From the ECS State Policy Database No Child Left Behind--School Support

This database is made possible by your state's fiscal support of the Education Commission of the States (ECS). Most entries are legislative, although rules/regulations and executive orders that make substantive changes are included. Every effort is made to collect the latest available version of policies; in some instances, recent changes might not be reflected. For expediency purposes minimal attention has been paid to style (capitalization, punctuation) and format. Please cite use of the database as: Education Commission of the States (ECS) State Policy Database, retrieved [date]. State Status/Date Level Summary LA Signed into law 06/2012 P-12 Section 1: Requires that the department establish a program of technical assistance for local public school systems (previous language offered assistance to parish and municipal school systems). Requires that technical assistance on teacher selection provide information and assistance in developing methods of selecting highly qualified teachers. Pages 1-2 of 9: http://legis.la.gov/billdata/streamdocument.asp?did=812415 Title: S.B. 494 - Technical Assistance to Districts Source: legis.la.gov LA Signed into law 06/2012 P-12 Provides relative to certain requirements for educational improvement plans. Removes certain requirements related to school improvement plans. Requires the department of education to provide trend data reports to the governing authority of each public school. Repeals provision relative to implementation of a school improvement pilot program. Bill text: http://legis.la.gov/billdata/streamdocument.asp?did=811599 More details on present law vs. proposed law in summary of engrossed version of S.B. 309: http://legis.la.gov/billdata/streamdocument.asp?did=788836 Title: S.B. 309 Source: legis.la.gov AL Signed into law 05/2012 P-12 From K-12 appropriations bill: Specifies that funds appropriated to the Governor's Local School and School System Academic and Financial Improvement Program are to be used for specified purposes, including to employ personnel under short-term contracts to provide direct assistance to placed in intervention for academic and/or financial reasons. Permits the state superintendent to use funds appropriated to the Governor's Local School and School System Academic and Financial Improvement Program to implement flexibility and innovation in rules and procedures to assist schools in need of academic and/or financial assistance as determined by the state superintendent. Provides these programs include, but are not limited to, after-school programs, character education programs, dropout prevention programs, summer programs, career technical youth programs, programs to improve reading, and/or math and/or science skills to increase grade-to-grade promotion, high school graduation and college preparedness, and other activities designed to assist at-risk students. Provides personnel employed or contracted by the department of education to assist at-risk schools must be on release status from their local boards of education and retain all benefits and tenure status unless they are given permanent employment in the state department of education. Pages 21-22 of 69: http://www.alsde.edu/general/SB0318_ENACTED.pdf Title: S.B. 318 - Use of Specified At-Risk Funds Source: www.alsde.edu NY Signed into law 03/2012 P-12 Part A, Section 2: Requires a district that submitted a contract for excellence for the 2011-12 school year, unless all schools in the district are identified as in good standing, to submit a contract for excellence for the 2012-13 school year that must provide for the expenditure of an amount not less than the amount approved by the commissioner in the contract for excellence for the 2011-12 school year. Chapter 57: http://assembly.state.ny.us/leg/?default_fld=&bn=A09057&term=&Summary=Y&Memo=Y&Text=Y#jump_to_Text Title: A.B. 9057 - Contract for Excellence Source: assembly.state.ny.us NY Signed into law 03/2011 P-12 Section 1: Provides that a district that submitted a contract for excellence for the 2009-10 school year, unless all schools in the district are in good standing, must submit a contract for excellence for the 2011-12 school year, which must provide for the expenditure of an amount based on a specified calculation. Provides that such amount must be expended either to support programs and activities approved in the 2009-10 school year, or to support new or expanded allowable activities. Section 2: Provides that a district that submitted a contract for excellence for the 2009-10 school year but did not fully expend all its 2009-10 foundation aid subject to the contract for excellence restrictions may reallocate and expend such funds during the 2011-12 school year for allowable contract for excellence programs and activities as specified in statute, provided that such amount may not be counted more than once in determining any maintenance of effort. Chapter 58 http://assembly.state.ny.us/leg/?default_fld=&bn=S02808&Summary=Y&Memo=Y&Text=Y Title: S.B. 2808 - Part A, Sec. 1 and 2 Source: assembly.state.ny.us OK Signed by Governor 06/2010 P-12 Amends law to require each school district identified as in need of improvement for four years to submit a plan for compliance with this section to the State Department of Education, in a manner prescribed by the Department. Beginning December 31, 2010, and annually each year thereafter, requires the State Department of Education to submit a report of the district plans received to the members of the Senate and House Education Committees. http://webserver1.lsb.state.ok.us/2009-10bills/SB/SB1617_ENR.RTF Title: S.B. 1617 Source: http://webserver1.lsb.state.ok.us TN Signed into law 01/2010 P-12 Enacts the Tennessee First to the Top Act of 2010. From fiscal note: Authorizes the Commissioner of Education to move any public school or local education agency (LEA) into or out of a newly created "Achievement School District" (ASD) if the school is in the fifth year of improvement status or at any time a Title I school meets the U.S. Department of Education's definition of "persistently lowest achieving schools." Authorizes the Commissioner to contract with an individual, government entity, or nonprofit entity to manage the day-to-day operations of the ASD. The Administrator of the ASD may apply to the Commissioner for a waiver of any state board rule that hinders the ability of the school or LEA to meet adequate yearly progress (AYP) benchmarks. Authorizes the administrator of the ASD to determine whether any teacher previously assigned to a school in the ASD will have the option of continuing to teach at that school. Any teacher not retained in the ASD will remain an employee of the LEA, subject to provisions in current law for dismissal. Eliminates current law restriction on use of specific teacher's effect on the educational progress of students in formal personnel evaluations. Schools or LEAs will remain in the ASD until achieving AYP for three consecutive years, at which time they will transition back to their pre-ASD status. http://www.capitol.tn.gov/Bills/106/Fiscal/HB7010.pdf Title: S.B. 7005A - H.B. 7010A Source: http://www.capitol.tn.gov IA Signed into law 01/2010 P-12 Excerpts from the fiscal note: modifies Iowa Code to meet the requirements of the federal Race to the Top (RTTT) initiative. . . [e]nactment of the Bill will qualify school districts with persistently lowest achieving schools eligible to receive U.S. Department of Education School improvement grants. The Bill provides the following: • Eliminates the repeal of Iowa's Charter School legislation. Under current law, Code Chapter 256F will be repealed July 1, 2011. • Eliminates the cap on the number of charter schools that may be authorized in the State. • Creates Innovation Zone schools consisting of two or more school districts and an area education agency with the goal of improving student learning. • Directs the Department of Education director to require persistently lowest-achieving schools to implement at least one of the interventions mandated by the U.S. Department of Education. Assumptions: If the State of Iowa is awarded a RTTT grant, the Department of Education would retain 50.0% of the award and the remaining 50.0% would be allocated to participating school districts. Any administration, implementation, and additional staff costs incurred by the Department as a result of the RTTT requirements would be funded with RTTT grant funds. Additionally, it is assumed that the Department would also cover school district staff training costs as a result of the RTTT initiative through RTTT grant funds. Fiscal Impact: No State General Fund impact is anticipated. If Iowa is awarded a Race to the Top grant, the estimated federal grant could total between $60.0 - $175.0 million between FY 2011 – FY 2014. If Iowa is awarded School Improvement grants for the persistently lowest achieving schools, the estimated grant could total approximately $18.0 million (maximum of $500,000 per eligible school). http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=BillInfo&Service=Billbook&ga=83&hbill=SF2033 Title: S.B. 2033 Source: http://coolice.legis.state.ia.us NY Adopted 12/2009 P-12 Amends rule to implement the No Child Left Behind differentiated accountability pilot program. One of the key components of this rule is the repeal of the current paragraph 100.2(p)(6), "School Requiring Academic Progress", and its replacement with a new paragraph 100.2(p)(6), "Differentiated Accountability for Schools," beginning with the 2009-10 school year. The new paragraph will: (1) Integrate federal and state accountability systems (2) Reduce the number of school accountability categories by eliminating dual Title I and non-Title I streams of improvement (3) Collapse identifications for improvement into three simplified accountability phases--Improvement, Corrective Action and Restructuring--based on the number of years a school failed to make adequate yearly progress (AYP) on an accountability performance criterion and/or accountability indicator (4) Further differentiate each phase into three categories of intervention: Basic, Focused and Comprehensive, based upon the number of accountability groups that failed to make AYP in an accountability performance criterion and/or accountability indicator for which a school has been identified (5) Determine a school's accountability designation for the 2009-2010 school year based upon the school's accountability status for the 2008-09 school year and the school's AYP for the 2007-08 and 2008-09 school years (6) Provide schools with diagnostic tools, planning strategies, and supports and interventions specific to that phase in the improvement process and the school's category of need (7) Allow for differentiation in the accountability process, permitting schools and districts to prepare and implement two-year school improvement/corrective action/restructuring plans that best match a school's designation (8) Better align the School Under Registration Review (SURR) and NCLB processes and ensure that schools with systemic and persistent failure fundamentally restructure or close (9) Maximize the state education department's limited resources and utilize the resources of the University of the State of New York (USNY) to assign School Quality Review Teams, Joint Intervention Teams, and Distinguished Educators to schools in improvement; strengthen the capacity of districts to assist schools to improve (10) Empower parents by increasing combined participation in Public School Choice (PSC) and Supplemental Educational Services (SES) by providing for SES in the first year of a school's identification for improvement and PSC only after an identified school has failed to make AYP. In addition, Section 100.2p(10) is amended to set forth the action that is to be taken when a school has been designated as Improvement, Corrective Action or Restructuring and has been placed on registration review. More specifically, under the amended regulations, requires a school designated as Improvement (year 1) or Corrective Action (year 1) to modify its plan to meet the requirements of a restructuring plan for implementation no later than the beginning of the school year following the year identified for registration review. The amended regulations also provide that a school designated as Restructuring (advanced) may be warned of revocation of registration unless an acceptable plan for closure or phase out has been submitted. Also allows a school identified for registration review to be identified for phase out or closure if progress has not been demonstrated after two full academic years of implementing a restructuring plan. Adopted as published in the July 1, 2009 issue of the Register (pages 10-14 of 28): http://www.dos.state.ny.us/info/register/2009/jul1/pdfs/rules.pdf Title: Title 8 NYCRR 100.2(p), 120.2, 120.3, 120.4 Source: www.dos.state.ny.us IL Signed into law 07/2009 P-12 Creates, in accordance with the goals outlined in the federal American Recovery and Reinvestment Act of 2009, the Innovation, Intervention, and Restructuring Task Force to develop recommendations for the innovation, intervention, and restructuring of schools, including those that need comprehensive or focused intervention as defined by the state's proposal for participation in the No Child Left Behind differentiated accountability pilot project. Directs the task force to compile data, study and report on the following: (1) Ways in which the state can identify schools requiring more intensive intervention (2) Strategies for strengthening leadership at struggling schools and otherwise strengthening school district capacity to effectively implement reforms and ensure continuous improvement (3) Strategies that have been involved in successful turnaround efforts and a template for evaluating turnaround efforts (4) The autonomies, resources, and support that need to be available to achieve and maintain over time a successful turnaround (5) Mechanisms for model innovations to be captured and shared across the state (6) The amount of funding necessary to accomplish any and all strategies included in the task force's recommendation (7) The identification of any statutory or regulatory changes that would be necessary or helpful to promote successful innovation, intervention and restructuring. Requires