. Requires that when state board sets higher cutoff scores for 10th-grade FCAT, higher cutoff scores affect only those students who have not yet taken the 10th-grade FCAT. Forbids state board from establishing any accommodation that "negates the validity of a statewide assessment." Requires district to inform parent of student with disability when classroom accommodations may not be made on FCAT. Parent must give consent for student to be given classroom accommodations or modifications not allowable in the statewide assessment program, and must give parent information on the impact on student's capacity to attain benchmarks in reading, writing and math. http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf Title: S.B. 20E Source: www.leg.state.fl.us MO Signed into law 06/2002 P-12 For students who receive special education services, the state board must, through a teacher panel, determine if appropriate alternate assessments exist or, if not, create such an assessment. When it is determined by the student's individualized education plan team that the alternative assessment is more appropriate for the student, the student will take the alternative assessment, which will address independent living skills, detailed in the bill. Title: H.B. 1711 Source: House Research Staff Summaries CO Signed into law 05/2002 P-12 Provides that if sufficient funding from the federal No Child Left Behind Act of 2001 is obtained, directs the Department of Education to administer, starting at the latest in spring 2006, a statewide assessment in mathematics to public school students grades 3 and 4 and in science to public school students grades 5 and 10. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/C731057D04EC44DF87256B26004ECCDF?Open&file=1306_enr.pdf Title: H.B. 1306 Source: www.leg.state.co.us CO Signed into law 05/2002 P-12 Requires the department to ensure that assessments administered through the Colorado Student Assessment Program (CSAP) are designed to generate results that may be used as diagnostic tools for improving student performance. Department must implement the recommendations of the governor-appointed task force that reviewed the assessment reporting format and use of assessment results. Requires the department to offer districts, schools and the public a list of resources and programs that said may access to help students correct learning issues identified by assessment results. Requires local boards to approve policies that ensure appropriate personnel inform each student's parents of assessment results and diagnostic reporting. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/7D827B7EBE51F7C987256B10004F233E?Open&file=059_enr.pdf Title: S.B. 59 Source: www.leg.state.co.us 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 HI Signed into law 05/2002 P-12 Provides for expansion of the statewide educational assessment program to include norm-referenced testing in the same grades as required by the federal No Child Left Behind Act of 2001 standards- based assessments in reading and math. http://www.capitol.hawaii.gov/sessioncurrent/bills/hb2353_.htm Title: H.B. 2353 Source: Lexis-Nexis/StateNet MD Signed into law 05/2002 P-12 Postsec. Requires the department to distribute grants in qualified distressed counties for the administration of the Preliminary Scholastic Aptitude Test to 10th-graders in FY03 and 04, and to each county in FY05 and each subsequent fiscal year. Subject to availability of state budget funds, grants are to allow for test administration to all 10th-graders in the county. http://mlis.state.md.us/2002rs/bills/hb/hb0661e.rtf Title: H.B. 661 Source: mlis.state.md.us MD Signed into law 05/2002 P-12 Postsec. Requires the department to distribute a grant in specified amounts to distressed counties in FY 03 and 04 and to all counties in FY05 and subsequent years for the administration of the Preliminary Scholastic Aptitude Test to 10th-graders. Funding should be sufficient to administer PSAT to all 10th graders in the county. Replaces "State Scholarship Administration" with "Office of Student Financial Assistance." Requires governor to annually fund need-based scholarship programs at a minimum of 80% of the funds allocated the previous year. States that 9th- or 10th-grader who applies and qualifies for a Guaranteed Access Grant Award on the basis of financial need is prequalified for a guaranteed access award by agreeing in writing to meet certain criteria as a secondary and postsecondary student, including participating in the College Readiness Outreach Program until high school graduation; establishes the College Readiness Outreach Program for 9th- and 10th-grade students; allows, if state funds are available, students to receive Educational Excellence Awards who meet requirements but have missed March 1 deadline. Designates specified responsibilities in Educational Excellence Awards to the Maryland Higher Education Commission; establishes need-based Maryland Graduate and Professional Scholarship Program for full- and part-time students professional students in specified fields studying at specified universities; establishes