 |
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 |
| |
| CA | Signed into law 09/2012 | P-12 | From bill summary: Requires the state department of education, by January 1, 2014, to (1) review and analyze the criteria, policies, and practices that a sampling of districts that represent the geographic, socioeconomic, and demographic diversity of school districts in the state use to reclassify English learners and (2) recommend to the legislature and state board any guideline, regulatory, or statutory changes that the department determines are necessary to identify when English learners are prepared for the successful transition to classrooms and curricula that require English proficiency.
Requires the department, by January 1, 2014, to issue a report on its findings, research, analysis, recommendations, and best practices, and by January 1, 2017, to issue an updated report that reflects any changes in analysis and recommendations as a result of the adoption by the state board of the Common Core standards and related English language development standards. Makes implementation of these provisions contingent on an appropriation of federal or state funds or on the availability of private funding. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1101-1150/sb_1108_bill_20120921_chaptered.pdf
Title: S.B. 1108
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 09/2012 | P-12 | From bill summary: Authorizes the department, subject to state board approval, to make available to districts and charter schools a primary language assessment to allow assessment of pupils enrolled in a dual language immersion program who are either nonlimited English proficient or redesignated fluent English proficient. Requires that a district or charter school that chooses to administer the primary language assessment do so at its own expense, and enter into an agreement, subject to the approval of the department, with the state testing contractor. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1501-1550/ab_1521_bill_20120921_chaptered.pdf
Title: A.B. 1521
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 09/2012 | P-12 | From bill summary: Requires the department to recommend, and the state board to approve, evaluation criteria to guide the development and review of supplemental instructional materials for English learners. Requires the department to develop a list by March 1, 2014, of supplemental instructional materials for beginning through advanced levels of proficiency for use in grades K-8 that are aligned with the revised English language development standards. Requires content review experts, who are recommended by the department and approved by the state board, to review the supplemental instructional materials. Appropriates $500,000 in one-time federal Title I carryover funds from the Federal Trust Fund to the department for purposes of conducting this review. By June 30, 2014, requires the state board to approve or reject supplemental instructional materials. Authorizes the governing boards of school districts and county boards of education to approve supplemental instructional materials other than those approved by the state board if the governing board of a school district or county board of education performs specified reviews and determines that other supplemental instructional materials are aligned with the revised English language development standards and meet the needs of pupils of the district who are English learners.
Becomes operative contingent upon the enactment of AB 1246 of the 2011–12 Regular Session (which was enacted 9/27/12).
http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_1701-1750/ab_1719_bill_20120927_chaptered.pdf
Title: A.B. 1719 - Supplemental Instructional Materials for English Language Learners
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 09/2012 | P-12 | Defines "Long-term English learner" as an English learner in grades 6-12 who has been enrolled in schools in the U.S. for more than 6 years, has remained at the same English language proficiency level for 2 or more consecutive years as determined by the state English language development test, and scores "far below basic" or "below basic" on the state English language arts standards-based achievement test. Defines "English learner at risk of becoming a long-term English learner" as an English learner in grades 5-11 who has been enrolled in a U.S. school for 4 years, scores at the intermediate level or below on the state English language development test, and scores in the 4th year at the "below basic" or "far below basic" level on the state English language arts standards-based achievement test.
