 |
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 |
| |
| 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 |
| |
| CA | Signed into law 09/2012 | P-12 | From bill summary: Requires each local education agency (LEA)'s educational liaison for foster children, if so designated by the LEA superintendent, to notify the attorney and the appropriate representative of the county child welfare agency for a foster child who may be suspended or expelled of (1) pending expulsion proceedings if the decision to recommend expulsion is a discretionary act, (2) pending proceedings to extend a suspension until an expulsion decision is rendered if the decision to recommend expulsion is a discretionary act, and, (3) if the foster child is an individual with exceptional needs, pending manifestation determinations. Authorizes the foster child's caregiver or other person holding the right to make educational decisions for the child to provide the contact information of the child's attorney to the child's school district when the child has been placed outside of the county of jurisdiction for the child.
Requires a superintendent or his/her designee, before determining whether a suspended foster child's presence at the school or in an alternative school placement would cause a danger to persons or property or a threat of disrupting the instructional process, to invite the pupil's attorney and the appropriate representative of the county child welfare agency to a meeting with the pupil's parent or guardian (a meeting required of all students before granting an extension of a student's suspension).
If an LEA has proposed a foster child with exceptional needs's change of placement due to an act for which a decision to recommend expulsion is at the principal or superintendent's discretion, requires the child's attorney and the appropriate representative of the county child welfare agency to be invited to participate in the individualized education program team meeting that makes a manifestation determination. Authorizes that invitation to be made using the most cost-effective method possible.
Requires a district governing board, if a decision to recommend expulsion of a foster child is a discretionary act, to provide notice of the hearing prior to the expulsion to the pupil's attorney and an appropriate representative of the county child welfare agency at least 10 calendar days before the date of the hearing. Authorizes a district governing board, if a recommendation of expulsion of a foster child is required, to provide the notice of the hearing to the pupil's attorney and an appropriate representative of the county child welfare agency at least 10 calendar days before the date of the hearing. Authorizes these notices to be made using the most cost-effective method possible.
Existing law requires a juvenile court to hold a detention hearing to determine whether a minor should be further detained when a minor has been taken into custody pursuant to specified provisions. This bill, at least once every year and if the list of educational liaisons is available on the state department of education website, (A) requires counsel appointed for a child who has been taken into custody and who is not represented by counsel, to provide his/her contact information to the educational liaison of each LEA serving counsel's foster child clients in the county of jurisdiction, and (B) if counsel is part of a firm or organization, authorizes the firm or organization to provide its contact information in lieu of contact information for the individual counsel. Authorizes the child's caregiver or other person holding the right to make educational decisions for the child to provide the contact information of the child's attorney to the child's LEA.
Authorizes a foster child's health and education records summary (which is required to be included in every foster child's case plan) to include the name and contact information for the educational liaison at the child's LEA.
Incorporates additional changes in Section 48853.5 of the Education Code, proposed by SB 1568 (http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1551-1600/sb_1568_bill_20120926_chaptered.pdf_, to be operative only if SB 1568 and this bill are both chaptered and become effective January 1, 2013, and this bill is chaptered last. Also incorporates changes in Sections 317 and 16010 of the Welfare and Institutions Code, proposed by AB 1712 (http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1701-1750/ab_1712_bill_20120911_enrolled.pdf), to be operative only if AB 1712 and this bill are both chaptered and become effective January 1, 2013, and this bill is chaptered last. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1901-1950/ab_1909_bill_20120930_chaptered.pdf
Title: A.B. 1909
Source: www.leginfo.ca.gov
| |
| WI | Signed into law 03/2012 | P-12 | Creates a new provision relating to the use of seclusion and physical restraint on pupils in public schools, including charter schools. Defines "covered individual" and limits use of seclusion or physical restraint to those individuals (teachers or student teachers). Sets standards for seclusion. Defines "physical restrain" and conditions under which it may apply. Requires parental notification as soon as practicable, but no later than one business day after the incident. Sets parameters around seclusion or physical restraint for a child with a disability. Requires training and sets parameters. Clarifies the actions that are NOT prohibited.