K-16 Leadership Council. Requires that department develop, in conjunction with state professional standards board, certificate for middle school teachers. Establishes that College Readiness Outreach Program be implemented over 5-year period beginning in FY04, and that the program be implemented in its first year for up to 1,000 students in Allegany, Prince George's, and Wicomico counties and Baltimore City. Requires that College Readiness Outreach Program be evaluated by commission, in consulation with department, and reported on to general assembly by July 1, 2007. http://mlis.state.md.us/2002rs/bills/sb/sb0453e.rtf Title: S.B. 453 Source: mlis.state.md.us TN Signed into law 05/2002 P-12 Relates to comprehensive writing assessment scheduling. Title: H.B. 2900 Source: http://www.legislature.state.tn.us AZ Signed into law 04/2002 P-12 Requires any nationally standardized test that is administered to pupils in multiple states and any questions, answers or scoring keys from any such test that appear in any bid, proposal, contract, documentation or other materials to be exempt from inspection of public records; requires the Board to adopt rules allowing parents of pupils and the general public to view the nationally standardized norm-referenced achievement test. Title: S.B. 1135 Source: Lexis-Nexis/StateNet KY Signed into law 04/2002 P-12 Requires the membership of the Education assessment and accountability subcommittee include 4 members from each chamber, including at least 1 member of the minority party in the chamber; provides that a majority of the membership shall constitute a quorum; provides that actions that require affirmative vote of a majority. Title: H.B. 292 Source: Lexis-Nexis/StateNet KY Signed into law 04/2002 P-12 Changes the time frame for reporting state assessment results from September 15 to 150 days following the first day the assessment can be administered. http://www.lrc.state.ky.us/record/02rs/HB621/bill.doc Title: H.B. 621 Source: www.lrc.state.ky.us IA Signed into law 04/2002 P-12 Adds one nonvoting student member to state board, making total board membership 10, provides for application process and appointment of student member. Also requires school districts and nonpublic schools to report number of ninth graders who do not graduate from the school or school district, as well as the number of students who are tested on multiple assessment measures to determine student achievement levels, and the percentage of students who are so tested annually. Requires the board to develop and adopt uniform definitions consistent with the federal No Child Left Behind Act of 2001 and any federal regulations adopted pursuant to the federal Act. Permits department to conduct school site visits of accredited schools and districts on as-needed basis. Addresses conditions of employment of Superintendent staff. Addresses procedures in open enrollment law. Renders provision of school breakfast programs optional rather than mandatory. Modifies section addressing parental reimbursement for nonpublic school pupil transportation. Regulates the provision of textbooks to students in accredited nonpublic schools. Modifies requirements for school bus drivers' licenses. Establishes a conservation education program board and the duties of said board. http://www.legis.state.ia.us/GA/79GA/Legislation/HF/02500/HF02515/Current.html Title: H.B. 2515 Source: www.legis.state.ia.us UT Signed into law 03/2002 P-12 Modifies provisions related to the State System of Public Education by requiring the State Board of Education to consult with teachers and parents in establishing the core curriculum; aligns the core curriculum and tests administered under the Utah Performance Assessment System for Students (U-PASS) with each other. Title: S.B. 99 Source: Lexis-Nexis/StateNet ID Signed into law 03/2002 P-12 Amends existing law to define the students who shall be included in calculations relating to the reading assessment. Students counted must have attended at least 90% of school days between the fall and spring test administrations. Title: S.B. 1412 Source: Lexis-Nexis/StateNet IN Signed into law 03/2002 P-12 Requires every district to review district's programs to judge if district's practices of separating students by ability, placing students into educational tracks, or using test results to screen students result in the systematic separation of students by race, color, creed, national origin or socioeconomic status. Title: S.B. 292 Source: www.state.in.us/legislative OH Signed into law 11/2001 P-12 Eliminates the requirement that school districts implement competency-based education programs. Directs the State Board of Education to develop statewide academic standards for each of grades K-12 in reading, writing, math, science, and social studies; diagnostic assessments aligned with the academic standards for grades kindergarten through two in reading, writing, and math and for grades three through eight in all five subject areas covered by the standards. Requires the State Board to design a model curriculum aligned with the academic standards which