Directs the department of education to annually ascertain the number of pupils in each district and school, including a school in the jurisdiction of a county office of education and a charter school, who are, or are at risk of becoming, long-term English learners, and annually provide such information to districts and schools. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_2151-2200/ab_2193_bill_20120921_chaptered.pdf
Title: A.B. 2193
Source: www.leginfo.ca.gov
| |
| IL | Signed into law 08/2012 | P-12 | Provides that once established, each parent advisory committee for transitional bilingual education programs autonomously conduct its affairs, including the election of officers and the establishment of internal rules, guidelines, and procedures. Directs the state Advisory Council on Bilingual Education to submit a report to the state superintendent, governor, and general assembly by January 2013 on potential modifications to bilingual education programs to (1) be more flexible and achieve a higher success state among Hispanic students; (2) increase parental involvement, including the use of parent academies (and defines "parent academies"); (3) increase cultural competency through a cultural competency program among bilingual teaching staff (and defines "cultural competency program".). Also requires the report to address whether and how district bilingual parent advisory committees can be supported to increase parent opportunities to effectively express their views on the planning, operation, and evaluation of bilingual education programs. http://www.ilga.gov/legislation/97/HB/PDF/09700HB3819lv.pdf
Title: H.B. 3819
Source: www.ilga.gov
| |
| AK | Adopted 06/2012 | pre-K-12 | Repeals 6-tiered classification system for identifying or reclassifying limited English proficient (LEP) students in grades K-12. Replaces with simplified system allowing an LEP student to be reclassified as English proficient by either achieving a specified composite score on the English language proficiency assessment, or minimum score in each of the tested domains of reading, writing, speaking, and listening. http://www.eed.state.ak.us/regs/filed/4AAC_34.055%28d%29.pdf
Title: 4 AAC 34.055
Source: eed.state.ak.us
| |
| CA | Signed into law 06/2012 | P-12 | From section 56 of bill summary: Reduces by various amounts appropriations made for supplemental school counseling, special education, partnership academies, instructional support to help pupils pass the high school exit examination, English language tutoring to limited-English-proficient pupils, incentive grants to support the hiring of more K-8 physical education teachers, the Arts and Music Block Grant, certificated staff mentoring, and community colleges. Makes available for reappropriation the unencumbered balances of specified appropriations made in prior fiscal years for various educational purposes and would reappropriate $220,137,000 to the state department of education for apportionment for special education programs. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_1001-1050/sb_1016_bill_20120627_chaptered.pdf
Title: S.B. 1016 - Appropriations and Reappropriations
Source: www.leginfo.ca.gov
| |
| HI | Adopted 06/2012 | P-12 | Requests that the University of Hawaii, with the assistance of the department of education and other educational organizations as appropriate, review the state's funding for existing English as a Second Language and Hawaiian language programs offered in Hawaii and any disparities in funding for the state's two official languages. Requests that the University of Hawaii report its findings and recommendations, including
projected costs to address any disparities in funding, to the legislature no later than 20 days prior to the convening of the 2013 regular session. http://www.capitol.hawaii.gov/session2012/bills/SR43_SD1_.pdf
Title: S.R. 43
Source: www.capitol.hawaii.gov
| |
| HI | Adopted 06/2012 | P-12 | Requests that the University of Hawaii, with the assistance of the department of education and other educational organizations, as appropriate, review the state's funding for existing English as a Second
Language instruction and activities and Hawaiian language programs offered in Hawaii and any disparities in funding for the state's two official languages. Requests that the University of Hawaii report its findings and recommendations, including projected costs to address any disparities in funding, to the legislature no later than 20 days prior to the convening of the 2013 regular session. http://www.capitol.hawaii.gov/session2012/bills/SCR87_SD1_.pdf
Title: S.C.R. 87
Source: www.capitol.hawaii.gov
| |
| TX | Adopted 05/2012 | P-12 | Most changes are nonsubstantive changes that align rules with statute, update terminology, or move dual language immersion program sections/references to the same subchaper as sections relating to English language learners. However, the rulemaking also includes substantive changes:
Section 89.1220, Language Proficiency Assessment Committee: Permits a district to identify, exit, or place a student in a program without written approval from the student's parent or guardian under certain circumstances.
Section 89.1230, Eligible Students with Disabilities: Clarifies the requirements for serving students who are English language learners and who also qualify for special education services.
Section 89.1235, Facilities: References "facilities" instead of "schools" to address the use of newcomer centers. Also clarifies the limit on the amount of time a student may be housed at a newcomer center.
Section 89.1250, Required Summer School Programs: Clarifies eligibility for students to enroll in the summer school program.