https://docs.legis.wisconsin.gov/2011/related/acts/125
Act Memo: https://docs.legis.wisconsin.gov/document/lcactmemos/2011/REG/SB353.pdf
Title: S.B. 353
Source: https://docs.legis.wisconsin.gov
| |
| MN | Signed into law 07/2011 | P-12 | Allows a school district to continue to use prone restraints with certain conditions until August 1, 2012. Requires the department to report back to the legislature on the use of prone restraints. (Article 3, Sec 1)
http://wdoc.house.leg.state.mn.us/leg/LS87/1/HF0026.0.pdf
Title: H.F. 26
Source: http://www.house.leg.state.mn.us/
| |
| LA | Signed into law 06/2011 | P-12 | Relates to the use of seclusion and physical restraint to address the behavior of students with exceptionalities. Provides definitions and clarifies under which circumstances seclusion and restraints can be used. If a student is involved in five incidents in a single school year involving the use of physical restraint or seclusion, the student's Individualized Education Plan team shall review and revise the student's behavior intervention plan. School boards must adopt written guidelines and procedures regarding: (a) Reporting requirements and follow-up procedures; (b) Notification requirements for school officials and a student's parent or other legal guardian; and (c) An explanation of the methods of physical restraint and the school employee training requirements relative to the use of restraint.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=760914
Title: S.B. 59
Source: http://www.legis.state.la.us
| |
| TN | Signed into law 06/2011 | P-12 | Requires isolation and restraint to be imposed by school personnel who have been certified for completing a behavior intervention training program or other school personnel when trained personnel are not immediately available. Deletes the definition of state-approved training program and adds the definition of behavior intervention training program for the purposes of isolation and restraint of special education students. Requires the records that local education agencies (LEAs) keep on incidents of isolation and restraint to contain whether the individual imposing the isolation and restraint has completed a behavior intervention training program. Requires LEAs, to the extent possible, to include behavior intervention training during any in-service days that an LEA uses to address the issues of prevention and intervention strategies for students in the area of behavioral and emotional issues. Requires school personnel who have completed a behavior intervention training program to be renewed periodically. Requires all schools to maintain records of isolation and restraint and to report bi-annually on these incidents to the LEA using existing data systems.
Requires LEAs to report annually to the state department on the use of isolation and restraint. Requires the Department to report this information to the State Advisory Council for Education of Students with Disabilities and this requires the Council to make recommendations to the State Board of Education (SBOE). Requires the SBOE to use the recommendations and other data or reports to establish policies to reduce or eliminate the use of isolation and restraint.
http://www.capitol.tn.gov/Bills/107/Bill/HB1336.pdf
Title: H.B. 1336
Source: http://www.capitol.tn.gov
| |
| NC | Signed into law 07/2010 | P-12 | Prohibits schools from administering corporal punishment on a student with a disability whose parent or guardian has stated in writing that corporal punishment will not be administered on that student. Requires schools to provide to the parents or guardians a form on which they can make such an election. Requires school districts to make an annual report to the state board of education on the number of times that corporal punishment was administered in their district. http://www.ncga.state.nc.us/Sessions/2009/Bills/House/PDF/H1682v5.pdf
Title: HB 1682
Source: http://www.ncga.state.nc.us
| |
| TN | Signed into law 05/2010 | P-12 | Allows any school resource officer who witnesses an offense by a student receiving special education to take the student into custody.
http://www.capitol.tn.gov/Bills/106/Bill/SB3583.pdf
Title: S.B. 3583
Source: http://www.capitol.tn.gov
| |
| CO | Adopted 12/2009 | P-12 | Outlines the procedures to be followed in the administration of restraint of students, staff training, documentation requirements, and the review of the use of restraint.