school districts may (but are not required to) use for instruction. Requires school districts to administer the diagnostic assessments at least once annually to all students in the appropriate grade levels; to provide intervention services to students whose scores on the diagnostic assessments show that they are unlikely to meet the academic standards. Permits "high-performing" school districts to use assessments other than the diagnostic assessments. Phases in the development of 15 achievement tests (total) in 3rd, 4th, 5th, 7th, 8th, and 10th grades to replace 20 proficiency tests currently administered in 4th, 6th, 9th, and 12th grades. Requires the state board to align the new tests with the academic standards and model curricula. Title: S.B. 1 Source: 2001 Digest of Enactments CA Vetoed 10/2001 P-12 Appropriates funds to the Superintendent of Public Instruction for allocation to school districts for the purposes of standards-based instructional materials as specified by the Schiff-Bustamante Standards-Based Instructional Materials Program. Appropriates funds in each fiscal year after 2001-02 fiscal year. Makes other conforming changes. Title: A.B. 50 Source: Lexis-Nexis/StateNet CA Signed into law 09/2001 P-12 Extends the repeal date concerning provisions of the Standardized Testing and Reporting Program. Requires the achievement test to contain English and language arts, mathematics and science and makes other conforming changes. Names the standards-based achievement test the California Standards Tests. Requires them to also include an assessment in history/social science in at least one elementary or middle school grade level to be selected. Relates to school test score analysis reporting. Title: S.B. 233 Source: Lexis-Nexis/StateNet NV Signed into law 06/2001 P-12 Makes an appropriation to the Department of Education for the development of a new criterion-referenced test for pupils in grade 8. Title: S.B. 13A Source: Lexis-Nexis/StateNet CA Signed into law 06/2001 P-12 Requires the Superintendent of Public Instruction to return achievement test results to a district in the timeframe specified by the Board of Education; requires the test publisher and district to provide makeup tests for absent pupils within the testing period; requires the publisher to make test results available to the department by a certain date and the department to post the results on the Internet by a certain date for certain schools. Title: S.B. 245 Source: Lexis-Nexis/StateNet CT Signed into law 06/2001 P-12 Changes the academic year that students take the Connecticut Academic Performance Test from the sophomore to the junior year. Title: S.B. 1175 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 NV Signed into law 05/2001 P-12 Requires the Department of Education and each school district to adopt a plan setting forth procedures concerning the security of certain examinations; prohibits retaliatory action against an official of a school district or charter school who discloses information regarding irregularities in testing administration or security; providing that a teacher or administrator who intentionally fails to carry out test security is subject to disciplinary action. Title: A.B. 214 Source: Lexis-Nexis/StateNet TX Signed into law 05/2001 P-12 Exempts higher education students from taking the Texas Academic Skills Program (TASP) test if the person graduates from a public high school or an accredited private high school in any state with a gradepoint average of 3.5 or higher on a 4.0 scale or the equivalent and completed the recommended or advanced high school curriculum or similar curriculum at an accredited private high school or at a high school outside of this state. The exemption is effective only for a student who enrolls in an institution of higher education on or before the second anniversary of the date the student graduated from high school. Title: H.B. 2109 Source: Lexis-Nexis/StateNet TX Signed into law 05/2001 P-12 Requires that records relating to student performance be coordinated and maintained in standardized, compatible formats that allow the exchange of information between K-12 and higher education and throughout student educational careers; school districts must ensure students enroll in courses for the recommended or advanced high school program. Requires the state department to adopt or develop appropriate criterion-referenced assessment instruments designed to assess the ability of and be administered to students who are determined to have dyslexia or a related disorder; permits but does not require the commissioner of education to participate in multi-state end-of-course test development, and requires the development of an end-of-course test for Algebra I. Adds district completion rates to list of indicators that must be reported and requires boards to have district dropout rates audited annually at district expense; establishes a "Gold Peformance Rating Program" based on enhanced performance. Title: H.B. 1144 Source: http://www.house.state.tx.us/ 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 OR Signed into law 