89.1220, 89.1230, 89.1235, 89.1250 (cited above) and other non-substantive changes adopted as proposed in the March 16, 2012 Texas Register (pages 2-13 of 26): http://www.sos.state.tx.us/texreg/pdf/backview/0316/0316prop.pdf
89.1210 adopted as published in the May 25, 2012 Texas Register (pages 28, 30-32 of 85): http://www.sos.state.tx.us/texreg/pdf/backview/0525/0525adop.pdf
Title: 19 TAC 89.1201, 1203, 1205, 1207, 1210, 1215, 1220, 1225, 1227, 1228, 1230, 1233, 1235, 1240, 1245, 1250, 1265, 1267, 1269
Source: www.sos.state.tx.us
| |
| CA | Signed into law 10/2011 | P-12 | From bill summary: Makes a clarifying change to the provisions relating to the standards for English language development. Requires the superintendent of public instruction, in consultation with the state board, to update, revise and align the English language development standards adopted pursuant to existing law to the state board-approved academic content standards for English language arts. Requires the superintendent to convene a group of experts in English language instruction, curriculum and assessment to assist the superintendent in updating, revising and aligning the English language development standards, and requires the superintendent to present the updated, revised and aligned English language development standards to the state board by August 31, 2012. Further requires the state board to adopt, reject, or revise the standards presented by the Superintendent on or before September 30, 2012. Requires the superintendent and the state board to present to the governor and the appropriate policy and fiscal committees of the legislature a schedule and implementation plan for integrating the English language development standards adopted pursuant to this bill into the state public education system. Expresses the intent of the legislature that the state department of education consider the work of the group of experts when developing any new English language acquisition assessments. Requires the department to use certain federal funds to implement these provisions. Repeals these provisions on July 1, 2013. http://www.leginfo.ca.gov/pub/11-12/bill/asm/ab_0101-0150/ab_124_bill_20111008_chaptered.pdf
Title: A.B. 124
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 10/2011 | P-12 | From bill summary: Requires a school district to annually conduct the assessment of each English language learner's English language development during a period that commences on the day upon which 55% of the instructional year is completed through July 1 of that calendar year. Requires the assessment to be conducted upon a pupil's initial enrollment in order to provide information to be used to determine if the pupil is an English learner. Provides these changes will not be implemented unless and until the state department of education receives written documentation from the U.S. Department of Education that implementation is permitted by federal law or until the 2013–14 school year, whichever occurs later. Applies these provisions, to the extent required by federal law, to a county office of education and a charter school, thereby imposing a state-mandated local program. Prohibits a pupil in grades 3-12 from being required to retake those portions of the California English Language Development Test (CELDT) that measure English language skills for which he/she has previously tested as advanced within the appropriate grade span, as determined by the state department of education in accordance with specified law. Notwithstanding the above prohibition, prohibits a pupil in grades 10-12 from being required to retake those portions of the CELDT that measure English language skills for which he/she has previously tested as early advanced or advanced. Provides these prohibitions will not be implemented until the CELDT publisher's contract that is in effect on January 1, 2012, expires and unless and until the department receives written documentation from the U.S. Department of Education that implementation is permitted by federal law. http://www.leginfo.ca.gov/pub/11-12/bill/sen/sb_0751-0800/sb_753_bill_20111008_chaptered.pdf
Title: S.B. 753
Source: www.leginfo.ca.gov
| |
| IL | Adopted 10/2011 | P-12 | Amends certification requirements for administrators of transitional bilingual education program, to bring into compliance with other changes. Pages 715-719 of 764: http://www.cyberdriveillinois.com/departments/index/register/register_volume35_issue42.pdf
Title: 23 IL ADC 228.35
Source: www.cyberdriveillinois.com
| |
| IL | Adopted 10/2011 | P-12 | From administrative register: In 2006, the state board established for the first time requirements for administrators of bilingual education programs. These rules required such administrators to have the appropriate administrative certification and hold one of several endorsements or approvals required of bilingual education teachers, with the specific endorsement or approval dependent on whether the program offered was a transitional bilingual education program (TBE) or a transitional program of instruction (TPI). It has become clear that a significant number of districts have been unable to find individuals to serve in administrative positions who have the proper bilingual endorsement or approval. The previous requirements have been particularly troubling for school districts with transitional bilingual education programs, wherein instruction is provided to students in their native language while they are learning English. Under those requirements, an administrator of a TBE program was required to hold either the bilingual endorsement or approval or the English as a new language endorsement with a language designation. Both of these endorsements require passage of a language examination to demonstrate proficiency in a second language.
New Section 1.783 offers, as an alternative to obtaining an endorsement or approval, the option for an administrator to complete coursework specific to bilingual education. Pages 589 and 597-599: http://www.cyberdriveillinois.com/departments/index/register/register_volume35_issue42.pdf
Title: 23 IL ADC 1.705, 783
Source: www.cyberdriveillinois.com
| |
| IL | Signed into law 08/2011 | P-12 | By no later than December 1, 2011, directs the Advisory Council on Bilingual Education to submit a report to the state superintendent of education, the governor, and the general assembly addressing, at a minimum, (1) whether and how the 20 child per attendance center minimum should be modified; (2) whether and how educator certification requirements in legislation and applicable state board of education rules should be modified; (3) whether and how bilingual education requirements in legislation and applicable state board of education rules should be modified to address differences between elementary and secondary schools; and (4) whether and how to allow school districts to administer alternative bilingual education programs instead of transitional bilingual education programs. http://www.ilga.gov/legislation/publicacts/97/PDF/097-0305.pdf
Title: H.B. 3109
Source:
| |
| CT | Signed into law 07/2011 | P-12 | Sec. 1 - Establishes a task force to address the academic achievement gaps in Connecticut by considering effective approaches to closing the achievement gaps in elementary, middle and high schools. Requires the task force to submit a master plan to the General Assembly by July 1, 2012. Provides that the task force must terminate on January 1, 2020.