the task force to compile relevant data in developing its recommendations, and to seek input from various specified stakeholders. Directs the task force to submit a comprehensive report to the governor, the general assembly and the state superintendent of education by December 31, 2009. http://www.ilga.gov/legislation/96/SB/PDF/09600SB2119lv.pdf Title: S.B. 2119 Source: www.ilga.gov/legislation OH Signed into law 07/2009 P-12 By December 31, 2010, directs the department of education, in consultation with the educator standards board, to develop a model peer assistance and review program, and to develop recommendations to expand the use of peer assistance and review programs throughout the state. Requires the department, in developing the model program, to review existing peer assistance and review programs in the state and consult with districts about the operation of those programs. Requires the model program to include: (1) Releasing experienced classroom teachers from instructional duties for up to 3 years to focus full-time on mentoring and evaluating new and underperforming veteran teachers through classroom observations and follow-up meetings (2) Professional development for new and underperforming teachers targeted at areas of instructional weakness (3) A committee comprised of representatives of teachers and the employer to review teacher evaluations and make recommendations regarding teachers' continued employment. Requires recommendations to include: (1) Identification of barriers to expansion of peer assistance and review programs, including financial constraints, labor-management relationships, and barriers unique to small districts (2) Legislative changes that would eliminate barriers to expansion of programs (3) Incentives to increase participation in the programs. Requires the department to provide copies of its model program and recommendations to the governor and specified legislative leaders. Also requires the department to make the model program and recommendations available to districts and to post them to the department Web site. Pages 2840-2841 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf Title: H.B. 1 - Section 265.70.50 Source: www.legislature.state.oh.us NV Signed into law 06/2009 P-12 Relates to public schools that are designated as demonstrating need for improvement; eliminates the requirement for the Department of Education to establish a support team for a school; requires a school district or charter school to conduct a comprehensive audit for a school designated as demonstrating need for improvement for 3 consecutive years, including an audit of the curriculum implemented at the school; requires the implementation of a restructuring plan under certain circumstances. Chapter 422 http://leg.state.nv.us/75th2009/Bills/SB/SB389_EN.pdf Title: S.B. 389 Source: http://www.leg.state.nv.us/ OK Signed into law 05/2009 P-12 Authorizes the Oklahoma Commission for Teacher Preparation to establish the Inner City Schools Rescue program; states purpose of the program; defines an inner city school; directs the Commission to take certain steps to fulfill the objectives of the program; provides for selection of teachers for the program; directs the Commission to promulgate rules. http://webserver1.lsb.state.ok.us/2009-10bills/HB/HB1837_ENR.RTF Title: H.B. 1837 Source: http://webserver1.lsb.state.ok.us OK Signed into law 05/2009 P-12 Requires schools identified as not making Adequate Yearly Progress to utilize school support team assistance; provides that the support team shall assist the school in incorporating strategies that will strengthen the core academic subjects and address specific academic issues, incorporating strategies to promote high quality professional development, and training teachers to analyze classroom and school-level data. http://webserver1.lsb.state.ok.us/2009-10HB/HB1461_int.rtf Title: H.B. 1461 Source: http://webserver1.lsb.state.ok.us WA Signed into law 04/2009 P-12 Section 501-507 relates to shared accountability for school and district improvement. Legislature recognizes that comprehensive education finance reform and increased investment of public resources necessary to implement that reform must be accompanied by a new mechanism for clearly defining the relationships and expectations for the state, school districts and schools. This will be accomplished through the development of a proactive, collaborative accountability system that focuses on a school improvement system that engages and serves the local school board, parents, students, staff in the school and districts and the community. Improvement system is to be based on progressive levels of support, with a goal of continuous improvement in student achievement and alignment with the federal system of accountability. It is the state's responsibility to provide schools and districts with the tools and resources necessary to improve student achievement. These tools include the necessary accounting and data reporting systems, assessment systems to monitor student achievement, and a system of general support, targeted assistance, recognition and, if necessary state intervention. Legislature has already charged the state board of education with developing criteria to identify schools and districts that are successful, in need of assistance and those where students persistently fail, as well as to identify a range of intervention strategies and a performance incentive system. State board is to develop an accountability index to identify schools and districts for recognition and for additional state support. Index is to be based on criteria that are fair, consistent and transparent. Performance is to be measured using multiple outcomes and indicators including, but not limited to, graduation rates and results from statewide assessments. Proposed system is to outline a process for addressing performance challenges that will include the following features: 1) an academic performance audit using peer review teams of educators that considers school and community factors in addition to other factors in developing recommended specific correction actions that should be undertaken to improve student learning; 2) a requirement for the local school board plan to develop and be responsible for implementation of corrective action plan taking into account the audit findings; and 3) monitoring of local district progress by the office of the superintendent of public instruction. Once the accountability index and state system of support is finalized, the superintendent of public instruction and the state board of education will seek approval from the U.S. Department of Education for use of the system in place of the federal accountability system under the No Child Left Behind Act. http://apps.leg.wa.gov/documents/billdocs/2009-10/Pdf/Bills/House%20Passed%20Legislature/2261-S.PL.pdf Title: H.B. 2261--Section 501-507, Accountability Source: http://apps.leg.wa.gov CA Vetoed 01/2009 P-12 Postsec. Relates to sufficient textbook requirements, county superintendent revenue limits, school district building maintenance funding, funding for school and community college districts, pupil retention block grants, charter school block grants, pupil oral health assessments, local agency program improvement under the No Child Left Behind program, the High Priority Schools Grant Program, funding for regional occupational centers and programs, school transportation funds, and local education agency budgets. Title: A.B. 4A Source: Lexis-Nexis/StateNet NY Adopted 07/2008 P-12 Adds new rules to establish criteria for determining the reasonable and necessary expenses to be paid by school districts to distinguished educators, and members of school quality review teams and joint intervention teams. Adopted as proposed in April 2, 2008 rules (pages 8-12 of 24): http://www.dos.state.ny.us/info/register/2008/apr2/pdfs/rules.pdf Title: Title 8 NYCRR Section 100.15 Source: Lexis-Nexis/StateNet 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 TN Signed into law 06/2008 P-12 Outlines procedures to be followed re: schools identified as in improvement. http://www.legislature.state.tn.us/bills/currentga/Chapter/PC1006.pdf Title: H.B. 4148 Source: http://www.legislature.state.tn.us/bills/currentga/Chapter/PC1006.pdf SC Signed into law 06/2008 P-12 For schools or districts designated as "at risk" (changed from "unsatisfactory), teacher specialists may be assigned to work across grade levels and subject areas. Such teachers will receive their salary and a supplement equal to 50% of the current southeastern average teacher salary. Specialists are limited to three years in one school unless exceptions are made. To recruit principal specialists, who will receive their salary and a supplement equal to 1.25 times the supplement amount calculated for teachers. They may be employed as a component of the technical assistance strategy for two years and may continue for a third year if requested by the local board, the external review team or the state board. Modifies other provisions related to technical assistance -- including allowing schools to use technical assistance funds to provide homework centers. http://www.scstatehouse.net/html-pages/house2.html or http://www.scstatehouse.net/sess117_2007-2008/prever/4662_20080529.doc Title: H.B. 4662 -- Amends Multiple Provisions Source: http://www.scstatehouse.net TX Signed into law 05/2007 P-12 A portion of this large bill establishes grants of up to $2.5 million per year to provide technical assistance and professional development activities for teachers and administrators. In addition, the bill requires the commissioner, from appropriated funds, to establish a mathematics instructional coaches' pilot program for middle schools, junior high schools, and high schools. The Texas Higher Education Coordinating Board (THECB) is required to establish and fund mathematics, science, and technology teacher preparation academies at institutions of higher education. http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB02237F.pdf Title: H.B. 2237 (Technical Assistance, Professional Development Provisions) Source: http://www.legis.state.tx.us NY Signed into law 04/2007 P-12 Adds new sections 211 (see separate record), 211-a, 211-b and 211-c to the education code. Section 211-a: Directs the regents, by the beginning of the 2008-2009 school year, to establish an interim, modified accountability system for schools and districts that is based on a growth model, using existing state assessments. Directs the regents to proceed with the development of an enhanced accountability system, with new or revised state assessments, based on an enhanced growth model that includes a value-added assessment model that employs a scale-score approach to measure growth of students at all levels. Directs the regents, by July 1, 2008, to establish targets for school and district improvement, based on performance on state assessments, graduation rates, and other indicators, such as student retention rates and college attendance and completion rates. Section 211-b: Directs the regents to expand the scope and improve the effectiveness of the schools under registration review (SURR) process in the 2007-2008 school year and thereafter, to ensure that all schools that meet the criteria for identification as SURR are identified as such. Provides that the goal of such expansion is to identify as SURR up to 5% of the schools in the state within four years, and to reorganize or restructure such schools as appropriate. Also directs the regents to develop a plan for increased support and possible intervention in schools in improvement, corrective action, or restructuring status or in SURR status. Directs the regents to establish a two-step process as follows: (1) The appointment by the commissioner of a school quality review team to assist any school in school improvement, corrective action, or restructuring status or in SURR status in developing and implementing a plan for the school. Provides that such team may also conduct resource and program and planning audits and examine the quality of curriculum, instructional plans, and teaching in the schools, the learning opportunities and support services available to students, and the organization and operations of the school. Requires the team, after such review, to provide diagnostic recommendations for school improvement, which may include administrative and operational improvements. (2) The appointment by the commissioner of a joint school intervention team, for schools in restructuring or SURR status that have failed to demonstrate progress as specified in their corrective action plan or comprehensive education plan. Provides that the team must include administrators and educators from the district or charter school, as well as any distinguished educator appointed to the district (see section 211-c). Provides the team must assist the district in developing, reviewing and recommending plans for reorganizing/reconfiguring such schools. Provides that in both steps of the process, the reasonable and necessary expenses incurred in the performance of the team's duties is to be a charge of the district or charter school that operates the school. Provides that a district that has been identified as requiring academic progress as defined in regulation, or includes one or more schools under registration review, in need of improvement, in corrective action or restructuring status must submit a district improvement plan to the commissioner for approval. Requires that, in formulating the district improvement plan, the district must consider redirecting resources in the identified schools to programs and activities included in the menu of options in section 211-d, subdivision 3. Requires that, if such options are not adopted in the district improvement plan, the district must provide the commissioner with an explanation of such decision, which the commissioner must consider in determining whether to approve the plan. Directs the commissioner to develop a plan for intervention in schools under restructuring or SURR status that fail to demonstrate progress on established performance measures and may be targeted for closure. Requires such plan to specify criteria for school closure and include processes to be followed, research-based options, and alternatives and strategies to reorganizing, restructuring or