05/2001 P-12 Requires statewide math problem solving and English writing assessments to be given on or after March 1 in grades 3, 5, or 8. Requires the Board of Education to establish criteria and a process for granting waivers to school districts for the testing dates. First applies to the 2001-02 school year. Title: H.B. 2822 Source: Oregon Legislative Web Site TN Signed into law 05/2001 P-12 Requires the state department to provide raw test score data to local education agencies as soon as practicable after receipt of such data, but in no case later than June 30. Amends TCA Section 49-1-606. Title: S.B. 188 Source: Tennessee Legislative Web Site ND Signed into law 05/2001 P-12 Beginning during the second half of the 2001-02 school year and annually thereafter, the superintendent of public instruction shall administer to public school students a test that is aligned to the state content standards in reading and mathematics. This test must be administered to at least one grade level selected within each of the following grade spans: grades three through five; grades six through nine; and grades ten through twelve. Title: H.B. 1293--One Component Source: Lexis-Nexis/StateNet CO Signed into law 05/2001 P-12 Authorizes the State Board of Education by rule to exclude a school from receiving an academic performance grade if more than 95% of the students at the school have individual educational programs; clarifies which students scores will not be used in a school's academic performance grade. Title: H.B. 1348 Source: Lexis-Nexis/StateNet LA Signed into law 05/2001 P-12 Requires each city, parish and other local public school board to adopt a policy establishing uniform procedures for the investigation of employees accused of irregularities or improprieties in the administration of standardized tests. Title: H.B. 482 Source: Lexis-Nexis/StateNet MO Signed into law 05/2001 P-12 Provides that assessment scores of students for whom English is a second language (ESL) shall not be counted until the student has been educated in a school where English is the primary language for three full years. Also, the act eliminates the mandatory retesting requirement in the following year for students scoring in the lowest level of proficiency on any assessment. Requires that certain public school students receive summer school reading instruction. Local school districts are required to select a reading assessment mechanism and to assign 3rd-grade and older students who are reading below grade level to be assessed for summer school placement. Special education students, student with limited English proficiency, students receiving services under Section 504 of the Rehabilitation Act of 1973 and whose plan addresses reading and students with insufficient cognitive ability are exempted from the required reading assessment. http://www.house.state.mo.us/bills01/bills01/sb319.htm Title: S.B. 319 Source: Lexis-Nexis/StateNet TN Signed into law 05/2001 P-12 Requires the state department of education to develop alternative assessment for disabled students. The department is required to develop two alternative assessments as follows: (1) An academic skills assessment to be administered at an appropriate level of academic abilities; or (2) A portfolio-based assessment to test areas assessed by the Tennessee Comprehensive Assessment Program (TCAP). Title: S.B. 343 Source: Tennessee Legislative Web Site AR Signed into law 04/2001 P-12 Requires the Department of Education to develop a plan to compare a school district's student gradepoint averages with student ACT and ACTAP scores. Title: S.B. 942 Source: Lexis-Nexis/StateNet AR Signed into law 04/2001 P-12 Creates the Arkansas Blue Ribbon Commission on Public Education. From the legislation: The purpose of the General Assembly in establishing the Arkansas Blue Ribbon Commission on Public Education is to: (1) seek to actively involve the private sector as full and valued partners in the improvement process; (2) define the components of the constitutional mandate for "a general, suitable and efficient system of free public schools;" (3) define an equitable and adequate system of free public education; (4) assess current efforts to improve the state's system of public education; and (5) propose and recommend legislation for the 2003 regular session of the general assembly. Title: S.B. 907 Source: Lexis-Nexis/StateNet 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 TX Signed into law 04/2001 P-12 Students are exempt from testing for a period of up to one year after initial enrollment in a school in the United States if the student is of limited English proficiency and has not demonstrated proficiency in English as determined by the assessment system; exempts a student for a period of up to two years in addition to the exemption period if the student has received an exemption under other subsections of the Education Code, and is a recent unschooled immigrant, or is in a grade for which no assessment instrument in the primary language of the student is available. Title: S.B. 676 Source: Texas Legislative Web Site ID Signed into