Sec. 2 - Establishes an Interagency Council for Ending the Achievement Gap (the council) to assist the achievement gap task force, in the development of the master plan to eliminate the academic achievement gaps in Connecticut, implement the provisions of the master plan, and, if necessary, make recommendations for legislation relating to the master plan to the joint standing committee of the General Assembly. Directs the council to submit annual progress reports on the implementation of the master plan to the General Assembly.
Sec. 3 - Permits local or regional boards of education for schools designated as low-achieving under state law to increase the number of school sessions each year and the number of school hours each day in order to improve student performance and remove the school from the list of low-achieving schools.
Sec. 4 - Provides that the summer reading program required in priority school districts must be offered to children enrolled in kindergarten who are determined by their school to be substantially deficient in reading based on measures established by the State Board of Education. Directs each priority school district to require the schools under its jurisdiction to assess the reading level of students enrolled in kindergarten at the end of the school year and in grades 1-3 at the beginning, middles and end of the school year (assessment was previously only required in grades 1-3 at the middle and end of the school year). Required individual reading plans must be monitored by school literacy teams that will consist of, but not be limited to, teachers, school reading specialists, internal or external reading consultants, the school principal and the provider of the additional instruction. Adds kindergarten to the grade range for which priority school districts may require students found substantially deficient in reading to attend summer school.
Sec. 5 - Permits the Commissioner of Education to identify schools to participate in a pilot study for the purposes of promoting best practices in early literacy and closing the academic achievement gaps.
Sec. 6 - Provides that the required statement of educational goals (which identify specific expectations for students in terms of skills, knowledge and competence) prepared by the board of education be annually established.
Sec. 7 - Requires, on and after July 1, 2011, any person applying for a certification in the endorsement area of elementary education to achieve a satisfactory evaluation on the appropriate State Board of Education approved mathematics assessment in order to be eligible for such elementary education endorsement.
Sec. 8 - Requires, not later than July 1, 2012, the Department of Education to approve and make available model curricula and frameworks in reading and mathematics for grades prekindergarten to grade four, inclusive, for use by boards of education for school districts or individual schools identified by the department as having academic achievement gaps.
Sec. 9 - Requires the Connecticut School Reform Resource Center (the Center) to provide a program of professional development activities for teachers to educate such students that includes research-based child development and reading instruction tools and practices. Requires the Center to develop strategies for assisting such students who are in danger of failing and develop culturally-relevant methods for educating students whose primary language is not English. http://www.cga.ct.gov/2011/ACT/PA/2011PA-00085-R00SB-00929-PA.htm
Title: S.B. 929
Source: http://www.cga.ct.gov
| |
| IL | Adopted 07/2011 | P-12 | Previously, "progress" in terms of English language proficiency was determined by the percentage of students whose scores on any of the four domains (listening, speaking, reading, and writing) on a given administration of the English language proficiency assessment increased by at least .5 of a proficiency level. New rulemaking requires that progress be determined on a composite English proficiency level, or, in the second administration of the English language proficiency assessment, the student achieved the maximum composite English proficiency level attainable on the assessment. Page 160-161 of 413: http://www.cyberdriveillinois.com/departments/index/register/register_volume35_issue30.pdf
Title: 23 IL ADC 1.30
Source: www.cyberdriveillinois.com
| |
| MN | Signed into law 07/2011 | P-12 | Requires the Department of Education to adopt English language proficiency standards for students identified as limited English proficient as statewide standards.
Requires the commissioner to adopt the most recent English language proficiency standards for English learners developed by World-Class Instructional Design and Assessment.(Article 2, Sec 46, Subds 1,2)
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/
| |
| AL | To governor 06/2011 | P-12
Postsec. | Specifies that verification of lawful presence in the U.S. must not be required for K-12 education. However, requires public schools to determine the citizenship and immigration status of their students, to compile data on students who are legally and illegally in the U.S. and submit such data to the state board of education. Requires the state board of education to submit an annual report to the legislature, providing data, aggregated by public school, regarding the numbers of U.S. citizens, lawfully present aliens, and of aliens believed to be unlawfully present in the U.S. enrolled at all K-12 public schools in this state. Requires that the report also:
--Provide the number of students in each category participating in English as a Second Language (ESL) programs enrolled at such schools.
