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From the ECS State Policy Database 1994-2012

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Education Commission of the States • 700 Broadway, Suite 810 • Denver, CO 80203-3442 • 303.299.3600 • fax 303.296.8332 • www.ecs.org

The following summary includes policies ECS has tracked in this database since 1994. 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. To view the documents, click on the blue triangle next to the topic of interest. Please cite use of the database as: Education Commission of the States (ECS) State Policy Database, retrieved [date]. State Status/Date Level Summary 21st Century Skills Accountability Accountability--Accreditation Accountability--Measures/Indicators Accountability--Reporting Results Accountability--Rewards Accountability--Sanctions/Interventions Accountability--Sanctions/Interventions--Learnfare Accountability--Sanctions/Interventions--No Pass No Drive Accountability--Sanctions/Interventions--No Pass No Play Accountability--Sanctions/Interventions--Takeovers Accountability--School Improvement Adult Basic Education Assessment Assessment--Accommodations Assessment--College Entrance Exams Assessment--Computer Based Assessment--End-of-Course Assessment--Formative/Interim Assessment--High Stakes/Competency Assessment--Legal Issues Assessment--NAEP (NAEP Results and NAEP Organization) Assessment--Performance Based/Portfolio Assessment--Value Added At-Risk (incl. Dropout Prevention) At-Risk (incl. Dropout Prevention)--Alternative Education At-Risk (incl. Dropout Prevention)--Drugs/Alcohol Attendance Attendance--Compulsory Attendance--Statutory Ages (Upper and Lower) Attendance--Truancy Background Checks Bilingual/ESL Brain Research Business Involvement Career/Technical Education Career/Technical Education--Career Academies/Apprenticeship Cheating Choice of Schools Choice of Schools--Charter Schools Choice of Schools--Charter Schools--Charter Districts Choice of Schools--Charter Schools--Closings Choice of Schools--Charter Schools--Cyber Charters Choice of Schools--Charter Schools--Finance Choice of Schools--Charter Schools--Research Choice of Schools--Choice/Open Enrollment Choice of Schools--Choice/Open Enrollment--Research Choice of Schools--Innovation Schools Choice of Schools--Magnet or Specialized Schools Choice of Schools--Tax Credits Choice of Schools--Vouchers Choice of Schools--Vouchers--Privately Funded Civic Education Civic Education--Character Education Civic Education--Civic Knowledge and Literacy Civic Education--Curriculum/Standards Civic Education--Pledge of Allegiance Class Size Curriculum Curriculum--Alignment Curriculum--Arts Education Curriculum--Censorship Curriculum--Core Curriculum Curriculum--Drivers Education Curriculum--Environmental Education Curriculum--Excusal Curriculum--Family Living Education Curriculum--Financial Literacy/Economics Ed. Curriculum--Foreign Language/Sign Language Curriculum--Geography Education Curriculum--Health/Nutrition Education Curriculum--Home Economics Curriculum--International Education Curriculum--Language Arts Curriculum--Language Arts--Writing/Spelling Curriculum--Mathematics Curriculum--Multicultural Curriculum--Physical Education Curriculum--Science Curriculum--Sex Education Curriculum--Social Studies/History Curriculum--Speech Education Data-Driven Improvement Demographics Demographics--Condition of Children/Adults Demographics--Enrollments Desegregation Economic/Workforce Development Education Research Equity Federal Finance Finance--Adequacy/Core Cost Finance--Aid to Private Schools Finance--Bonds Finance--District Finance--Does Money Matter? Finance--Equity Finance--Facilities Finance--Federal Finance--Funding Formulas Finance--Litigation Finance--Local Foundations/Funds Finance--Lotteries Finance--Performance Funding Finance--Private Giving Finance--Resource Efficiency Finance--State Budgets/Expenditures Finance--Student Fees Finance--Taxes/Revenues Finance--Taxes/Revenues--Alternative Revenues Governance Governance--Deregulation/Waivers/Home Rule Governance--Ethics/Conflict of Interest Governance--Mandates Governance--Regional Entities Governance--School Boards Governance--School Boards--Training Governance--Site-Based Management Governance--State Boards/Chiefs/Agencies Health Health--Child Abuse Health--Mental Health Health--Nutrition Health--School Based Clinics or School Nurses Health--Suicide Prevention Health--Teen Pregnancy High School High School--Advanced Placement High School--College Readiness High School--Credit Recovery High School--Dropout Rates/Graduation Rates High School--Dual/Concurrent Enrollment High School--Early Colleges/Middle Colleges High School--Exit Exams High School--GED (General Education Development) High School--Graduation Requirements High School--International Baccalaureate Instructional Approaches Instructional Approaches--Constructivism Instructional Approaches--Grading Practices Instructional Approaches--Homeschooling Instructional Approaches--Homework/Study Skills Instructional Approaches--Official English Instructional Approaches--Problem Based Learning Instructional Approaches--Single-Sex Education Instructional