law 03/2001 P-12 Provides statewide goals for reading evaluations conducted in public schools; provides additional assistance to schools which fail to achieve specified goals. Title: S.B. 1116 Source: Lexis-Nexis/StateNet UT Signed into law 03/2001 P-12 Modifies provisions related to the State System of Public Education to address issues related to the Utah Performance Assessment System for Students (U-PASS); expands the categories for disaggregating student performance data to include limited English proficiency; requires each local school boards staff be provided a professional development program to effectively maintain U-PASS; requires additional data to be reported annually. Title: S.B. 28 Source: Lexis-Nexis/StateNet SD Signed into law 03/2001 P-12 Every school district shall administer the same national norm-referenced academic achievement test to all students in 2, 4, 8, and 11, and every school district shall administer to all students in grades 5 and 9 an achievement test to assess writing skills. In addition, every school district shall administer the same criterion-referenced academic achievement test, once in the fall semester and once again in the spring semester, to all students in grades 3, 6, and 10. The criterion-referenced tests shall be designed by the state. All of the tests shall be provided by the Department of Education and Cultural Affairs and shall assess proficiency in meeting state standards. The tests shall be administered starting in the spring of the 2001-2002 school year. Each state-designed test for each grade level to be tested shall be a single statewide criterion-referenced test, which shall be highly correlated with the state's graduation requirements, course guidelines, and academic content standards. The requirements of this section pertaining to criterion-referenced tests to be administered to students in grades 3, 6, and 10 do not apply to students who are receiving alternative instruction pursuant to § 13-27-3. Also established the South Dakota Academic Achievement Test Advisory Council to discuss and make recommendations concerning testing issues, results, mechanics, and other relevant student achievement test issues. (Amends § 13-3-55.) Title: S.B. 234 Source: South Dakota Legislative Web Site AR Signed into law 03/2001 P-12 Postsec. Clarifies the General Assembly's intent to continue the Arkansas American College Test Assessment Assistance Pilot Program; increases the number of pilot locations. Title: H.B. 1827 Source: Lexis-Nexis/StateNet AR Signed into law 03/2001 Postsec. Until such time as the Arkansas Higher Education Coordinating Board approves other assessment processes or exams to be used by Arkansas colleges and universities, the Collegiate Assessment of Academic Proficiency exam, known as the "rising junior exam," shall be the required exam. On or before the October 2001 meeting of the Arkansas Higher Education Coordinating Board, the Department of Higher Education shall recommend to the board criteria and guidelines to use when considering the adequacy of other assessment processes or exams proposed for use at Arkansas public colleges and universities in lieu of the Collegiate Assessment of Academic Proficiency exam. Title: H.B. 1048 Source: State Legislation CA Signed into law 09/2000 P-12 Makes clarifying changes in those provisions pertaining to the indicators used to evaluate the performance of schools in the Academic Performance Index; makes a specified appropriation available for allocation and expenditure in the 2000-01 fiscal year. Title: S.B. 1552 Source: Lexis-Nexis/StateNet CA Signed into law 09/2000 P-12 Deletes the intent of the Legislature regarding the augmentation of the achievement test and instead would require the Superintendent of Public Instruction, with approval of the State Board of Education, to provide for the development of an assessment instrument that measures the degree to which pupils are achieving the academically rigorous content standards and performance standards, to the extent standards have been adopted. Title: A.B. 2812 Source: Lexis-Nexis/StateNet CA Vetoed 09/2000 P-12 Requires the Superintendent of Public Instruction to develop, and the State Board of Education to adopt, performance goals for individuals with exceptional needs; requires individuals with exceptional needs to be included in general statewide and districtwide assessment programs, with appropriate accommodations when necessary. Title: A.B. 1940 Source: Lexis-Nexis/StateNet UT Signed into law 09/2000 P-12 Puts into legislation recommendations of Task Force on Learning Standards and Accountability in Public Education created by 1999 legislation. Creates both norm-referenced and criterion-referenced tests for students in most grades; writing assessments for students in grades 6 and 9; and 10th-grade basic skills competency test. Test results shall identify schools for assistance starting in 2003-2004. State Board shall also develop school performance report to provide information, including U-PASS scores, for every public school in the state. The Task Force (named above) shall also seek