--Analyze and identify the effects upon the quality of education provided to students who are U.S. citizens residing in Alabama that may have occurred, or are expected to occur, as a consequence of the enrollment of students who are illegal aliens.
--Analyze and itemize the fiscal costs to the state and political subdivisions thereof of providing instruction, computers, textbooks and other supplies, free or discounted school meals, and extracurricular activities to students who are illegal aliens.
Requires the state board to prepare and issue objective baseline criteria for identifying and assessing the other educational impacts on the quality of education provided to students who are U.S. citizens due to the enrollment of illegal aliens, in addition to the statistical data on citizenship and immigration status and ESL enrollment required by this act.
Prohibits an illegal alien from enrolling in any postsecondary institution in the state. Requires an alien enrolled in a postsecondary institution to possess either lawful permanent residence or an appropriate nonimmigrant visa. Provides an illegal alien is ineligible for any education benefit, including scholarships, grants, or financial aid. Permits a public postsecondary education institution officer to seek federal verification of an alien's immigration status with the federal government.
Title: H.B. 56
Source:
| |
| MI | Signed into law 06/2011 | P-12 | From Legislative Staff Summary: Eliminates middle college grants and funding that provides districts additional funds for educating students of limited English-speaking ability. Eliminates language protecting Intermediate School District operational funding from falling below certain levels paid in 1994-95. Revises the fall pupil membership count day from the last Wednesday in September to the first Wednesday in October. Requires districts to post the health care bid required under state law to their web sites. Provides a one-time incentive grant to districts that satisfy four out of five criteria before July 1, 2012: (1) Charging employees at least 10% of health care services costs; (2) Serving as the policyholder for health care service plans; (3) Continuing to implement consolidation plans to reduce school operating costs; (4) Obtaining competitive bids on non-instructional services; and (5) Providing to parents and community members a dashboard or report card demonstrating the district's efforts to manage its finances responsibly. http://www.legislature.mi.gov/documents/2011-2012/publicact/htm/2011-PA-0062.htm
Title: H.B. 4325 - K-12 Provisions
Source: http://www.legislature.mi.gov
| |
| VA | Signed into law 03/2011 | P-12 | Codifies in the Standards of Quality the flexibility to use funds provided in the appropriation act and provided to local school divisions for certain staffing standards related to instructional staff in mathematics, limited English proficiency, reading, technology, and assistant principals. Additionally, amends the definition of ''support services."
http://lis.virginia.gov/cgi-bin/legp604.exe?111+ful+CHAP0055+pdf
Title: H.B. 1792/S.B. 1270
Source: http://lis.virginia.gov/
| |
| IL | Adopted 01/2011 | P-12 | From summary in Illinois Register: Annual Measurable Achievement Objectives (AMAOs) for English language learners. Section 1.88 of the rules sets forth the AMAOs for educational agencies that use funds from Title III of the Elementary and Secondary Education Act. As part of federal monitoring conducted in 2009, the U.S. Department of Education (USDE) determined that the objectives set forth in Section 1.88 failed to address annual targets for increasing the number or percentage of an educational agency's students who are making progress in learning English or attaining proficiency, as the Act requires. As a result, the USDE
directed the agency to establish targets to be used to determine AMAOs for the 2009-2010 school year, with the target level increasing in each subsequent school year. Targets for the progress and proficiency objectives, as set forth in the rulemaking, were submitted to USDE for review; the department has approved these for use in determining 2009-10 AMAOs but instructed the agency to further refine certain elements of the progress target. A separate rulemaking will be conducted to address the issues raised in this regard.