Approaches--Time/Time on Task Instructional Approaches--Tracking/Ability Grouping Integrated Services/Full-Service Schools International Benchmarking Leadership Leadership--District Superintendent Leadership--District Superintendent--Compensation and Diversified Pay Leadership--Principal/School Leadership Leadership--Principal/School Leadership--Certification and Licensure Leadership--Principal/School Leadership--Compensation and Diversified Pay Leadership--Principal/School Leadership--Evaluation and Effectiveness Leadership--Principal/School Leadership--Induction Programs and Mentoring Leadership--Principal/School Leadership--Preparation Leadership--Principal/School Leadership--Preparation--Alternative Leadership--Principal/School Leadership--Professional Development Leadership--Principal/School Leadership--Recruitment and Retention Leadership--Principal/School Leadership--Tenure Middle School Minority/Diversity Issues Minority/Diversity Issues--African American Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian Minority/Diversity Issues--Hispanic No Child Left Behind No Child Left Behind--Adequate Yearly Progress No Child Left Behind--Assessment No Child Left Behind--Choice/Transfer No Child Left Behind--Consequences for Schools No Child Left Behind--Finance No Child Left Behind--Parent Involvement No Child Left Behind--Reauthorization Issues/Waivers No Child Left Behind--Report Cards No Child Left Behind--School Support No Child Left Behind--Special Populations No Child Left Behind--Supplemental Services Online Learning--Digital/Blended Learning Online Learning--Virtual Schools/Courses P-16 or P-20 P-3 P-3 Brain Development P-3 Child Care P-3 Content Standards and Assessment P-3 Data Systems P-3 Early Intervention (0-3) P-3 Ensuring Quality P-3 Evaluation/Economic Benefits P-3 Family Involvement P-3 Finance P-3 Governance P-3 Grades 1-3 P-3 Health and Mental Health P-3 Kindergarten P-3 Kindergarten--Full-Day Kindergarten P-3 Kindergarten--Full Day Kindergarten P-3 Preschool P-3 Public/Private Partnerships P-3 Special Ed./Inclusion P-3 Teaching Quality/Professional Development Parent/Family Parent/Family--Parent Rights Parent/Family--Research Partnerships--University/School Postsecondary Postsecondary Accountability Postsecondary Accountability--Accreditation Postsecondary Accountability--Diploma Mills Postsecondary Accountability--Licensing/Program Review and Approval Postsecondary Accountability--Student Learning Postsecondary Affordability Postsecondary Affordability--Financial Aid Postsecondary Affordability--Textbooks Postsecondary Affordability--Tuition/Fees Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants Postsecondary Faculty Postsecondary Faculty--Compensation Postsecondary Faculty--Intellectual Property Postsecondary Faculty--Teaching Assistants Postsecondary Faculty--Tenure Postsecondary Finance Postsecondary Finance--Efficiency/Performance-Based Funding Postsecondary Finance--Facilities Postsecondary Finance--Revenue and Expenditures Postsecondary Governance and Structures Postsecondary Governance and Structures--Administrative/Leadership Issues Postsecondary Governance and Structures--State Executives/State Agencies Postsecondary Institutions Postsecondary Institutions--Community/Technical Colleges Postsecondary Institutions--For-Profit/Proprietary Postsecondary Institutions--Four-Year Baccalaureate Postsecondary Institutions--HBCUs/Minority-Serving Institutions Postsecondary Institutions--Private/Independent Postsecondary Online Instruction Postsecondary Participation Postsecondary Participation--Access Postsecondary Participation--Admissions Requirements Postsecondary Participation--Affirmative Action Postsecondary Participation--Enrollments (Statistics) Postsecondary Participation--Outreach Postsecondary Students Postsecondary Students--Adults Postsecondary Students--Disabled Postsecondary Students--Foster Youth Postsecondary Students--Graduate/Professional Postsecondary Students--International Postsecondary Students--Low-Income Postsecondary Students--Military Postsecondary Students--Minority Postsecondary Success Postsecondary Success--Completion Postsecondary Success--Completion--Completion Rates (Statistics) Postsecondary Success--Developmental/Remediation Postsecondary Success--Retention/Persistence Postsecondary Success--Transfer/Articulation Private Schools Privatization Privatization--Education Management Agencies (EMOs) Proficiency-Based Approaches Promising Practices Promotion/Retention Public Attitudes Public Involvement Purposes of Public Education Reading/Literacy Reading/Literacy--Adult Literacy Religion Religion--Prayer/Meditation Religion--Scientific Creationism (Evolution) Rural Scheduling/School Calendar Scheduling/School Calendar--Day/Class Length Scheduling/School Calendar--Extended Day Programs Scheduling/School Calendar--Summer School Scheduling/School Calendar--Week Scheduling/School Calendar--Year Scheduling/School Calendar--Year Round School Climate/Culture School Safety School Safety--Bullying Prevention/Conflict Resolution School Safety--Code of Conduct CT Signed into law 07/2011 P-12 Sec. 16 - Requires boards of education to provide written