Restraints shall only be used in an emergency and with extreme caution and is limited to situations in which there is serious, probable and imminent threat of bodily harm by a student with the present ability to cause such harm. In all other situations less restrictive alternatives including, but not limited to, positive behavior supports, constructive, non-physical deescalation and re-structuring of the ehvironment shall be used. The rule also specifies the actions to be taken by school personnel.
http://www.sos.state.co.us/CCR/NumericalSubDocList.do?deptID=4&deptName=300 Department of Education&agencyID=109&agencyName=301 Colorado State Board of Education&ccrDocID=2052&ccrDocName=1 CCR 301-45 RULES FOR THE ADMINISTRATION OF THE PROTECTION OF PERSONS FROM RESTRAINT ACT
Title: 1 CCR 301-45
Source: http://www.sos.state.co.us
| |
| FL | Signed into law 06/2009 | P-12 | Relates to due process hearings for exceptional students; permits school personnel to consider any unique circumstances on a case-by-case basis when determining whether a change in placement is appropriate for a student who has a disability and violates a district school board's code of student conduct; provides for the removal and placement of such a student in an alternative educational setting if they carry a weapon, possess illegal drugs or inflicts injury upon another person at school or a school function; provides that the State Board of Education will comply with the Individuals with Disabilities Education Act (IDEA), as amended, and its implementing regulations after evaluating and determining that the IDEA and its regulations are consistent with certain principles. http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7089er.xml&DocumentType=Bill&BillNumber=7089&Session=2009
Title: H.B. 7089
Source: http://www.myfloridahouse.gov
| |
| CA | Vetoed 09/2008 | P-12 | Prohibits an educational provider from using chemical restraint, mechanical restraint, physical restraint, or seclusion, for the purpose of coercion, discipline, convenience, or retaliation by staff against a pupil. Provides certain exemptions. Relates to students with special needs and special education. Allows nonpublic, nonsectarian schools, and certain district-designation alternative programs to use seclusion under specified conditions. Requires safety plans to include restraint and seclusion rules.
Title: S.B. 1515
Source: http://www.assembly.ca.gov
| |
| TN | Signed into law 06/2008 | P-12 | Enacts the Special Education Isolation and Restraint Modernization and Positive Behavioral Supports Act; ensures that every student receiving special education services is free from unreasonable, unsafe and unwarranted uses of isolation and restraint; promotes, through staff training, positive behavioral supports that reduce dependence on those practices; ensures that teachers are properly trained to protect the student, teacher and others from physical harm, if isolation or restraint is necessary.
http://www.legislature.state.tn.us/bills/currentga/Chapter/PC1195.pdf
Title: S.B. 2609
Source: http://www.legislature.state.tn.us
| |
| GA | Adopted 12/2007 | P-12 | Revises rules regarding special education, including the rights of children and parents and assists educational agencies to provides for such and education.
Purpose for Exceptional Students Rules: http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.01.pdf
Free Appropriate Public Education http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.02.pdf
Child Find Procedures http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.03.pdf
Evaluations and Reevaluations http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.04.pdf
Eligibility Determination and Categories of Eligibility http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.05.pdf
Individualized Education Program http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.06.pdf
Least Restrictive Environment http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.07.pdf
Confidentiality of Personally Identifiable Information http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.08.pdf
Procedural Safeguards/Parent Rights http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.09.pdf
Discipline http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.10.pdf
Surrogate Parent http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.11.pdf
Dispute Resolution http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.12.pdf
Private Schools http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.13.pdf
Personnel, Facilities and Caseloads http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.14.pdf
Georgia Network for Educational and Therapeutic Support http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.15.pdf
Georgia Learning Resources System http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.16.pdf
Required Reports http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.17.pdf
Grants for Services http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.18.pdf
Services for Agency-Placed Students http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.19.pdf
Mandatory Pre-Determination of Local Education Agency's Inability to Provide Services to (a) Student(s) with Disability http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.20.pdf
Definitions http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-7-.21.pdf
Title: GAC 160-4-7
Source: Lexis-Nexis/StateNet
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| TN | Signed into law 07/2007 | P-12 | Requires the Department of Education's division of special education to collect data on and report to the Chairs of the House and Senate Education Committees the following information:
(1) The number of special education classes by local education agency;
(2) The number of special education students by local education agency;
(3) The number of special education teachers by local education agency;
(4) The number of special education aides by local education agency;
(5) The number and types of restraints and seclusion utilized over the twelve (12) months following this act's effective date by local education agency;
(6) The number of local education agencies that provide training in positive behavioral supports; and
(7) The number of local education agencies that provide training in the appropriate use of restraints and seclusion.