public input on a possible system of rewards and interventions and on discontinuing social promotion. Task Force shall present report by November 30, 2000. Title: H.B. 177 Source: Lexis-Nexis TN Signed into law 06/2000 P-12 Urges Department of Education to modify and revise portfolio assessment piloted for evaluating students with disabilities who do not participate in statewide assessment. Title: H.J.R. 589 Source: Lexis-Nexis/StateNet OK Signed into law 05/2000 P-12 Modifies the Oklahoma School Testing Program by administering a norm-referenced test in the third-grade beginning with the 2000-2001 school year to continue until the third-grade criterion-referenced test (CRT) is implemented. Field testing of the third grade CRT is delayed until the 2001-2002 school year and implementation is delayed until 2002-2003. Delays implementation of the end-of-instruction tests in Biology I and Algebra I until the 2002-2003 school year. Requires test results to be disaggregated by ethnic group and gender. Declares schools sites to be low-performing if more than 30% of students score unsatisfactory in both reading/English and mathematics on the CRT or end-of-instructions tests, or if the student average score falls in the lowest quartile statewide and below the national average. School sites identified as low-performing for 3 consecutive years will be declared high challenge schools. Effective 7-01-00. Title: S.B. 491 Source: Legislative Review, Oklahoma PA Signed into law 05/2000 P-12 Postsec. Community College Act No. 16 of 2000., Amends the Public School Code. Provides funding for basic education, services to nonpublic schools, special education, professional development, school lunch and breakfast programs, higher education, full-time student community college reimbursement, higher education, vocational education and small district assistance. Provides for an official education assessment test. Identifies underperforming schools and permits charter and for-profit school and other improvements. Title: S.B. 652 Source: Lexis-Nexis/StateNet AL Signed into law 05/2000 P-12 Relates to the assessment of student achievement in the public schools; removes the requirement that the board implement a nationally normed test in specified grades; requires that the board implement an assessment program in specified grades and assessment and remediation program in specified grades to prepare for the graduation examination. Title: S.B. 551 Source: Lexis-Nexis/StateNet AL Signed into law 05/2000 P-12 Postsec. Relates to Stanford Achievement Tests (SAT) given to students in public schools as required by the State Department of Education; provides for tutoring services for reading and other subjects in which a student scores or is assessed at a below average range. Title: S.B. 169 Source: Lexis-Nexis/StateNet MN Signed into law 05/2000 P-12 Amends the Profile of Learning. Highlights: Allows districts to phase in the number of content standards required of students for graduation; empowers teachers to participate in the decision about student standard requirements; allows districts to permit this year's 9th & 10th graders to be 'held harmless;' makes scoring more flexible; emphasizes that state and local performance packages are not required. Allows districts to choose whether or not to use the three additional instruction days (mandated in 1996) for staff development relating to the implementation of the Profile of Learning. Title: S.F. 3286 Source: Minnesota Department of Children, Families and Learning MN Signed by governor 05/2000 P-12 Specifies that the passing scores in reading and mathematics are the equivalent of 70 percent correct for students entering grade 9 in 1996 and 75 percent correct for those entering grade 9 in 1997 and thereafter, as based on the first uniform test administration of February 1998. Effective the day following final enactment and applies to test administrations beginning in February 2000. Title: H.B. 3800 Source: Department of Children, Families and Learning 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 DE Signed into law 04/2000 P-12 Requires the Department of Education to make a report on the logistics of the Delaware Student Testing Program and to provide a plan regarding the test turnaround time so that local school districts can plan summer school effectively and efficiently. Title: H.J.R. 20 Source: Lexis-Nexis/StateNet AZ Vetoed 04/2000 P-12 Establishes the 15-member Maintenance and Operations Task Force and the 21-member Joint Legislative Study Committee on the Impact of State Required Student Tests Committee; lowers the grade levels that are offered by the nationally standardized norm-referenced achievement tests and its subtests from between grades three and 12 to between grades two and 11. Title: S.B. 1300 Source: Lexis-Nexis/StateNet LA Signed into law 04/2000 P-12 Exempts certain testing instruments, test answers, and individual student test scores from the public records laws. Title: S.B. 33A Source: Lexis-Nexis/StateNet NE Signed into law 04/2000 P-12 Directs the state board to develop sufficiently clear and measurable