notice to parents that unexcused absences could result in a complaint filed with the Superior Court. Sec. 18 - Requires the State Board of Education to define ''excused absence" and ''unexcused absence." http://www.cga.ct.gov/2011/ACT/Pa/pdf/2011PA-00136-R00HB-06499-PA.pdf Title: H.B. 6499 - Sec. 16, 18 Source: http://www.cga.ct.gov FL Signed into law 06/2011 P-12 Requires the district school board to include in the code of student conduct adopted by the board an explanation of the responsibilities of each student with regard to appropriate dress and respect for self and others and the role that appropriate dress and respect for self and others has on an orderly learning environment. http://laws.flrules.org/files/Ch_2011-103.pdf Title: S.B. 228 Source: http://laws.flrules.org NC Signed into law 06/2011 P-12 Clarifies the definitions of the following terms: alternative education services; corporal punishment; educational property; explusion; firearm; long-term suspension; parent; destructive device; principal; school official; school personnel; short-term suspension; substantial evidence; and superintendent. Requires local boards of education to adopt policies to govern the conduct of students and establish procedure to be followed by school officials in disciplining students. Details what such policies must include. Encourages school officials to use a full range of responses to violations of disciplinary rules, such as conferences, counseling, and peer mediation. Reasonable force - Provides that school personnel may use reasonable force to control behavior or to remove a person from the scene in those situations when necessary for any of the following reasons: (1) To correct students; (2) To quell a disturbance threatening injury to others; (3) To obtain possession of weapons or other dangerous objects on the person, or within the control, of a student; (4) For self-defense; (5) For the protection of persons or property; and (6) To maintain order on educational property, in the classroom, or at a school-related activity on or off educational property. Corporal punishment - Directs each school board to determine whether corporal punishment will be permitted in its district. Specifies what the policies adopted for the administration of corporal punishment must include. Requires each school board to report annually to the state board of education on the number of times that corporal punishment was administered. Suspension - Details when a principal has the authority to impose short- and long-term suspension on a student and what a student subject to short- and long-term suspension must be provided. Provides the procedures for imposing short- and long-term suspension. Alternative education services - Provides that students who are long-term suspended must be offered alternative education services unless the superintendent provides a significant or important reason for declining to offer such services. Details what constitues a significant or important reason for declining such services. 365-day supension for gun possession - Requires all local boards to develop and implement policies and procedures requiring suspension for 365 calendar days of any student who is determined to have brought or been in possession of a firearm or destructive device on educational property or to a school-sponsored event off educational property. Expulsion - Provides that upon recommentation of the superintendent, a board of education may expel any student 14 years of age or older whose continued presence in school constitutes a clear threat to the safety of other students or school staff. Provides the procedures for an expulsion. Allows students suspended for 365 days or expelled to, after 180 calendar days from the date of suspension or expulsion, request in writing readmission to the school district. http://www.ncga.state.nc.us/Sessions/2011/Bills/House/PDF/H736v7.pdf Title: H.B. 736 Source: http://www.ncga.state.nc.us LA Signed into law 06/2010 P-12 Each board shall conduct a review of the student code of conduct and amend such code as may be necessary to assure that the policy prohibiting the harassment, intimidation, and bullying of a student by another student specifically addresses the nature, extent, causes, and consequences of cyberbullying. http://www.legis.state.la.us/billdata/streamdocument.asp?did=722591 Title: H.B. 1458 Source: http://www.legis.state.la.us/ WA Adopted 05/2009 P-12 Revises the standards of conduct for students by repealing the existing conduct code and adopting a new chapter. Clarifies the EWU requirements for student conduct. Streamlines the hearing, disciplinary, and appeals processes. http://apps.leg.wa.gov/wac Title: WAC 172-120, -121-010, -020, -030, -040, -050, -060, -070, -080,-090, -100, -110, -120, -130, - 140, -200, -210 Source: http://apps.leg.wa.gov/wac LA Signed into law 06/2008 P-12 Beginning with the 2008-2009 school year, requires the governing authority of an elementary or secondary school to provide every student an orientation during the first five days of the school year regarding school disciplinary rules and student conduct. Provides that such orientation must also clearly