reconfiguring schools. Requires such plan to be developed with input from administrators, teachers and individuals identified as distinguished educators. Directs the regents to ensure that all districts include in any contract of employment with a superintendent, community superintendent or deputy, assistant, associate or other superintendent a provision that the superintendent is required to fully cooperate with any distinguished educator appointed by the commissioner. In the case of a charter school, the contract of employment with the principal or other chief school officer of the charter school must include this provision. Section 211-c: Directs the regents to establish a distinguished educator program that recognizes educational leaders who have agreed to assist in improving the performance of low-performing school districts. Provides that principals, superintendents and teachers, including retirees, under whose leadership schools have demonstrated consistent growth in academic performance and other individuals who have demonstrated educational expertise, including superior performance in the classroom, are eligible for designation as distinguished educators. Provides that employees of for-profit entities are not eligible for such recognition. Directs the commissioner to appoint, from the pool of distinguished educators established by the regents, distinguished educators who have expressed their willingness to assist low-performing districts in improving their academic performance. Directs the commissioner to appoint, to the extent practicable, distinguished educators to assist districts with comparable demographics to the schools or districts under the educator's leadership. Authorizes the commissioner to appoint a distinguished educator to a district when the district or a school has failed to make adequate yearly progress for four or more years and/or as a member of a joint school intervention team (as defined above). Requires the district to which a distinguished educator is appointed to cooperate fully with an appointed distinguished educator. Provides that an appointed distinguished educator must assess the learning environment of schools in the district, review or provide assistance in the development and implementation of any district improvement plan an/or any corrective action, restructuring or comprehensive plan of any school in the district to which the distinguished educator is assigned. Provides that the distinguished educator must either endorse without change or make recommendations for modifications to any such plan to the board of education, trustees or chancellor in New York City and the commissioner. Provides that, upon receipt of any recommendations for modification, the board, trustees or chancellor must either modify the plans accordingly or provide a written explanation to the commissioner of its reasons for not adopting such recommendations. Provides the commissioner must direct the district to modify the plans as recommended by the distinguished educator unless the commissioner finds the district's written explanation has compelling merit. Provides that appointed distinguished educators are to be ex-officio, nonvoting members of the board of education or trustees. Provides that in New York City, an appointed distinguished educator is to be an ex-officio, non-voting member of the community district education council or the city board, as applicable. Provides that reasonable and necessary expenses incurred by an appointed distinguished educator must be paid by the district. Provides that if an appointed distinguished educator is employed by a district or charter school, the board of education or trustees of the school district, New York City chancellor, or the charter school's board of trustees must grant reasonable leave requests and otherwise accommodate the distinguished educator's efforts, to the extent such efforts do not substantially interfere with the educator's performance of his/her regular duties. http://assembly.state.ny.us/leg/?bn=S02107&sh=t Title: S.B. 2107 - Part A, Section 1 Source: assembly.state.ny.us AR Signed into law 04/2007 P-12 Establishes the Human Services Workers in the Schools Program designed to help children and families by promoting the safety of children and strengthening of families, supporting the community's capacity to produce children who are healthy, children who are in supportive, nurturing, and healthy families, and children who succeed in school, and promoting the division's family preservation philosophy and family-centered practice. (Act No. 1050) ftp://www.arkleg.state.ar.us/bills/2007/Public/SB868.rtf Title: S.B. 868 Source: ftp://www.arkleg.state.ar.us/ TX Adopted 02/2007 P-12 House Bill 1, 79th Texas Legislature, Third Called Session, 2006, amended the TEC, Chapter 39, by adding §39.1322 requiring the commissioner of education to select and assign a technical assistance team (TAT) to a campus rated Academically Acceptable in the state accountability rating system if that campus would be rated Academically Unacceptable using the accountability standards for the subsequent year. The new rule will provide for the early identification of campuses at risk of not meeting higher state accountability standards required in the subsequent school year. Adopted new 19 TAC §97.1002 establishes provisions for identifying TAT campuses, including waiving the requirement to assign a TAT based on specific criteria. http://www.tea.state.tx.us/rules/commissioner/adopted/0207/97-1002-two.pdf Title: 19 TAC Chapter 97 (97-1002) Source: http://www.tea.state.tx.us IL Adopted 09/2006 P-12 Establishes rules regarding the K-3 class size reduction grant program, and a class size reduction pilot project. Specifies that eligible districts are only those in which one or more schools serving students in grades K-3 are in Academic Early Warning or Academic Watch status. Pages 265-272 of 405: http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue41.pdf Title: 23 IAC 565.10, .20, .30, .40, .50, .60, .110, .120, .130, .140, .150,.160 Source: Lexis-Nexis/StateNet LA Adopted 06/2006 P-12 Full text of language on pages 8-20 of 62: http://www.doa.louisiana.gov/osr/reg/0606/0606RUL.pdf Changes define/outline/clarify the following: --school performance score goals (page 8-10 of 62); --calculating the SPS (School Performance Scores) component (pp 11-12 of 62); --incentive points for a school in which a repeating 4th or 8th grade student scores at a higher achievement level on a LEAP test of math, English language arts, science or social studies than the previous spring (p of 62); --calculating a K-8 assessment index (pp 12-13 of 62); --calculating a 9-12 assessment index (p 13 of 62); --the state assessments in which students in grades 3-11 will participate in annually (p 13 of 62); --inclusion of schools (pp 13-14 of 62); --pairing/sharing of schools with insufficient test data (p 14 of 62); --growth targets (pp 14-15 of 62); --defining, determining a cohort for, documenting and calculating a graduation index (pp 15-16 of 62); --calculating a graduation rate (p 17 of 62); --subgroup component indicators and failing the subgroup component (pp 16-17 of 62); --safe harbor (pp 16-17 of 62); --levels of academic assistance (p 17 of 62); --levels of school improvement, entry into and exit from school improvement, school improvement requirements and state support at each level (pp 17-18 of 62); --recovery school district (p 19 of 62); --inclusion of alternative education students and option considerations (p 19 of 62); --valid data considerations and NRT/CRT data (pp 19-20 of 62); --attendance and dropout/exit data (p 20 of 62); --and subgroup component adequate yearly progress (p 20 of 62). Chapter 45, Disaster Consideration for School and District Accountability, is a proposed amendment designed to address the impacts of Hurricane Katrina and Rita and other disasters that may occur. Title: LAC 28:LXXXIII.Chapters 3, 4, 5, 6, 7, 14, 15, 17, 21, 24, 35, 41,43, and 45 Source: www.doa.louisiana.gov AZ Signed into law 05/2006 P-12 Relates to the Department of Education; concerns school accountability; regards schools failing to meet academic standards; establishes the failing school tutoring fund; provides that the department of education may use monies from the fund to purchase materials designed to assist students to meet academic standards and to achieve a passing score on the instrument to measure standards test in order to graduate from high school. http://www.azleg.gov/legtext/47leg/2r/bills/sb1381s.pdf Title: S.B. 1381 Source: Arizona Legislature GA Adopted 05/2006 P-12 Provides for the employment of an academic coach at a public school based on the teaching and learning needs identified in the school improvement plan for the 2006-07 school year. Title: GAC 160-1-4-.271 Source: Lexis-Nexis/StateNet FL Signed into law 05/2006 P-12 School boards must annually approve improvement plans for all schools that address student achievement goals and strategies based on state and school district proficiency standards. The plans must include an accurate, data-based analysis of student achievement and other school performance data. Beginning with plans approved for implementation in the 2007-2008 school year, each secondary school plan must include a redesign component based on the principles established in the High School Redesign Act. For each school in the district that earns a school grade of "C" or below, or is required to have a school improvement plan under No Child Left Behind, the school improvement plan shall, at a minimum, also include: 1. Professional development that supports enhanced and differentiated instructional strategies to improve teaching and learning. 2. Continuous use of disaggregated student achievement data to determine effectiveness of instructional strategies. 3. Ongoing informal and formal assessments to monitor individual student progress, including progress toward mastery of the Sunshine State Standards, and to redesign instruction if needed. 4. Alternative instructional delivery methods to support remediation, acceleration, and enrichment strategies. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006 Title: H.B. 7087 (Section 11) Source: Florida Legislature KY Signed into law 04/2006 P-12 Directs the Interim Joint Committee on Education to complete a study on how to effectively provide assistance to schools not meeting established goals for student achievement. Requires the study to be completed by October 15, 2006, with a written report, including findings and policy options, presented to the Legislative Research Commission by December 1, 2006. http://www.lrc.ky.gov/RECORD/06RS/HC214/bill.doc Title: H.C.R. 214 Source: www.lrc.ky.gov LA Adopted 04/2006 P-12 Establishes and expands upon procedures for identifying districts not making adequate yearly progress (AYP), in accordance with R.S. 17:10.1. http://www.doa.state.la.us/osr/reg/0604/0604RUL.pdf (starting page 1 of 106) Title: LAC 28:LXXXII.4301 and 4901-4911 Source: www.doa.state.la.us IL Adopted 11/2005 P-12 Makes changes in the accountability system for public schools. Changes the requirement for adequate yearly progress and the indicators that will be considered; the targets for each aspect of performance; the subgroups of students, their participation in state level assessments, and the treatment of their scores; and the academic early warning and watch status and the requirements for school and district improvement plans and restructuring plans. Section 1.10 Public School Accountability Framework Section 1.20 Operational Requirements Section 1.30 State Assessment Section 1.40 Adequate Yearly Progress Section 1.50 Calculation of Participation Rate Section 1.60 Subgroups of Students; Inclusion of Relevant Scores Section 1.70 Additional Indicators for Adequate Yearly Progress (high school dropout rates/graduation rates) Section 1.75: Student Information System Section 1.80: Academic Early Warning and Watch Status Section 1.85: School and District Improvement Plans; Restructuring Plans Section 1.90: Systems of Rewards and Recognition - The Illinois Honor Role Section 1.95 Appeals Procedure http://www.isbe.state.il.us/rules/archive/pdfs/oneark.pdf AGENCY CONTACT: Sally Vogl, Agency Rules Coordinator, State Board of Education, 100 N First St (W-475), Springfield, IL 62777, 217-782-5270 Title: 23 IAC 1.10, thru .70, .75, .80, .85, .90, .95, Source: www.isbe.state.il.us KY Adopted 11/2005 P-12 Establishes a local school district accountability program. Establishes eligibility for district rewards, and procedures for determining assistance and other consequences for local school districts. AGENCY CONTACT: Kevin Noland, Deputy Commissioner and General Counsel, Bureau of Operations and Support Services, Department of Education, 500 Mero St, 1 st, Capitol Plaza Tower, Frankfort, KY 40601, 502-564-4474, fax 502-564-9321 http://www.lrc.state.ky.us/kar/703/005/130.htm Title: 703 KAR 5:130 Source: www.lrc.state.ky.us, Lexis-Nexis/StateNet OR Signed into law 09/2005 P-12 Requires education service districts to provide regionalized core services to component school districts. The goals of these services are to: (a) Assist component school districts in meeting the requirements of state and federal law; (b) Improve student learning; (c) Enhance the quality of instruction provided to students; (d) Provide professional development to component school district employees; (e) Enable component school districts and the students who attend schools in those districts to have equitable access to resources; and (f) Maximize operational and fiscal efficiencies for component school districts. (2) The services must be provided according to a local service plan developed by the education service district and component school districts. Services goals must include Programs for children with special needs, including but not limited to special education services, services for at-risk students and professional development for employees who provide those services; technology support; school improvement services for component school districts; administrative and support services for component school districts; other services that an education service district is required to provide by state or federal law. (3) In addition to the services specified, a local service plan may include other services that are designed to meet