Establishes a study commission on methods of restraint employed on students who receive special education services to study this data and to make appropriate recommendations.
http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0575.pdf
Title: S.B. 1662
Source: http://www.legislature.state.tn.us/
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| IN | Signed into law 05/2007 | P-12 | Requires every school corporation police officer to complete training to enable the officer to appropriately deal with individuals with autism and Asperger's syndrome. Allows a governing body to adjourn its schools to allow teachers, school administrators, and paraprofessionals to participate in an inservice course on autism. Sunsets January 1, 2011.
http://www.in.gov/legislative/bills/2007/PDF/HE/HE1428.1.pdf
Title: H.B. 1428
Source: www.in.gov
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| NY | Adopted 12/2006 | P-12 | Establishes standards for behavioral interventions, including aprohibition on the use of aversive behavioral interventions; to provide for achild- specific exception to the prohibition on the use of aversiveinterventions; and to establish standards for programs using aversive behavioralinterventions. NEW YORK 18424
Title: Title 8 NYCRR sections 19.5, 200.1, 200.4, 200.7 and 200.22
Source: Lexis-Nexis/StateNet
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| NC | Signed into law 07/2005 | P-12 | Clarifies the permissible use of seclusion and restraint in public schools and to provide for training in management of student behavior.One section states that It is the policy of the State of North Carolina to:
(1) Promote safety and prevent harm to all students, staff, and visitors in the public schools.
(2) Treat all public school students with dignity and respect in the delivery of discipline, use of physical restraints or seclusion, and use of reasonable force as permitted by law.
(3) Provide school staff with clear guidelines about what constitutes use of reasonable force permissible in North Carolina public schools.
(4) Improve student achievement, attendance, promotion, and graduation rates by employing positive behavioral interventions to address student behavior in a positive and safe manner.
(5) Promote retention of valuable teachers and other school personnel by providing appropriate training in prescribed procedures, which address student behavior in a positive and safe manner.
http://www.ncga.state.nc.us/Sessions/2005/Bills/House/HTML/H1032v6.html
Title: H.B. 1032
Source: http://www.ncga.state.nc.us/
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| OR | Signed into law 07/2005 | P-12 | Adds interpreting services, social work services, and school nurse services designed to enable a child with a disability to receive a
free appropriate public education as described in the individualized education program of the child. Clarifies that "Related services" does not include a medical device that is surgically implanted or the replacement of a medical device that is surgically implanted. Requires districts to reevaluate each child with a disability in accordance with rules adopted by the State Board of Education and to ensure that an individualized education program is developed, reviewed and revised for each child with a disability. Amends hearing procedures. Allows districts to order a change in placement to an appropriate interim alternative educational setting for up to 45 school days without regard to whether the behavior is determined to be a manifestation of the childĒs disability because the child has inflicted serious bodily injury upon another person while at
school, on school premises or at a school function under the jurisdiction of the Department of Education or school district; and adds an additional reason: If school personnel order a change in placement to an interim alternative educational setting for more than 10 school days for a child with a disability who violates a code of student conduct and the behavior that gave rise to the violation is determined not to be a
manifestation of the childĒs disability. Allows school personnel to consider any unique circumstances on a case-by-case basis when determining whether to order a change in placement for a child with a disability who violates a code of student conduct. Amends membership of the State Interagency Coordinating Council. Prohibits personnel or teachers from requiring a child to obtain a prescription for a substance covered by the Controlled Substances Act, 21 U.S.C. 801 et seq., as a condition of attending school, receiving an evaluation to determine eligibility for early childhood special education or special education or receiving early childhood special education or special education services.