communicate to students the rights afforded to teachers. http://www.legis.state.la.us/billdata/streamdocument.asp?did=495912 Title: H.B. 754 Source: www.legis.state.la.us GA Signed into law 05/2008 P-12 Provides that falsifying, misrepresenting, omitting, or erroneously reporting reports of instances of inappropriate behavior by a teacher, administrator or other school employee toward a student must be addressed in the student code of conduct. Directs the Professional Standards Commission to establish a process for students to follow in reporting instances of such behavior. Provides for notice of the process in student handbooks and in employee handbooks or policies. Provides that if through the state mandated process it is determined that a complaint against a teacher, administrator or other school employee is unsubstantiated, the local school system must, at the request of the aggrieved party, submit a written statement to that effect to all local print and television media outlets that published any articles or reported any news relating to such complaint against the teacher, administrator, or employee. Directs the Professional Standards Commission to coordinate a training program on educator sexual misconduct, and requires every local superintendent to ensure that all certified staff receive such training. Authorizes the staff of the Professional Standards Commission, without notification to the Professional Standards Commission, to immediately open an investigation submitted to the commission by a local school superintendent, with approval of the local board of education, of a complaint by a student against an educator alleging a sexual offense. Directs the Professional Standards Commission to have on staff a minimum of one investigator specifically trained in investigating educator sexual misconduct. Requires that the investigation of any complaint of sexual misconduct be completed in a maximum of 60 days. Provides that if the Professional Standards Commission´s review of the investigative report results in a sanction against the educator, the educator must have the right to appeal the commission decision to a hearing before an administrative law judge within 90 days of the sanction. http://www.legis.state.ga.us/legis/2007_08/pdf/hb1321.pdf Title: H.B. 1321 Source: www.legis.state.ga.us KY Signed into law 04/2008 P-12 Requires any school or local board employee who knows or has cause to believe that a student has been the victim of a violation of any felony offense committed by another student on school premises, on school-sponsored transportation, or at a school-sponsored event to immediately cause an oral or written report to be made to the principal of the victim's school. Requires the principal to notify the parents when the student is involved in a reported incident. Specifies information the principal must file with the local school board and the local law enforcement agency or the Department of Kentucky State Police or the county attorney within 48 hours of the original report, and requires the agency receiving the report to investigate the matter referred to it. Provides immunity for reports made in good faith. Requires districts to report and the statewide data collection system to include all incidents in which a student has been disciplined by the school for a serious incident, including the nature of the discipline, or charged criminally for specified offenses on school premises, on school-sponsored transportation or at school functions. Requires all data to be subject to the confidentiality provisions of the the state and federal Family Education Rights and Privacy Act (FERPA). Provides that parents must have the right to inspect or challenge personally identifiable student records as permitted under FERPA. Requires all data collected per these requirements on an individual student committing a reportable incident to be placed in the student's disciplinary record. Requires the department of education to provide the office of education accountability and the education assessment and accountability review subcommittee with an annual statistical report of the number and types of incidents of: (1) Violence and assault against school employees and students; (2) Possession of guns or other deadly weapons on school property or at school functions; (3) Possession or use of alcohol, prescription drugs, or controlled substances on school property or at school functions; and (4) All incidents in which a student has been disciplined by the school for a serious incident, including the nature of the discipline, or charged criminally for specified violations on school grounds, on school-sponsored transportation, or at school functions. Requires that the report include all monthly data and cumulative data for each reporting year. Prohibits the report from containing information personally identifying any student. Requires the department of education to distribute to all districts in every even-numbered year, beginning in 2008: (1) Statewide student discipline guidelines to ensure safe schools, including the definition of a serious incident for reporting purposes; (2) Recommendations designed to improve