regional needs. (4) A local service plan must also contain annual performance measures for the education service district. (5) A local service plan must: (a) Be adopted by the board of the education service district. (b) After being adopted, be approved on or before March 1 by resolution of two-thirds of the component school districts. Allows an education service district to provide entrepreneurial services and facilities to public and private entities and to school districts that are not component school districts of the education service district (on contract or under reimbursable conditions) under certain conditions. Allows for a pilot education service district. http://www.leg.state.or.us/05reg/measpdf/hb3100.dir/hb3184.en.pdf Title: H.B. 3184 Source: http://www.leg.state.or.us OK Emergency Rule Adoption 08/2005 P-12 Establishes the submission date for the Plan to the Board of Education for school districts with one or more school sites which are identified for school improvement. No later than three months after being identified as a school in need of school improvement districts shall submit to the State Board of Education the following plans. (1)    Comprehensive Local Education Plan required by 70 O.S. § 3-104.2. (2)    School Improvement Plan required by 70 O.S. § 5-117.4. (3)    Professional Development Plan required by 70 O.S. § 6-194. (4)    Capital Improvement Plan as required in 70 O.S. § 18-153. (5)    Reading Sufficiency Plan required by 70 O.S. § 1210.508C. Title: OAC 210:15-8-1, -2 Source: Oklahoma Secretary of State PA Signed into law 07/2005 P-12 Specified that a school district or school identified for warning, school improvement or corrective action is eligible for technical assistance from the Department of Education. Requires that, within 10 days of a request from the board of school directors of an eligible school district, the Department must provide technical assistance. This assistance must include, but not be limited to: (1) Assistance to analyze data from the state assessment system; (2) Assistance to identify and implement professional development and instructional strategies and methods to improve the academic performance of students in subject areas for which an academic performance target has been established and has not been met. (3) Assistance to analyze the school district's budget or parts thereof to enable the school district to more effectively allocate resources; (4) Identification, training and assignment of educational advisors to schools eligible for school improvement or corrective action. (5) Identification and implementation of professional development and instructional strategies and methods to improve the academic performance of students who are classified as students with disabilities, as limited English proficient students or as students who have been enrolled in a school district for less than two years. Requires the Department of Education to establish a clearinghouse of information related to specific strategies for improving the academic performance of students in eligible school districts. This clearinghouse is to include best practices, methods and instructional strategies based on scientific research, including, but not limited to: 1 (1) Parental involvement programs and policies. (2) Classroom instructional strategies. (3) Curriculum redesign. (4) School safety. (5) Tutoring programs. In order to fulfill its duties under this section, the Department of Education may, in consultation with a school district, assign personnel of the Department of Education or contract with outside providers to ensure that the requirements are met. http://www2.legis.state.pa.us/WU01/LI/BI/BT/2005/0/SB0147P0132.pdf Title: S.B. 147 Source: http://www2.legis.state.pa.us OK Signed into law 05/2005 P-12 Amends Section 3-118.1 to allow for performance reviews by the Office of Accountability. If the Office requests such a review, the Office of Accountability is to pay the full amount. If a districts requests a review, the Office bears 75% of the responsibility for the cost. Districts are to be selected for review by the Education Oversight Board contingent upon the availability of funding. Requires the Office of Accountability to engage in follow-up, outreach and technical assistance to help school districts and others understand, interpret, and apply the recommendations and best practices resulting from performance reviews. http://www2.lsb.state.ok.us/2005-06SB/sb982_enr.rtf Title: S.B. 982, Section 14 Source: http://www2.lsb.state.ok.us VA Signed into law 03/2005 P-12 Revises the Standards of Quality to require local school boards to (i) provide for data collection and analysis and to use such results in instructional program evaluation; (ii) implement any actions identified through the academic review of schools accredited with a warning; (iii) analyze and report annually the results of industry certification examinations; (iv) annually review their professional development programs; and (v) report compliance with the Standards of Quality annually to the Board of Education. In addition, the bill (i) increases from 10 to 17 the full-time equivalent instructional positions for each 1,000 students identified as having limited English proficiency; (ii) provides that teacher, administrator, and superintendent evaluations shall be consistent with the performance objectives included in the Guidelines for Uniform Performance Standards and Evaluation Criteria for Teachers, Administrators, and Superintendents developed by the Board of Education; (iii) replaces Board- and locally-adopted six-year statewide or divisionwide plans, as the case may be, (including those for educational technology) with "comprehensive" statewide or divisionwide plans; and (iv) replaces individual school six-year plans with "comprehensive" plans. Requires each local school board to annually review its professional development program for quality, effectiveness, participation by instructional personnel, and relevancy to the instructional needs of teachers and the academic achievement needs of the students in the school division. http://leg1.state.va.us/cgi-bin/legp504.exe?051+ful+CHAP0331 Title: S.B. 779, H.B. 1762 Source: http://leg1.state.va.us/ KY Signed into law 03/2005 P-12 Postsec. Requires colleges and universities to: (a) Utilize institution-wide resources to work with elementary and secondary educators and other entities to align curriculum content to ensure that students who achieve proficiency on standards established at the prekindergarten through secondary levels will require no remediation to successfully enter a postsecondary education program; (b) Provide quality undergraduate teacher preparation programs to ensure that those preparing to teach reading or mathematics at all grade levels have the necessary content knowledge, assessment and diagnostic skills, and teaching methodologies; (c) Deliver appropriate continuing education for teachers in reading and mathematics through institutes, graduate level courses, and other professional development activities that support a statewide agenda for improving student achievement in reading and mathematics; (d) Conduct or assist with research on best practices in assessment, intervention strategies, teaching methodologies, costs and effectiveness of instructional models, and other factors as appropriate to reading and mathematics; (e) Provide staff to consult and provide technical assistance to teachers, staff, and administrators at elementary, middle, and secondary school sites; (f) Assume active roles in the statewide initiatives referenced in Sections 2 and 5 of this Act; and (g) Develop written procedures for measuring the effectiveness of activities outlined in paragraphs (a) to (e) of this subsection. Declares an emergency. http://lrc.ky.gov/RECORD/05RS/HB93.htm Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc Title: H.B. 93 (Section 1, paragraph 7) Source: lrc.ky.gov KY Signed into law 03/2005 P-12 Mandates that the Kentucky Department of Education provide assistance to schools and teachers, including publicizing professional development opportunities, methods of measuring effective professional development, the availability of high quality instructional materials, and developmentally appropriate screening and diagnostic assessments of student competency in mathematics and reading. Also requires the department to provide access to samples of units of study, annotated student work, diagnostic instruments, and research findings, and give guidance on parental engagement. Also requires that the department conduct an annual review of the state grant programs it manages and make recommendations, when needed, to the Interim Joint Committee on Education for changes to statutory requirements that are necessary to gain a greater return on investment. Requires the department to provide administrative support and oversight to programs to train classroom coaches and mentors to help teachers with reading and mathematics instruction. Declares an emergency. http://lrc.ky.gov/RECORD/05RS/HB93.htm Fiscal note: http://lrc.ky.gov/RECORD/05RS/HB93/FN.doc Title: H.B. 93 (Section 1, paragraph 4) Source: lrc.ky.gov CA Signed into law 09/2004 P-12 Existing law requires the State Department of Education to establish a statewide system of school support that provides intensive and sustained support and technical assistance for school districts, county offices of education, and schools in need of improvement. Existing law requires the system to provide assistance by reviewing and analyzing all facets of a school's operation and by assisting the school in developing recommendations for improving pupil performance and school operations. This bill requires the review and analysis to include the recruitment, hiring, and retention of principals, teachers, and other staff, including vacancy issues and the roles and responsibilities of district and school management personnel. The bill would authorize the system to access the assistance of the Fiscal Crisis and Management Assistance Team to review district or school recruitment, hiring, and retention practices. The bill would require the system also to assist schools and districts in efforts to eliminate misassignments of certificated personnel. http://www.leginfo.ca.gov/pub/bill/asm/ab_3001-3050/ab_3001_bill_20040929_chaptered.pdf Title: A.B. 3001 (multiple provisions) Source: www.leginfo.ca.gov CA Signed into law 09/2004 P-12 Requires schools initially applying to participate in the High Priority Schools Grant Program on or after the 2004–05 fiscal year to include highly qualified teachers and appropriately credentialed teachers for English learners in the component on quality of staff in the school action plan. Specifies that the mandatory school action plan components on facilities, curriculum, instructional materials, and support services for those schools be on facilities in good repair, curriculum, sufficient instructional materials, and support services. Requires schools initially applying to participate in the High Priority Schools Grant Program on or after the 2004–05 fiscal year to measure the availability of instructional materials against a specified definition of ''sufficient instructional materials.'' http://www.leginfo.ca.gov/pub/bill/sen/sb_0501-0550/sb_550_bill_20040929_chaptered.pdf Title: S.B. 550 (multiple provisions) Source: www.leginfo.ca.gov CA Signed into law 09/2004 P-12 Provides that a school participating in the High Priority Schools Grant Program that received a planning grant in the 2001-02 fiscal year is eligible to receive program funding in only the 2002-03, 2003-04 and 2004-05 fiscal years. http://www.leginfo.ca.gov/pub/bill/asm/ab_1951-2000/ab_1987_bill_20040924_chaptered.pdf Title: A.B. 1987 Source: StateNet CA Vetoed 09/2004 P-12 Provides that if a high school participating in either the High Priority Schools Grant Program or the Immediate Intervention/Underperforming Schools Program is reorganized into more than one high school, each of those high schools shall continue to receive a specified share of the funds that the former school would have received provided certain eligibility criteria are met, including compliance with specified program requirements. http://www.leginfo.ca.gov/pub/bill/asm/ab_1801-1850/ab_1841_bill_20040824_enrolled.html Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_1841_veto.pdf Title: A.B. 1841 Source: California Legislative Web site CA Signed into law 09/2004 P-12 Requires the state department of education to identify and notify local educational agencies that are in danger of being identified within three to four years as program improvement local educational agencies under the federal No Child Left Behind Act of 200. Requires the department to provide those local educational agencies with research-based criteria to conduct a voluntary self-assessment using department-provided materials and criteria based on current research. Requires the department to invite any local education agency at risk of being identified for program improvement within two years to participate in the Prevention of Local Education Agency Intervention Program, hereby created, which includes a self-assessment as well as follow-up procedures. Requires a local education agency identified for program improvement under NCLB to (1) conduct a self-assessment using the department-provided materials and criteria, (2) contract with a county office of education or another external entity for specified assistance, (3) expeditiously implement the LEA plan based on the self-assessment findings, and (4) contract with an external provider for technical assistance. Specifies possible sanctions against a local education agency identified for corrective action under NCLB and that did not accept a supplemental grant, as well as sanctions against a local education agency identified for corrective action under NCLB and that did accept a supplemental grant. Authorizes state superintendent to require a local education agency to contract with a district assistance and intervention team to aid a local educational agency. Provides additional funding to local educational agencies for schools identified as program improvement schools or potential program improvement schools under the federal No Child Left Behind Act of 2001, with certain requirements. http://www.leginfo.ca.gov/pub/bill/asm/ab_2051-2100/ab_2066_bill_20040918_chaptered.pdf Title: A.B. 2066 Source: www.leginfo.ca.gov IL Signed into law 08/2004 P-12 Requires the State Board of Education to implement and administer a student achievement improvement grant program to provide 2- year grants to school districts on the academic watch list and other school districts that have the lowest achieving students. Requires a school district to establish an accountability program in order to receive a grant. Requires a grant to be automatically renewed when achievement goals are met. http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0890 Title: S.B. 2360 Source: Illinois Legislative Web site IL Signed into law 07/2004 P-12 Creates a K-3 class size reduction grant program. Provides that only schools that are on the early academic warning list or academic watch list and that maintain grades K-3 are grant eligible. Limits use of the grant funds to operating and maintaining classes in grades K-3 with a class size within a specific grade of no more than 20 pupils. Proves that a school may use grant funds for teacher aides if the facilities are inadequate. http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0814 Title: S.B. 2135 Source: Illinois Legislative Web site RI Became law without GOVERNOR'S signature. 