http://www.leg.state.or.us/05reg/measpdf/hb3100.dir/hb3168.en.pdf
Title: H.B. 3168
Source: http://www.leg.state.or.us
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| TX | Signed into law 06/2005 | P-12 | Adds a new section: Sec. 25.0341 and amends several other sections. Defines "bullying. Requires, on the request of a parent or other person with authority to act on behalf of a student who is a victim of bullying, the board or its designee to transfer the student to certain other educational settings. Requires the board or its designee to verify that a student has been a victim of bullying before transferring the student. Authorizes the board to consider past student behavior when identifying a bully. Provides that the determination by the board or its designee is final and is prohibited from being appealed. Provides that a school district is not required to provide transportation to a student who transfers to another campus. (g) Provides that Section 25.034 does not apply to a transfer under this section. Prohibits bullying, harassment, and making hit lists and requires districts to ensure that district employees enforce those prohibitions. Defines "harassment" and "hit list" (hit list: "Hit list" means a list of people targeted to be harmed, using: (A) a firearm, as defined by Section 46.01(3), Penal Code; (B) a knife, as defined by Section 46.01(7), Penal Code; or (C) any other object to be used with intent to cause bodily harm. Requires certain methods for management and discipline to provide that a student who is enrolled in a special education program is prohibited from being disciplined for certain prohibited conduct until an admission, review, and dismissal committee meeting has been held to review the conduct. Requires a discipline management program to provide for prevention of and education concerning unwanted physical or verbal aggression, sexual harassment, and other forms of bullying in school, on school grounds, and in school vehicles. http://www.capitol.state.tx.us/cgi-bin/tlo/textframe.cmd?LEG=79&SESS=R&CHAMBER=H&BILLTYPE=B&BILLSUFFIX=00283&VERSION=5&TYPE=B
Title: H.B. 283
Source: http://www.capitol.state.tx.us
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| TN | Signed into law 05/2005 | P-12 | Requires the department of education, in cooperation and consultation with the state board of education, shall conduct a study of the benefits of cognitive behavioral therapy for elementary and secondary public school students with persistent behavioral problems. The department of education is to report the findings and results of such study to the house and senate education committees no later than February 15, 2006. http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0346.pdf
Title: S.B. 1972
Source: http://www.legislature.state.tn.us/
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| MD | Rule Adoption 05/2003 | P-12 | Ensures State Regulations are in conformance with the Individuals with Disabilities Education Act (IDEA). Implements standards for student behavior intervention practices requiring local school systems and certain other institutions that receive certain State funding to comply with certain requirements and practices. Requires certain policies and procedures be set for compliance with standards for student behavior intervention practices. Makes technical amendments. MARYLAND REG 9412 (SN)
Title: COMAR 13A.05.01.13 thru .16; 13A.05.02.04, .05, .13; 13A.08.04.01 thru .06
Source: StateNet
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| TX | Signed into law 06/2001 | P-12 | Relates to school district disciplinary action against a student with a disability who receives special education services. Any disciplinary action regarding a student with a disability who receives special education services that would constitute a change in placement under federal law may be taken only after the student's admission, review, and dismissal committee conducts a manifestation determination review. Relates to the authority of a juvenile justice alternative education program to obtain a waiver regarding required days of operation.
Title: S.B. 189
Source: http://www.senate.state.tx.us/
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| KY | Signed into law 05/2001 | P-12 | Relates to exceptional children and youth; clarifies a change in educational placement occurs if, due to a suspension, an exceptional child is removed for more than 10 consecutive days during a school year or the child is subjected to a series of removals that constitute a pattern because of the number of days the child is being removed or other factors.
Title: S.B. 64
Source: Lexis-Nexis/StateNet
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| ME | Signed into law 05/2001 | P-12 | Resolve No. 9., (LD 22) Provides for legislative review of the regulations of the Department of Education governing timeout rooms, therapeutic restraints and aversives in public schools and approved private schools.
Title: H.B. 22
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 05/2001 | P-12 | Any disciplinary action regarding a student with disabilities that would constitute a change in placement under federal law may only occur after a manifestation determination review has been conducted by the student's admission, review, and dismissal committee. All disciplinary actions regarding a student with a
disability who receives special education services shall be determined in accordance with federal law and regulations, including the provision of functional behavioral assessments; positive behavioral interventions, strategies, and supports; behavioral intervention plans; and the manifestation determination review. A teacher in a disciplinary alternative education program who has a special education assignment must hold an appropriate certificate or permit for that assignment. Full text: http://www.ecs.org/html/offsite.asp?document=http://www.senate.state.tx.us/
Title: S.B. 1735
Source: http://www.senate.state.tx.us/
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