the learning environment and school climate, parental and community involvement in the schools, and student achievement; and (3) A model policy to implement reporting of student incidents, data collection, and harassment and intimidation provisions as required in this legislation. Requires each local board's code of acceptable student behavior and discipline to be updated at least every two years, with the first update being completed by November 30, 2008. Provides that each code must include: 1. Procedures for identifying, documenting, and reporting incidents of violations of the code and felony violations by any student against another student while on school premises, on school-sponsored transportation, or at a school-sponsored event 2. Procedures for investigating and responding to a complaint or a report of a violation of the code or of a felony incident on school grounds or at a school-sponsored event, including reporting incidents to the parents of the students involved 3. A strategy or method of protecting from retaliation a complainant or person reporting a violation of the code or a felony incident on school grounds or at a school-sponsored event 4. A process for informing students, parents, and school employees of the requirements of the code and enumerated other provisions, including training for school employees 5. Information regarding the consequences of violating the code specified reportable violations. Provides that a student is guilty of harassment when the student, with intent to intimidate, harass, annoy or alarm another person, and while on school premises, on school-sponsored transportation, or at a school-sponsored event: 1. Damages or commits a theft of the property of another student 2. Substantially disrupts the operation of the school 3. Creates a hostile environment by means of any gestures, written communications, oral statements, or physical acts that a reasonable person under the circumstances should know would cause another student to suffer fear of physical harm, intimidation, humiliation or embarrassment. Also provides that a student is guilty of "harassing communications" when, with intent to intimidate, harass, annoy, or alarm another person he or she communicates with or about another school student, anonymously or otherwise, by telephone, the Internet, telegraph, mail, or any other form of electronic or written communication in a manner which a reasonable person under the circumstances should know would cause the other student to suffer fear of physical harm, intimidation, humiliation or embarrassment, and which serves no purpose of legitimate communication. http://www.lrc.ky.gov/record/08RS/HB91/bill.doc Title: H.B. 91 Source: www.lrc.ky.gov UT Adopted 03/2008 P-12 Provides that all charter schools (and schools if district does not have districtwide plan) must develop a school-wide written model for prevention and intervention for student behavior management and discipline procedures for students who habitually disrupt school environments and processes (the "plan"). Requires plan to include: (1) written standards for student behavior expectations, including school and classroom management (2) effective instructional practices for teaching student expectations, including self-discipline, citizenship, civic skills and social skills (3) systematic methods for reinforcement of expected behaviors and uniform methods for correction of student behavior (4) uniform methods for at least annual school level data-based evaluations of efficiency and effectiveness. (5) an ongoing staff development program related to of student behavior expectations, effective instructional practices for teaching and reinforcing behavior expectations, effective intervention strategies, and effective strategies for evaluation of the efficiency and effectiveness of interventions. Adds parents to role groups for whom training in anti-bullying awareness and intervention strategies must be offered. Requires student assessments of the prevalence of bullying in schools to be conducted not just at the district level but also at the school and charter school level. Extends school staff who must receive anti-bullying awareness and intervention skills to include custodians, kitchen and lunchroom workers, and secretaries. Requires each plan to also provide direction to school districts for dealing with disruptive students. This part of the plan must: (1) direct schools to determine the range of behaviors and establish the continuum of administrative procedures that may be used by school personnel to address the behavior of habitually disruptive students (2) provide for identification, by position(s), of individual(s) designated to issue notices of disruptive student behavior (3) provide for documentation of disruptive student behavior prior to referral of disruptive students to juvenile court.   