07/2004 P-12 Requires strategic plans to include scientific based mathematics, reading and writing instruction that is aligned with the board of regents reading policy. Title: H.B. 7298 Source: Rhode Island Legisative Web Site LA Signed into law 06/2004 P-12 Defines "academically in crisis" district and "academically unacceptable" school. Requires state superintendent to notify the state board, the president of the local board and the local superintendent when a district is found to be academically in crisis. Limits authority of notified local board. Gives notified local superintendent sole and exclusive authority for all other policy, operation and other matters. Limits notified local superintendent's contract to five years. Requires local superintendent, within 180 days of notification, to submit a report to the local board, state board and legislative auditor on the benefits of outsourcing all or some of the district's financial operations. Within 120 days of notification, local superintendent must develop a structured system improvement plan with specified content and submit the plan to the state board for approval. Upon approval of plan, the superintendent must report quarterly to the state and local boards on the progress of implementing the plan. Bars board of "academically in crisis" district from contracting or employing a superintendent or terminating the contract or employment of the incumbent superintendent unless by at least two-thirds vote of the board, and specifies that notified superintendent may receive no salary decrease while district is academically in crisis. Specifies method by which superintendent must be replaced in event of termination of notified superintendent. Requires notified local board to contract with an independent licensed certified public accountant to conduct an audit of the district finances and financial practices. The audit report must be submitted to the local board, the local superintendent and the legislative auditor. Specifies action to be taken following submission of audit report. Requires state superintendent to provide to academically in crisis district a team of distinguished educators to provide a team of distinguished educators to provide expertise, direction and support to the district. A district identified as academically in crisis must continue to be identified as such until student academic performance improves sufficiently to release the district from identification, and all audit findings are corrected. http://www.legis.state.la.us/leg_docs/04RS/CVT7/OUT/0000LRSN.PDF Title: H.B. 1659 Source: www.legis.state.la.us LA Signed into law 06/2004 P-12 Makes amendments to distinguished educators program, which provides for the identification and limited-term assignment of educators to work to improve low-performing schools. Sets June 1 annual selection deadline for selecting an active employee, requires local board to be notified in writing within seven days of educator's selection, limits number of certain persons serving as such to 10% of the total number of active employees of a district, and provides for return to service at the end of the employee's term of service as a distinguished educator. http://www.legis.state.la.us/leg_docs/04RS/CVT8/OUT/0000LRT1.PDF Title: H.B. 302 Source: StateNet VA Signed into law 04/2004 P-12 Authorizes local school boards to employ turnaround specialists to address conditions at a public school that may impede educational progress and effectiveness and academic success. The bill also authorizes local school boards to offer increased retirement benefits and compensation to turnaround specialists and licensed instructional personnel teaching in a subject matter in grades six, seven, or eight under a middle school critical shortage program adopted by the state board. Local school boards may offer such turnaround specialists or other administrative personnel incentives such as increased compensation, improved retirement benefits in accordance with Chapter 6.2 (§ 51.1-617 et seq.) of Title 51.1, increased deferred compensation in accordance with § 51.1-603, relocation expenses, bonuses, and other incentives as may be determined by the board. http://leg1.state.va.us/cgi-bin/legp504.exe?041+ful+CHAP0436 Title: H.B. 576 Source: http://leg1.state.va.us WV Signed into law 03/2004 P-12 Adds a new section related to providing for establishment of special five-year demonstration professional development school project. The intent of this section is to provide a special demonstration environment wherein the public schools included in the demonstration project may work in collaboration with higher education, community organizations and the state board to develop and implement strategies that may be replicated in other public schools with significant enrollments of disadvantaged, minority and under-achieving students to improve academic achievement. Title: H.B. 4669 Source: http://www.legis.state.wv.us WV Signed into law 03/2004 P-12 On-site review processes are to be conducted only at the specific direction of the state board upon its determination that the performance and progress of the school or school system are persistently below standard or other circumstances exist that warrant an on-site review (and have been below standard for three consecutive years). Includes early detection and intervention programs. Amends duties of the office of education performance audits. Provides that prior to declaring the position of principal vacant, the state board must make a determination that all other resources needed to correct the impairment are present at the school. http://129.71.164.29/Bill_Text_HTML/2004_SESSIONS/RS/House/H_BILLS/hb4001%20enr.htm Title: H.B. 4001 Source: West Virginia Legislative Web Site WA Signed into law 03/2004 P-12 The bill repeals RCW 28A.165 current law governing the Learning Assistance Program (LAP), and adds new sections re-establishing LAP. Section 6 creates a new LAP approval process based on the submission of an annual plan addressing all elements represented in Section 4 of the bill (Progam Plan). School districts that achieve reading and mathematics goals as prescribed in RCW 28A.655 (Academic Achievement and Accountability) will have their program approved upon submittal. Districts with one or more schools in a state or federal program of school improvement will have their plan and programs approved in conjunction with state or federal school improvement program requirements. Schools districts that are not achieving reading and mathematics goals and are not in state or federal school improvement programs shall be subject to LAP plan approval once plan components are reviewed by the Office of the Superintendent of Public Instruction (OSPI). The purpose of the review is to provide districts with technical assistance in the final development of the plan. This additional requirement to provide technical assistance will require additional resources to ensure that school districts receive an adequate level of support. Promotes the use of assessment data when developing programs to assist underachieving students; guides school districts in providing the most effective and efficient practices when implementing such programs; provides the means by which a district becomes eligible for learning assistance program funds and the distribution of those funds. http://www.leg.wa.gov/pub/billinfo/2003-04/Senate/5875-5899/5877-s_e.pdf Title: S.B. 5877 Source: http://www.leg.wa.gov WV Signed into law 03/2004 P-12 Requires the department to make available through its web site or the West Virginia education information system an electronic unified school improvement plan boilerplate designed for use by all schools to develop a unified school improvement plan which incorporates all required aspects and satisfies all improvement plan requirements of the No Child Left Behind Act. Each respective plan is to be a five-year plan that includes the mission and goals of the school or school system to improve student, school or school system performance and progress, as applicable. Plan must be revised when required to include each annual performance measure upon which the school or school system fails to meet the standard for performance and progress, the action to be taken to meet each measure, a separate time line and a date certain for meeting each measure, a cost estimate and, when applicable, the assistance to be provided by the department and other education agencies to improve student, school or school system performance and progress to meet the annual performance measure. Requires standards to include annual measures of student, school and school system performance and progress. Requires annual measures to be used for determining school accreditation and school system approval:1) The acquisition of student proficiencies as indicated by student performance and progress in grades 3-8, inclusive, and grade 11 measured by a uniform statewide assessment program. (2) school attendance rate of no less than 90% in attendance excluding student absences excused in accordance with the state board rule, and 3) high school graduation rate of no less than 85% determined from information on the West Virginia education information system on the fifteenth day of August. Title: H.B. 4001- Mult. Sections - School Improvement Source: WV Legislative Web Site AR Signed into law 01/2004 P-12 Adds Ark. Code § 6-15-1808, 6-15-2001. Requires the state department of education to development and provide technical assistance to school districts that are designated as Level 1 or Level 2. http://www.arkleg.state.ar.us/ftproot/bills/2003s2/public/SB33.pdf Title: S.B. 33 §§ 5, 8 Source: Arkansas Legislative Web site IL Amendatory veto by Governor - Bill Dead 11/2003 P-12 Amends the School Code. Requires the State Board of Education to implement and administer a student achievement improvement grant program to provide 2- year grants to school districts on the academic watch list and other school districts that have the lowest achieving students. Requires a school district to establish an accountability program in order to receive a grant. Requires a grant to be automatically renewed when achievement goals are met. http://www.legis.state.il.us/legislation/fulltext.asp?DocName=&SessionId=3&GA=93&DocTypeId=SB&DocNum=207 Title: S.B. 207 Source: Illinois Legislative Web site CA Signed into law 09/2003 P-12 Amends the Immediate Intervention/Underperforming Schools Program (IIUSP) to specify timelines for entering into a contract with a school assistance and intervention team and for adopting the team's recommendations. Specifies per pupil allocation of funds and support for teams from NCLB funds or from state funds appropriated for IIUSP program. Amends High Priority School Grant Program for Low Performing Schools to specify participation and funds requirements. http://www.leginfo.ca.gov/pub/bill/asm/ab_1251-1300/ab_1266_bill_20030929_chaptered.html Title: A.B. 1266 § 9 - 13 Source: California Legislative Web site OH Signed into law 08/2003 P-12 Creates the Ohio Accountability Task Force to study the state's accountability system (to make recommendations, periodically review fees for data analysis and reporting, periodically report to the department and state board, to examine the implementation of the value-added progress dimension and the reporting of performance data. Defines "graduation rate" as the ratio of students receiving a diploma to the number of students who entered ninth grade four years earlier. Students who transfer into the district are added to that calculation. Students who transfer out of the district for reasons other than dropout are subtracted from the calculation. Directs the Legislative Office of Education Oversight to conduct a study of each of the following: the academic achievement gap, (2) the provision of intervention services, (3) the Ohio Graduation Test performance of the Class of 2007, and (4) the progress of meeting the federal requirement of having only "highly qualified" teachers in core subject areas. Eliminates the requirement that certain state board rules be approved by the General Assembly prior to taking effect. Title: H.B. 3--Section 3302.01 Source: www.legislature.state.oh.us IL Signed into law 08/2003 P-12 Makes changes concerning school recognition standards for student performance and school improvement, recognition levels, rewards and acknowledgements for schools and school districts, academic warning and watch statuses for schools and districts, school and district improvement panels, state interventions, mandate waivers, technical assistance from the state board of education, and an appeals process. http://www.legis.state.il.us/legislation/billstatus.asp?DocNum=878&GAID=3&DocTypeID=SB&LegID=3731&SessionID=3 Title: S.B. 878 Source: Legislative Web site OH Signed into law 08/2003 P-12 Directs the department to establish a system of "intensive, ongoing support" for the improveoment of school districts and buildings. Eliminates the requirement that the department provide the Ohio SchoolNet Commission with an annotated bibliography of successful intervention