model academic content standards. Additionally, each school district in the state is required to develop measurable academic standards that would need to be the same as, equally rigorous as or more rigorous than the measurable model standards created by the board. Also directs local school districts to develop academic subject assessments, which will be given in one subject each year, beginning with reading. Once a subject assessment takes place, the local versions of the assessments will be forwarded to an independent expert who will select four model assessments. School districts will then be required to utilize one of the model assessments the next time that subject area is assessed. Provides for the implementation of a statewide writing assessment beginning in the spring of 2001 for students at three grade levels selected by the state board. Title: L.B. 812 Source: Lexis-Nexis/StateNet VA Signed into law 04/2000 P-12 Authorizes the Board of Education to provide multiple assessments; includes on-line computer tests, field tests, and evaluation of student progress during and after remediation. Title: H.B. 1484 Source: Lexis-Nexis/StateNet VA Signed into law 04/2000 P-12 Relates to social studies; requires the Board of Education, in prescribing the Standards of Learning assessments, to provide local school boards the option of administering end-of-course tests for United States History to 1877, United States History: 1877 to the Present, and Civics and Economics. Title: H.B. 1020 Source: Lexis-Nexis/StateNet CO Signed into law 03/2000 P-12 Directs the Department of Education to evaluate the academic performance and safety environment of every public school within the state; specifies the methodology for such evaluation; requires the department to develop a comprehensive data collection and reporting system to enable the evaluation of every public school in the state; assists in performance decisions at all levels of school administration. Includes component that requires all 11th graders to take the ACT test. Title: S.B. 186 Source: Lexis-Nexis/StateNet VA Signed into law 03/2000 P-12 Directs the Board of Education to schedule the administration of Standards of Learning assessments to be graded by computerized or other automated means to occur no earlier than 2 weeks before the end of the relevant course. Title: S.B. 318 Source: Lexis-Nexis/StateNet VA Signed into law 03/2000 P-12 Requires the Board of Education to make publicly available the Standards of Learning assessments in a timely manner and as soon as practicable following the administration of these tests, so long as this release does not compromise test security or deplete the bank of assessment questions necessary to construct subsequent tests. Title: H.B. 1019 Source: Lexis-Nexis/StateNet VA Signed into law 03/2000 P-12 Requires Board of Education to establish requirements to facilitate acceleration of students who are qualified under standard of learning assessment to sit for relevant test and to obtain credit, including verified credit upon achieving a passing score. Title: H.B. 1196 Source: Lexis-Nexis/StateNet GA Signed into law 03/2000 P-12 Mandates Criterion Reference Competency Tests (CRCT's) in grades 1-8. English, language arts, math and reading will be assessed in grades 1-8. Science and social studies will be added for grades 3-8. End-of-course tests in high school for core subject areas will be developed. Georgia shall participate in a norm-referenced test and the National Assessment of Educational Progress (NAEP). Georgia may also participate in any other national or international performance tests. (This might include Achieve and International TMSS.) A student's IEP may serve as the alternative assessment. The questions and answers for the end-of –course and criterion reference competency tests are to be released each year. Any possible funding for locally developed assessments is eliminated. The State Board of Education may grant waivers until FY 2003 to local school boards exempting those boards from administration of the state criterion-reference competency tests at any or all of the subject areas and grade levels for which the local school board implements locally developed criterion referenced competency tests based on the Quality Core Curriculum which increases expectations for student achievement beyond the state criterion reference competency tests. Title: H.B. 1187 Source: Georgia Department of Education GA Signed into law 03/2000 P-12 A student's IEP may serve as the alternative assessment. Title: H.B. 1187 Source: Georgia Department of Education VA Signed into law 02/2000 P-12 Requires the Board of Education to include, in the requirement for verified credits for the standard and advanced studies diplomas, a provision that allows students completing elective classes into which the Standards of Learning for any required course have been integrated to take the relevant Standards of Learning assessment for the relevant required course and receive, upon achieving a satisfactory score on the specific SOL test. Title: H.B. 489 Source: Lexis-Nexis/StateNet