Directs districts, schools and charter schools to implement strategies and policies consistent with their plans, and to develop, use and monitor a continuum of intervention strategies--including teaching student behavior expectations, reinforcing student behavior expectations, re-teaching behavior expectations, followed by effective, evidence-based interventions matched to student needs prior to administrative referral--to assist students whose behavior repeatedly falls short of expectations. Provides that, as part of any suspension or expulsion process that results in court involvement, once a school district, school or charter school receives information from the courts that disruptive student behavior will result in court action, the school district, school or charter school must provide a formal written assessment of habitually disruptive students. Requires that assessment information be used to connect parents and students with supportive school and community resources. Requires districts, schools and charter schools to provide procedures for qualifying minors and their parents to participate in decisions regarding consequences for disruptive student behavior. Requires policies to provide for notice to parents and information about resources available to assist parents in resolving school-age minors' disruptive behavior. Requires policies to provide for notices of disruptive behavior to be issued by schools to qualifying minor(s) and parent(s) consistent with: (1) numbers of disruptions and timelines set in statute (2) school resources available (3) cooperation from the appropriate juvenile court in accessing student school records, including attendance, grades, behavioral reports and other available student school data. Requires policies to provide due process procedures for minors and parents to contest allegations and citations of disruptive student behavior. Directs the state office of education to develop, review regularly and provide to local school boards and charter school governing boards model policies to address disruptive student behavior and appropriate consequences. Title: R277-609 Source: www.rules.utah.gov MD Signed into law 05/2007 P-12 Requires the State Board of Education to adopt guidelines governing student discipline; requires local school systems to adopt rules and regulations and implement programs and activities governing student discipline that are consistent with the guidelines established by the State Board; makes stylistic changes. http://mlis.state.md.us/2007RS/bills/sb/sb0132t.pdf Title: S.B. 132 Source: Maryland Legislature UT Signed into law 03/2007 P-12 Clarifies that school discipline and conduct provisions relate to all public schools, including charter schools; provides that it is unlawful to engage in disruptive student behavior; provides for standards, procedures, and administrative penalties to address disruptive student behavior; provides for the issuance of a notice of disruptive student behavior, or a habitual disruptive student behavior citation; provides that a school-age minor who receives a habitual disruptive behavior citation is subject to the jurisdiction of the juvenile court. http://le.utah.gov/~2007/bills/hbillamd/hb0286s02.htm Title: H.B. 286 Source: http://www.le.state.ut.us/ VA Signed into law 03/2007 P-12 Provides for the phasing out of the eighth grade cumulative history test in the 2007-2008 school year, and the implementation of the United States History to 1877, United States History: 1877 to the Present, and Civics and Economics tests in the 2008-2009 school year; clarifies that a career and technical education course may be used as an option to fulfill credit requirements for graduation; adds effective classroom management to the listing of professional development programs to be provided to teachers and principals; emphasizes that student improvement efforts should focus particularly on educationally at-risk students; requires local school divisions to post a current copy of the school division policies, including the Student Conduct Policy, on the local division's website while ensuring that printed copies of such policies are available, as needed, to citizens who do not have Internet access; makes technical changes to standards 1, 3, 4, 5, 6, and 7 of the Standards of Quality. http://leg1.state.va.us/cgi-bin/legp504.exe?071+ful+SB795ER Title: S.B. 795 Source: http://legis.state.va.us/ CA Vetoed 09/2006 P-12 Requires the State Department of Education to develop a model antidiscrimination and antiharassment policy that prohibits such conduct based on specified characteristics, including, but not limited to, actual or perceived gender identity and sexual orientation, for school districts to adopt. Requires the department to post the model policy on its Internet Web site for school districts to download. Requires the district to publicize the policy and to take actions relating to awareness and prevention. Title: A.B. 606 Source: California Legislature GA Signed into law 05/2006 P-12 Defines 'clubs and organizations' and 'competitive interscholastic activity'. Requires local boards to include information regarding school clubs and organizations in the student code of conduct distributed annually at the beginning of each school year. Requires the form in the student code of conduct to include an area for a parent to decline permission for his or her student to participate in a club or organization designated by him or her. For clubs or organizations