practices. Title: H.B. 3 - School Support Source: Digest of Enactments 2003 CA Signed into law 07/2003 P-12 Designates low-performing schools as high-priority schools for purposes of the Academic Performance Index. http://www.leginfo.ca.gov/cgi-bin/postquery?bill_number=ab_96&sess=CUR&house=B&author=bermudez Title: A.B. 96 Source: California Legislative Web site NC Signed into law 07/2003 P-12 Duty to Assist Schools in Meeting Adequate Yearly Progress. - Requires the state board to: a. Identify which schools are meeting adequate yearly progress with subgroups as specified in the No Child Left Behind Act of 2001; b. Study the instructional, administrative, and fiscal practices and policies employed by the schools selected by the state board that are meeting adequate yearly progress specified in the No Child Left Behind Act of 2001; c. Create assistance models for each subgroup based on the practices and policies used in schools that are meeting adequate yearly progress. The schools of education at the constituent institutions of The University of North Carolina, in collaboration with the University of North Carolina Center for School Leadership Development, shall assist the state board in developing these models; and d. Offer technical assistance based on these assistance models to local school administrative units not meeting adequate yearly progress, giving priority to those local school administrative units with high concentrations of schools that are not meeting adequate yearly progress. Requires the state board to determine the number of local school administrative units that can be served effectively in the first two years. This technical assistance must include peer assistance and professional development by teachers, support personnel, and administrators in schools with subgroups that are meeting adequate yearly progress. http://www.ncga.state.nc.us/html2003/bills/AllVersions/House/H797vr.html Title: H.B. 797 Source: http://www.ncga.state.nc.us 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 MD Rule Adoption 06/2003 P-12 A. School Identified for Improvement. (1) Before the beginning of school year 2003-04 and annually by July 1 thereafter, each local school system shall identify for school improvement each elementary or secondary school that has not made AYP in reading, in mathematics, or as applicable, in the attendance rate or in the graduation rate for 2 consecutive years. (2) To insure that all students reach the State's proficient level in reading, mathematics, and science by 2013 -14, within 3 months or sooner after identification, each identified school shall develop a 2-year school improvement plan that: (a) Focuses on strengthening core academic subjects; (b) Incorporates strategies based on scientifically based research that will strengthen core academic subjects; (c) Includes funds for high quality professional development; and (d) Has specific measurable objectives for each student subgroup. (3) Each local school system within 45 days of receiving a plan shall: (a) Establish a peer review process to assist with review of the plan; (b) Promptly review the plan; (c) Work with the schools as necessary; and (d) Approve the school plan if the plan meets the requirements of all applicable federal and State laws and regulations. (4) The school improvement plan shall be implemented the school year following identification except for school year 2003-04 when the plan shall be implemented as soon as practicable during the 2003-04 school year. (5) Each local school system shall provide a school identified for improvement with technical assistance grounded in scientifically based research that includes the following: (a) Assistance in analyzing data from the State assessment system, and other examples of student work, to: (i) Identify and develop solutions to problems in instruction; (ii) Increase parental involvement; (iii) Improve professional development; and (iv) Implement the school plan; (b) Assistance in identifying and implementing professional development and instructional strategies and methods that have proved effective, through scientifically based research, in addressing the specific instructional issues that caused the local school system to identify the school for improvement; and (c) Assistance in analyzing and revising the school's budget so that the school allocates its resources more effectively to the activities most likely to increase student academic achievement and remove the school from school improvement status. B. School Identified for Corrective Action. (1) Before the beginning of school year 2003-04 and annually by July 1 thereafter, each local school system shall place a school in corrective action if a school has not made AYP in reading, in mathematics, or as applicable, in the attendance rate or in the graduation rate after 2 years or more under local reconstitution or after 2 years in school improvement. (2) For a school under corrective action, each local school system shall continue to provide technical assistance as required under §A(5) of this regulation and shall take at least one of the following corrective actions: (a) Replace the school staff who are relevant to the failure to make adequate yearly progress; (b) Institute and fully implement a new curriculum, including providing high qualify professional development for all staff who are relevant to the failure to make AYP, that is based on scientifically based research and offers substantial promise of improving educational achievement for low- achieving students and enabling the school to make AYP; (c) Significantly decrease management authority at the school level; (d) Appoint an outside expert to advise the school on its progress toward making AYP based on its school plan; (e) Extend the length of the school year or school day for the school; or (f) Restructure the internal organizational structure of the school. C. School Identified for Restructuring. (1) Before the beginning of school year 2003-04 and annually by July 1 thereafter, a local school system shall identify a school for restructuring if after 1 full year of corrective action the school does not make AYP in reading, in mathematics, or as applicable, in the attendance rate or in the graduation rate. (2) The local school system shall prepare a plan for alternative governance and implement the alternative governance arrangement not later than the beginning of the next school year. (3) One of the following alternative governance arrangements shall be implemented consistent with State law and as approved by the State Superintendent of Schools and the State Board: (a) Reopening the school as a public charter school consistent with the requirements of State law and regulation; (b) Replacing all or most of the school staff including the principal who are relevant to the failure to make AYP; (c) Entering into a contract with an entity, such as a private management company, with a demonstrated record of effectiveness, to operate the public school; or (d) Any other major restructuring of the school's governance arrangement that makes fundamental reform such as significant changes in the school's staffing and governance to improve academic achievement in the school and that has substantial promise of enabling the school to make AYP. D. General Requirements for School Improvement, Corrective Action, or Restructuring. (1) Before identifying a school for school improvement, corrective action, or restructuring, a local school system shall provide the school with an opportunity to review the school-level data, including academic assessment data, on which the proposed identification is based. (2) Supporting Evidence. (a) If the principal of a school that a local school system proposes to identify for school improvement, corrective action, or restructuring believes, or a majority of the parents of the students enrolled in the school believe, that the proposed identification is in error for statistically significant reasons, the principal may provide supporting evidence to the local school system. (b) The local school system shall consider the evidence referred to in §D(2)(a) of this regulation before making a final determination. (c) The local school system shall submit its final determination to the Department for its review and approval. (3) The local school system shall make public a final determination of the status of the school with respect to identification not later than 30 days after it provides the school with the opportunity to review the data on which the proposed identification is based. (4) Each local school system shall provide to parents of each student enrolled in a school identified for improvement, corrective action, or restructuring, notice and an explanation of what the identification means, the reasons for the identification, what the school is doing to address the problem of low achievement, how parents can become involved in addressing the academic issues, and any other information required by applicable federal or State law or regulation. (5) If a school makes AYP for 1 year or has extenuating circumstances beyond its control, such as an act of nature or an extraordinary fiscal constraint beyond its control, a local school system may delay for 1 year identification of a school for school improvement, corrective action, or restructuring; but no such period of delay shall be taken into account in determining the number of consecutive years of failure to make AYP . (6) If any school identified for school improvement, corrective action, or restructuring makes AYP for 2 consecutive years, the local school system may not subject the school to the requirements of school improvement, corrective action, restructuring or identify the school for school improvement for the succeeding year. (7) A school receiving funds under Title I of the No Child Left Behind Act must comply with all applicable State and federal requirements for schools identified for improvement, corrective action, and restructuring. (8) If the State Board determines that a local school system has failed to fulfill its responsibilities as set forth in this regulation, the State Board shall take appropriate corrective action, including withholding or redirection of State and federal funding. E. Schools Previously Identified for Improvement, Corrective Action, or Reconstitution. (1) A school in the first or second year of school improvement under Title I on January 8, 2002, shall be treated by the local school system as a school in the first or second year of school improvement for the 2002-03 school year. (2) A school in the first or second year under local reconstitution on January 8, 2002, that is not also a school under Title I, shall be treated as a school in the first or second year of school improvement for the 2002-03 school year. (3) A school in school improvement under Title I for 3 or more consecutive school years preceding January 8, 2002, shall be treated by the local school system as a school under corrective action for the 2002-03 school year. (4) A school under local reconstitution for 3 or more consecutive school years preceding January 8, 2002, that is not also a school under Title I, shall be treated by the local school system as a school under corrective action for the 2002-03 school year. (5) Any school that was in corrective action on January 8, 2002 shall be treated by the local school system as a school requiring restructuring for the 2003-04 school year. Title: COMAR 13A.01.04.07 Source: Westlaw MD Rule Adoption 06/2003 P-12 A. Local School System Improvement. (1) The State Board, upon the recommendation of the State Superintendent of Schools or upon its own motion, shall identify for improvement any local school system that for 2 consecutive years fails to make AYP in reading, in mathematics, or as applicable, in the attendance rate or in the graduation rate. (2) Before identifying a local school system for improvement, the State Board shall: (a) Provide the local school system with an opportunity to review the data on which the proposed identification is based; (b) Give the local school system an opportunity to provide supporting evidence if the system believes that the proposed identification is in error for statistically significant reasons; and (c) Make a final determination of the status of the local school system with respect to identification not later than 30 days after it provides the system with the opportunity to review the data on which the identification is based. (3) The State Board shall promptly provide parents of each student enrolled in the schools served by the local school system identified for improvement notice, the results of the review, the reasons for identification of the school system for improvement, and how parents can participate in upgrading the quality of the local school system. (4) Within 3 months of identification, the local school system shall revise applicable components of the school system master plan to: (a) Incorporate scientifically based research strategies that strengthen the core academic program in the schools in the system; (b) Identify actions that have the likelihood of improving student achievement to meet the State's proficiency standards; (c) Address professional development needs of staff in schools not making AYP; (d) Include specific measurable achievement goals and targets for each of the subgroups of students; (e) Address the fundamental teaching and learning needs in schools and specific academic problems of low-achieving schools; (f) Incorporate as appropriate activities before school, after school, during the summer, and during an extended school year; (g) Specify the responsibilities of the local school system under the plan; and (h) Include strategies to promote effective parental involvement in the school. (5) The local school system shall implement the plan not later than the school year following the year in which the school system was identified for improvement. (6) Technical Assistance. (a) The Department shall, if requested, provide technical assistance grounded in scientifically based research that better enables the local school system to develop and implement its plan and work with schools needing improvement. (b) The Department may use an entity to provide the technical assistance. B. Local School System Corrective Action. (1) The State Board, upon the recommendation of