started during the school year, requires written permission from a parent or guardian prior to a student's participation. Requires the student code of conduct to encourage parents and guardians to inform their children on the consequences, including potential criminal penalties, of underage sexual conduct and crimes for which a minor can be tried as an adult. Clarifies that student codes of conduct should be distributed to all students at the beginning of each school year. Requires students and parents to provide written acknowledgment of receipt of student codes of conduct. Adds that a parent who does not acknowledge receipt of the student code of conduct is not absolved of any responsibility with respect to the information contained in the student code of conduct, and that student codes of conduct must be available in each school and classroom. http://www.legis.state.ga.us/legis/2005_06/pdf/sb413.pdf Title: S.B. 413 Section 4 - 7 Source: www.legis.state.ga.us NJ Rule Adoption 08/2005 P-12 Establishes and amends requirements for school district boards relating to development and implementation of school safety plans, cooperation with law enforcement on certain matters if they occur at school grounds and functions, development and implementation of a student code of conduct, establishment of intervention and referral services at schools, application and approval of alternative education programs, guidelines for placement in home or out-of-school instruction for general education students, and reporting allegations of child abuse or neglect. Title: NJAC 6A:16-1.2, 1.3, 1.4, 5.1, 5.2, 5.3, 5.5 thru 5.8, 6.1 thru 6.3,7.1, 7.2 thru 7.10, 8 thru 11 Source: Lexis-Nexis/StateNet ME Signed into law 06/2005 P-12 Defines unacceptable student behavior; as including, but not limited to, behavior that negatively affects a student's ability to perform academically or socially, such as: bullying, harassment, sexual harassment, quid pro quo sexual harassment, which is when the perpetrator forces the victim to perform a favor or assume some responsibility for the harassment; or hostile-environment sexual harassment, which is when the perpetrator's behavior affects the victim's ability to perform effectively in the school environment. Requires each district-wide student code of conduct to establish policies and procedures to address bullying, harassment and sexual harassment. http://www.mainelegislature.org/legis/bills/billtexts/LD056401-1.asp Title: LD 564 Source: State Net MS Signed into law 04/2004 P-12 Provides that local school boards shall adopt and make available a code of student conduct; deletes the repeal of a provision that recognizes the teacher as the authority in classroom matters. http://billstatus.ls.state.ms.us/documents/2004/html/HB/0600-0699/HB0665SG.htm Title: H.B. 665 Source: StateNet WV Adopted 12/2002 P-12 The purpose is to provide districts with a policy of student conduct that will ensure an orderly and safe environment that is conducive to learning. These regulations also require that public schools respond immediately and consistently to incidents of harassment, intimidation, bullying, substance abuse and/or violence or other Student Code of Conduct violations in a manner that effectively deters future incidents and affirms respect for individuals. These regulations require county boards to design and implement prevention and response programs, to outline investigatory and reporting procedures, and to delineate penalties for violations of this policy. The state board believes further that public schools should undertake proactive, preventive approaches to ensure a nurturing, orderly and safe school environment that fosters learning and personal-social development. Public schools must create, encourage, and maintain a safe, drug-free, and fear-free school environment in the classroom, on the playground, and at school-sponsored activities. Assuring such an educational environment requires a comprehensive program supported by everyone in the school organization, as well as parents/guardians, and the community. Any form of harassment, intimidation, bullying, substance abuse, violence, or other policy violation is unacceptable in West Virginia schools. WEST VIRGINIA REG 4204 (SN) Title: Title 126, Series 99 Source: StateNet DE Rule Adoption 11/2002 P-12 Amends regulation regarding school and police relations. Includes charter schools and alternative schools in the requirements of the regulation. Clarifies the list of school crimes that must be reported to the Department of Education. DELAWARE REG 1257 (SN) http://www.state.de.us/research/AdminCode/Education/Frame.htm Title: 14 DAC 601 Source: StateNet FL Signed into law 05/2002 P-12 Establishes legislative intent that 1) every K-12 public school student attend school throughout the school year and comply with the school's code of conduct; and 2) parents of every public K-12 student "comply with the school's reasonable and time-acceptable parental involvement requests." See bill section 114, page 318, line number 23 ff: http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf Title: S.B. 20E Source: www.leg.state.fl.us DE Signed into law 06/2000 P-12 Adds the Delaware State University Police Department to those covered under Delaware Law as an organized police department with the individual officers having police powers and protection under the Law Enforcement Officers Bill of Rights., DELAWARE BILL TRACKING STATENET ^ tempbillno: 10. 1999 Bill Tracking DE H.B. 526, SECOND YEAR OF THE 140TH GENERAL ASSEMBLY, HOUSE BILL 526, DATE-INTRO: MARCH 30, 2000, LAST-ACTION: JUNE 30, 2000 synopsis: Signed by GOVERNOR summary: Requires school districts to notify students and their parents or custodians of the provisions of the Delaware Code which prohibit falsely reporting bomb threats in schools; prohibits the destruction of school property and disturbing a school in session; establishes punishment for such offenses; requires that students and their parents be informed about the School Crimes Reporting Act. Title: H.B. 512 Source: Lexis-Nexis/StateNet DE Signed into law 06/2000 P-12 Requires school districts to notify students and their parents or custodians of the provisions of the Delaware Code which prohibit falsely reporting bomb threats in schools; prohibits the destruction of school property and disturbing a school in session; establishes punishment for such offenses; requires that students and their parents be informed about the School Crimes Reporting Act. Title: H.B. 526 Source: Lexis-Nexis/StateNet School Safety--Corporal Punishment School Safety--Disaster/Emergency Preparedness School Safety--Expulsion/Suspension School Safety--No Child Left Behind--Safe Schools School Safety--Sexual Harassment and Assault School Safety--Special Education School Safety--Uniforms/Dress Codes School/District Structure/Operations School/District Structure/Operations--District Consolidation/Deconsolidation School/District Structure/Operations--District Size School/District Structure/Operations--Facilities School/District Structure/Operations--Food Service School/District Structure/Operations--Libraries School/District Structure/Operations--Org. (K-3/K-8 etc.) School/District Structure/Operations--Personnel (Non-Teaching) School/District Structure/Operations--School Size School/District Structure/Operations--Shared Services School/District Structure/Operations--Staffing Ratios School/District Structure/Operations--Transportation Service-Learning Special Education Special Education--Federal Law/Regulations Special Education--Finance Special Education--Inclusion (Mainstreaming) Special Education--Placement Special Education--Transition Special Populations--Corrections Education Special Populations--Foster Care Special Populations--Gifted and Talented Special Populations--Homeless Education Special Populations--Immigrant Education Special Populations--Migrant Education Special Populations--Military Standards Standards--Common Core State Standards Standards--Implementation State Comparisons/Statistics State Longitudinal Data Systems State Policymaking State Policymaking--Ballot Questions State Policymaking--Constitutional Clauses State Policymaking--Politics State Policymaking--Task Forces/Commissions STEM Student Achievement Student Achievement--Closing the Achievement Gap Student Achievement--State Trends Student Supports Student Supports--Counseling/Guidance Student Supports--Mentoring/Tutoring Student Supports--Remediation Student Surveys Students Students--Athletics/Extracurricular Activities Students--Employment Students--Incentives Students--K-12 Exchange Students Students--Mobility Students--Records/Rights Teaching Quality Teaching Quality--Certification and Licensure Teaching Quality--Certification and Licensure--Alternative Teaching Quality--Certification and Licensure--Assignment Teaching Quality--Certification and Licensure--Highly Qualified Teachers Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. Teaching Quality--Certification and Licensure--Special Education Teaching Quality--Certification and Licensure--State Prof. Standards Bds. Teaching Quality--Certification and Licensure--Substitute Teachers Teaching Quality--Compensation and Diversified Pay Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits Teaching Quality--Evaluation and Effectiveness Teaching Quality--Induction Programs and Mentoring Teaching Quality--Paraprofessionals Teaching Quality--Preparation Teaching Quality--Professional Development Teaching Quality--Recruitment and Retention Teaching Quality--Recruitment and Retention--At-Risk Schools Teaching Quality--Recruitment and Retention--High-Needs Subjects Teaching Quality--Reduction in Force Teaching Quality--Teacher Attitudes Teaching Quality--Teacher Contracts (Not Tenure) Teaching Quality--Teacher Rights Teaching Quality--Tenure or Continuing Contract Teaching Quality--Unions/Collective Bargaining Teaching Quality--Unions/Collective Bargaining--Strikes Teaching Quality--Working Conditions Technology Technology--Computer Skills Technology--Devices/Software/Hardware Technology--Equitable Access Technology--Funding Issues Technology--Internet Safety Technology--Research/Evaluation Technology--Teacher/Faculty Training Textbooks and Open Source Urban Urban--Change/Improvements Urban--Governance Whole-School Reform Models Whole Child