the State Superintendent of Schools or upon its own motion, shall identify a local school system for corrective action if a local school system does not make AYP in reading, in mathematics, or as applicable, in the attendance rate or in the graduation rate for 2 consecutive years after identification of the school system for school improvement. (2) Before identifying a local school system for corrective action, the State Board shall: (a) Provide the local school system with an opportunity to review the data on which the proposed identification is based; (b) Give the local school system an opportunity to provide supporting evidence if the system believes that the proposed identification is in error for statistically significant reasons; and (c) Make a final determination of the status of the local school system with respect to identification not later than 30 days after it provides the system with the opportunity to review the data on which the identification is based. (3) For a local school system identified for corrective action, the State Board and the State Superintendent of Schools shall continue to make available technical assistance and shall take at least one of the following corrective actions: (a) Defer, reduce, or redirect State and federal programmatic and administrative funds including per pupil funding; (b) Order the local school system to institute and fully implement a new curriculum aligned with the voluntary State curriculum that is based on State and local academic content and achievement standards, including high quality professional development based on scientifically based research; (c) Order the local school system to replace school principals and executive officers who are relevant to the failure to make AYP with qualified personnel approved by the State Board and the State Superintendent of Schools; (d) Remove particular schools from the direct control of the local school board and establish alternative arrangements for public governance and supervision of such schools; (e) Order a reorganization of the local school system as approved by the State Board and the State Superintendent of Schools that groups specified schools under the direct supervision of an executive officer approved by the State Superintendent of Schools who reports directly to the local school superintendent or chief executive officer; (f) Through court proceeding, appoint a receiver or trustee to administer the affairs of the local school system in place of the superintendent and school board; or (g) With legislative authorization, abolish or restructure the local school system. (4) The State Board shall publish and disseminate to parents and the public information on any corrective action the State Board takes. (5) The State Board may delay implementation of corrective action if a local school system makes AYP for 1 year or its failure to make AYP is due to exceptional circumstances such as acts of nature or an unforeseen decline in financial resources beyond the control of the local school system. A period of delay under this subsection may not be taken into account in determining the number of consecutive years of failure to make AYP. (6) If a local school system makes AYP for 2 consecutive years beginning after the date of identification, the State Board shall not identify the local school system for improvement or for corrective action for the succeeding school year. C. Hearings. (1) If the State Superintendent of Schools recommends that a local school system be placed under corrective action, the State Superintendent of Schools shall provide a written explanation of the basis for the recommendation. (2) Within 10 days of the date of the recommendation by the State Superintendent of Schools, the local board of education may file a written request for a hearing before the State Board. If a hearing is requested, the hearing shall be scheduled promptly. (3) The hearing shall proceed in the following manner: (a) The State Superintendent of Schools or designee shall describe the rationale for the recommendation and submit supporting documentation; (b) The local board of education through a designee shall present the board's position with respect to the recommendation and submit supporting documentation; (c) Members of the school community and parents of students in the school may file written comments regarding the recommendations; (d) The State Board may ask questions during each presentation; and (e) Counsel may be present and assist each board, but staff members shall make the presentations. (4) The State Board shall determine by a preponderance of the evidence if the State Superintendent of Schools has provided a sufficient and reasonable basis to support the State Superintendent's recommendation. D. Transition. (1) For the 2003-04 school year, the State Board shall identify for corrective action any local school system that as of January 8, 2002, has had 25 percent or more of its schools under local or State reconstitution for more than 3 school years. (2) For the 2003-04 school year, the State Board shall identify for improvement any local school system that as of September 1, 2003, has 25 percent or more of its schools newly identified for school improvement or corrective action. Title: COMAR 13A.01.04.08 Source: Westlaw TN Signed into law 06/2003 P-12 Under present law, a public school may be placed on notice or probation for failure to make adequate progress in meeting the rules, regulations, and performance standards of the state board of education. If a system or school on notice does not meet the standards for adequate yearly progress by the end of the first year of notice, the system or school may be placed on probation. This bill would allow the two school systems (whether city or county) with the greatest number of schools on notice or probation to establish an inner city educational enhancement pilot project upon advanced approval of the municipality's legislative body. Such project would provide after school programs at all or a significant portion of schools placed on notice or probation. Such project could also consist of before school, Saturday, and summer programs. The programs and services of such project would include, but not be limited, to: (1) Reading skills development and enhancement; (2) Math and science skills development and enhancement; (3) Computer literacy and skills development; (4) Tutoring and homework supervision and assistance; (5) Individual assessment and remedial instruction; (6) Academic mentoring; and (7) Life experiences and enrichment opportunities. Project programs and services would be primarily offered by qualified volunteers who are retired teachers, professors, law enforcement officers, armed forces veterans, or public employees. The municipality would be authorized to offer limited incentive grants to such volunteers. The receipt of such incentive grants would not affect, reduce, or in any way impair the volunteer's status or benefits under a retirement system of any state or local government. The department of education and the office of education accountability would monitor the efficiency and effectiveness of such project. Such entities would also file a joint report of findings and recommendations by January 15, 2004, with each member of the education oversight committee and the education committees of the senate and house. http://www.legislature.state.tn.us/bills/currentga/BILL/HB1665.pdf (H.B. 1665 prior to amendment stipulating two school systems (whether city or county) Title: H.B. 1665 Source: http://www.legislature.state.tn.us NV Signed into law 06/2003 P-12 The act sets forth the consequences for public schools and school districts that are designated as demonstrating need for improvement. Schools and school districts must be designated as "in need of improvement" on the basis of two consecutive years of data, and only data for pupils who have attended the school or the district for a full academic year may be included in the computations. District level technical assistance partnerships provide technical assistance for schools in need of improvement in the first two years, and the Nevada Department of Education must form state level support teams for the third and subsequent years of needing improvement. Under federal requirements, if schools receiving Title I funds continue to be classified as in need of improvement for five or more years, certain consequences are imposed that can include specified corrective actions and significant restructuring of the school. For non-Title I schools, the consequences of replacing the curriculum, decreasing management authority, or extending the school day or school year are optional, at the recommendation of the state school support teams. School districts that receive Title I funds and are classified as "in need of improvement" face similar sanctions. (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 Summary 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 Requires the state board to develop and implement in accordance with the Elementary and Secondary Education Act of 2001 (ESEA), P.L. No. 107-110, also known as the No Child Left Behind Act of 2001, an accountability system as provided for in 20 U.S.C., 6311 and any related federal regulations. The accountability system shall be implemented beginning with the 2002-2003 school year and shall be based on the Academic Performance Index data as established pursuant to Section 3-150 of this title and as modified to meet the mandates of the ESEA. 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 (Accountability Component) Source: http://www.lsb.state.ok.us WA Rule Adoption 04/2003 P-12 Establishes rules concerning performance improvement goals, specifying providing school districts and schools with minimum performance improvement goals and aligning these goals with goals required under the federal No Child Left Behind Act. WASHINGTON REG 21328 (SN) Title: WAC 3-20-100, -200, -300 Source: StateNet NC Adopted 10/2002 P-12 Establishes assistance teams to advise local school personnel and boards. Title: N/A Source: 16 NC ADC 6G.0307 CA Signed into law 09/2002 P-12 Requires the Department of Education to establish a statewide system of school support to provide intensive and sustained support and technical assistance for school districts and county offices of education with schools in need of improvement. Requires the department to allocate funding for purposes of corrective actions undertaken at schools in need of improvement. Establishes an advisory liaison team on the No Child Left Behind Act. Title: A.B. 312 Source: Lexis-Nexis/StateNet MA Signed into law 08/2002 P-12 Creates within department the office of language acquisition to aid the commissioner in overseeing creation of district English language learners programs, and to gather and disseminate to districts best practices in terms of programs and techniques for bringing limited English proficient students to English proficiency. Replaces references to "programs of transitional bilingual education" with those to "English language learners programs. Requires every district to annually file specified data with the state, such as the type(s) of English language learners program provided and the the number of students formerly enrolled as English language learners who enroll in postsecondary institutions. Requires state commissioner to annually publish both statewide and district-level data on English language learner programs and limited English proficient students. Requires candidates for provisional or standard teacher certification or recertification to have completed state board-required courses in second language acquisition. Districts are required to provide teachers with development in second language acquisition techniques, and professional development plans are to be filed annually with the state commissioner. Also requires state commissioner's annual plan for providing assistance to indicate both statewide and by district the types of development provided educators who work with limited English proficient students. Requires student performance plans to describe opportunities given by the school to ensure limited English proficient students' progress in meeting reading, writing, speaking and listening skills in English as well as opportunities given these students to meet academic standards and curriculum frameworks. Requires every district to determine annually by March 1 the number of limited English proficient K-12 students served by the district. Establishes requirements to be met by programs for English language learners as well as annual assessment of these students' proficiency in English oral comprehension, speaking, reading and writing. Requires that limited English proficient students be taught to the same academic standards and curriculum frameworks as all students and allows assessment of attainment of these standards and frameworks in a language other than English as long as the student is enrolled in an English language learners program. Permits students to remain in English language learners program for maximum of three years. Requires district development, with cooperation of student's parents, of English learning success plan for any limited English proficient student who does not make sufficient progress in attaining English proficiency after second year of enrollment in English language learners program. Requires that parents of limited English proficient student be notified in writing, both in English and the parents' primary language, of the English language learners program(s) in the district and of the existence of the district parent advisory council, with a recommendation of a specific program for the student and notification of their right to remove student from program, visit program, etc. Establishes in each district serving at least 50 students in English language learners program a parent advisory council comprised of parents of children enrolled in English language learners program in district. Each council must include at least one representative of every language group in which a program is conducted in the district. Establishes rights and duties of parent advisory councils, including right to meet at least once annually with the local school council. Permits nonresident students to attend a district's English language learners program(s.) Requires "limited English proficient students [to] participate fully with their English-speaking peers in those regular education classrooms, subjects, or activities in which verbalization in English is not essential to understanding" (i.e., physical education, art, music, etc.), and requires districts to ensure that limited English proficient students have the opportunity to participate fully in district's extracurricular offerings. Establishes requirements relating to certificates for teachers of bilingual education or English as a Second Language. Permits districts to establish full-time or part-time preschool, after-school or summer school programs English language learners programs, although these programs may not substitute for English language learners programs provided during the regular school year. Requires department to carry out an on-site visit at least once every three years to every school district with approved district English language learner plans, both to evaluate programs and to offer assistance in improving programs. Requires that any limited English proficient student who was unable to attain English proficiency prior to leaving high school be given access to English language and literacy skill instruction courses offered through the state adult basic education program. "[W]ithin five years of the effective date of this act, any foreign language classes required by the department [...] or by a school district shall be required for students in elementary schools and optional for students in high schools." http://www.state.ma.us/legis/bills/house/ht05010.htm Title: H.B. 5010 Source: www.state.ma.us CA Signed into law 05/2002 P-12 Relates to targeted instructional improvement grants. Authorizes a school district or multi- district consortium or collaborative to expend the voluntary integration program funds to continue operating a voluntary or court-ordered desegregation program before the Targeted Instructional Improvement Grant Program, including a court-ordered program that the district continues operating after the court order establishing the program is dissolved. Title: A.B. 1848 Source: Lexis-Nexis/StateNet OK Signed into law 05/2002 P-12 Relates to the Comprehensive Local School Plan; deletes certain review and submission requirements; modifies the adoption cycle for school improvement plans; relates to review of the adopted curriculum; modifies the review cycle of curriculum; requires a review cycle to coordinate with textbook adoption cycle. Title: H.B. 2341 Source: Lexis-Nexis/StateNet CA Signed into law 05/2002 P-12 Modifies 1999 Immediate Intervention/Underperforming Schools Program (IIUSP), which formerly required that every participating school district contract with an external evaluator for assistance in development of the school's action plan. Bill allows district to alternatively contract with an entity that has proven, successful expertise specific to the challenges inherent in low-performing schools, including institutions of higher education, county offices of education or school district personnel. Modifies High Priority Schools Grant Program for Low-Performing Schools to automatically approve school for participation upon school's completion of an action plan for participation in the federal program meeting certain requirements that plan for IIUSP participation must meet, and changes deadlines for submission and approval of school action plan during FY 01-02. Increases to $400 the amount of per-pupil money provided under the High Priority Schools Grant Program for Low Performing Schools. Specifies that High Priority Program school must assess pupils' progress with curriculum-based tests proven to be "valid and reliable." Mandates that already-required department study on sustainability of funding for low-performing schools include "(1) An objective rather than a comparative view of the necessity of sustaining supplemental funding over time to address the ongoing needs of low-performing pupils, and the impact of policies that only provide funding over a specified period of time. (2) A description of the ongoing needs of low-performing schools, as identified in needs assessments submitted pursuant to paragraph (3) of subdivision (a) of 52055.620 and the sources of funding schools used to meet these needs. (3) An analysis of the use of funds provided pursuant to this article and the effectiveness of that use in meeting the continued or changing needs of communities served by low-performing schools. This analysis shall include an evaluation of the growth in academic achievement realized by participating schools and the ability of those schools to sustain growth in academic achievement if funding is continued. (4) An assessment of whether local, state, and federal resources are likely to be sufficient to sustain all or some of the academic improvements made in low-performing schools after this state subsidy expires, taking into account prospects for the subsequent pupil population's incidence of poverty and low socioeconomic status." Requires every school district with any schools participating in High Priority Schools Grant Program to submit to state superintendent an analysis of the impact, costs and benefits of the program to the district and local participating schools. Requires the state superintendent to develop and the state board to approve guidelines for an RFP for an independent evaluator to create a multiyear comprehensive evaluation of the implementation, impact, costs and benefits of the program and to release the results of the report to the General Assembly, the Governor and other interested parties. Also specifies that average daily attendance funds are to be allocated to local education agencies and that child care and preschool programs whose average daily enrollment helps determine the allocation must be operated by local education agencies under contract with the Child Development Division of the State Department of Education. Bill modifies means of determining the average daily enrollment of children in preschool and child care programs. http://info.sen.ca.gov/pub/bill/sen/sb_0501-0550/sb_508_bill_20020516_chaptered.html Title: S.B. 508 Source: info.sen.ca.gov GA Signed into law 05/2002 P-12 Changes the method for calculating funding for certain after-school programs for students who have previously dropped out of school and students who have previously failed courses in a regular day time school; provides for related matters. http://www.legis.state.ga.us/Legis/2001_02/fulltext/sb384.htm Title: S.B. 384 Source: Lexis-Nexis/StateNet MD Signed into law 05/2002 P-12 Establishes the Principal Training Pilot Program; requires that the State Board of Education award incentive funding under the program to provide school principals with instruction and training in specified and optional areas; establishes eligibility requirements for applicants. Limits participation to 100 principals; requires every county superintendent to choose three principals to participate; requires state superintendent to select remaining 28 principals, giving highest priority to principals in local reconstitution schools. Requires state board to report on specified aspects of program to various legislative committees on or before June 30, 2004. Pilot program to end June 30, 2005. http://mlis.state.md.us/2002rs/bills/hb/hb0007e.rtf Title: H.B. 7 Source: mlis.state.md.us UT Signed into law 03/2002 P-12 Specifies the duties, powers, and membership of a school community council and establishes a process for the selection of council members. specifies the duties, powers, and membership of a school community council; consolidates the school plan to improve student reading achievement and the School LAND Trust plan; Each school community council is to annually evaluate the school's U-PASS test results and use the evaluations in developing a school improvement plan. Each school improvement plan mustl: (a) identify the school's most critical academic needs; (b) recommend a course of action to meet the identified needs; (c) list any programs, practices, materials, or equipment that the school will need to implement its action plan to have a direct impact on the instruction of students and result in measurable increased student performance; and (d) describe how the school intends to enhance or improve academic achievement, including how financial resources available to the school, such as School LAND Trust Program monies received will be used to enhance or improve academic achievement. The school improvement plan shall focus on the school's most critical academic needs but may include other actions to enhance or improve academic achievement and community environment for students. http://www.le.state.ut.us/~2002/bills/sbillenr/sb0167.htm Title: S.B. 167 Source: http://www.le.state.ut.us WV Signed into law 03/2002 P-12 The legislature finds that schools that have implemented programs to strengthen student learning ability are reporting statistically significant improvement in the statewide test scores in reading, language and math of students referred to the programs. Therefore, it is the intent of the Legislature through this section to establish a more formal method to fund programs that strengthen student learning ability. The state board is required to establish a program for strengthening student learning ability that includes the following: (1) A procedure for schools to apply for funds to implement programs to strengthen student learning ability in accordance with the provisions of this section; (2) Specific factors for determining the need for each school applying for funds in accordance with subsection (e) of this section; (3) A method for judging applications for funds on a competitive basis; and (4) A determination of the maximum percentage of total funds appropriated for the purposes of this section which may be distributed for use in grades six through twelve so that the priority for program implementation is at the prekindergarten and elementary levels. Proposed programs must include the following: (1) Assessment of the cognitive abilities of students; (2) Physical screening that identifies barriers to a student's ability to learn; (3) Development of a student-specific program to improve student learning ability based on the results of the assessment and physical screening; (4) Administration of learning development exercises that strengthen the ability of students to learn; and (5) An evaluation of the program's impact, including factors such as student test scores and other measures of student performance, the program's impact on special education referrals, program cost and other information considered important for judging the value of the program. Also includes an early childhood component. ftp://129.71.164.29/ftp-house02/HB4001-4100/ Title: H.B. 4022 Source: West Virginia state web site NM Vetoed 03/2002 P-12 Enacts to the Indian Education Act. Creates the "Indian education division" within the department of education to (A.) provide assistance to school districts and tribes to meet the educational needs of American Indian students; (B.) provide assistance to school districts and tribes in the planning, development, implementation and evaluation of curricula in native languages, culture and history designed for American Indian students; (C.) provide assistance to school districts and tribes to develop curricula and instructional materials in native languages, culture and history in conjunction and by contract with native language practitioners and tribal elders, unless the use of written language is expressly prohibited by the tribe; (D.) establish an advisory council; (E.) by January 2005, enter into agreements with each tribe or authorized tribal educational entity to share programmatic information and to coordinate technical assistance for public schools that serve American Indian students; (F.) seek funds to establish an Indian education office in the northwest corner of the state; (G.) require school districts to obtain a signature of approval by the tribal governments or tribal government designees residing within school district boundaries, verifying that the tribes agree to Indian policies and procedures pursuant to federal requirements; and (H.) seek funds to help increase the number of American Indian teachers and principals and providing continued professional development for teachers and principals serving American Indian students. Title: S.B. 198 Source: http://www.technet.nm.org/legislature CA Signed into law 10/2001 P-12 Chapter No.453, Relates to the After School Learning and Safe Neighborhoods Partnership Program. Establishes the Six-to-Six Before and After School Program to provide local before and after school enrichment programs. Permits such programs to operate for up to 30 hours per week without obtaining a license or special permit. Authorizes such programs to operate only with the authorization of the governing board of a school district. Title: A.B. 297 Source: Lexis-Nexis/StateNet CA Signed into law 10/2001 P-12 Establishes the High Priority Schools Grant Program for Low Performing Schools within the Public Schools Accountability Act. Requires a school that participates in the High Priority Schools Grant Program for Low Performing Schools that maintains kindergarten or any of grades 1 to 5 to jointly develop with parents, for all children enrolled at the schoolsite, a school-parent compact. Provides alternate sanctions to which a school is subject if it does not meet its growth target. Title: A.B. 961 Source: Lexis-Nexis/StateNet NM Vetoed 04/2001 P-12 Creates public school reading proficiency fund to help train teachers to teach reading and writing to students below grade level; sets up "enterprise centers" to provide fee-for-service assistance to districts; creates "probationary school intervention funds" for grants to probationary schools; requires colleges of education to form a consortium to develop criterion-referenced end-of-course tests for high schools (to be administered during 2002-03); makes appropriations for professional development days for teachers, teacher mentorship programs, etc.; appropriates dollars to summer programs, bilingual, art/music, full-day kindergarten; appropriates dollars to standards/assessment alignment, development of new assessments and early literacy interventions. Title: S.B. 307 Source: New Mexico Legislative Web Site