Page 392-396 of 619: http://www.cyberdriveillinois.com/departments/index/register/register_volume35_issue3.pdf
Title: 23 IL ADC 1.88
Source: www.cyberdriveillinois.com
| |
| CA | Signed into law 10/2010 | P-12 | Primarily from bill summary: Repeals English Language Acquisition Program for students in grades 4-8. Requires the superintendent of public instruction to increase the amount of economic impact aid received by a school district by the amount the district received from the English Language Acquisition Program for the 2009–10 fiscal year. Continues in existence the English Language Development Professional Institutes and
authorizes a local educational agency to use economic impact aid funds for those purposes. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1601-1650/ab_1610_bill_20101019_chaptered.pdf
Title: A.B. 1610 - English Language Acquisition
Source: www.leginfo.ca.gov
| |
| CA | Vetoed 09/2010 | P-12 | From bill summary: Requires that any primary language assessment developed by the department and administered to limited English proficient students, as identified pursuant to existing law, on or after July 1, 2013, be included in the state's assessment system or any successor system, and in the state's federal and state accountability system and any successor system. Requires the results of the primary language assessment to be used in any successor measure or results reported for the state's assessment systems and in any other successor measure. Also requirse the results to be used in any measure, index or results reported for the state's federal and state accountability system, or any successor system. Identifies the accommodations and modifications for English language learners that must be included in any successor system to the state assessment system adopted on or after July 1, 2013
Provides these provisions would become operative on July 1, 2013. Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0901-0950/sb_930_bill_20100827_enrolled.pdf
Governor's veto message: http://dl5.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z65dmak883loy0/0/0?&_c=d|yvcee9xanplikz|z65p1zm6c0d0km&_ce=1290123755.b9c0c7a073748e62e8692973710bbfd4
Title: S.B. 930
Source: www.leginfo.ca.gov
| |
| IL | Signed into law 08/2010 | P-12 | Provides that one of the purposes of Article 14C of the School Code, "Transitional Bilingual Education", is to allow the state to directly or indirectly provide technical assistance and professional development to support transitional bilingual education programs statewide. Pages 22-23 of 51: http://www.ilga.gov/legislation/96/SB/PDF/09600SB3681lv.pdf
Title: S.B. 3681 - Section 105 ILCS 5/14C-1
Source: www.ilga.gov
| |
| IL | Adopted 08/2010 | P-12 | Addresses districts' plans for continuing services for students who leave a transitional bilingual education (TBE) program or a transitional program of instruction (TPI) without having achieved English proficiency. These new provisions help to more clearly identify district requirements under both state law (under which students must exit ELL programs after three years or until student achieves English proficiency, whichever comes first) and the federal mandate in the Equal Educational Opportunities Act (EEOA) (which requires districts to provide services that will enable limited English proficient (LEP) students to "overcome barriers" to educational achievement). Amends provisions to require uniform statewide exit criteria from the LEP subgroup for Annual Yearly Progress (AYP) purposes. Incorporates Spanish Language Arts standards by reference, and requires districts to include in their bilingual education plans for the 2011-12 school year a discussion of how they plan to align instruction to the standards, which must occur in the 2012-13 school year. Beginning in 2012-13, also requires that plans discuss how student performance will be measured and curriculum modified, as needed.
Pages 651-683 of 724: http://www.cyberdriveillinois.com/departments/index/register/register_volume34_issue32.pdf
Title: 23 IL ADC 228
Source: www.cyberdriveillinois.com
| |
| IL | Adopted 08/2010 | P-12 | Clarifies that teachers of children ages 3-5 in a transitional bilingual program or a transitional program of instruction administered by a district, either in an attendance center or a non-school-based facility, must meet the personnel qualifications and professional development requirements for transitional bilingual education established in rule. Also requires school district applications for preschool grants to provide a description of the steps to be taken to ensure that provisions specific to serving English language learners in preschool programs (Article 14C of the School Code [105 ILCS 5/Art. 14C] and 23 Ill. Adm. Code 228 (Transitional Bilingual Education)) are met. Pages 685-696 of 724: http://www.cyberdriveillinois.com/departments/index/register/register_volume34_issue32.pdf
Title: 23 IL ADC 235.20, 30, 120
Source: www.cyberdriveillinois.com
| |
| IL | Signed into law 07/2010 | P-12 | In provisions concerning the account of expenditures for transitional bilingual education programs, requires that at least 60% of state bilingual funds be used for instructional costs. http://www.ilga.gov/legislation/publicacts/96/PDF/096-1170.pdf
Title: S.B. 3635
Source: www.ilga.gov
| |
| IL | Adopted 11/2009 | P-12 | Partially from "Notice of Adopted Amendments" in Illinois Register (changes from this rulemaking but not listed below are technical in nature or echo recent changes in legislation):
Section 1.20: Revised to distinguish among the appropriate levels of sign-off on the corrective plan a district must submit depending on whether a school or the district has been placed on probation. Adds a provision allowing a district's or school's status to be changed to "nonrecognized" if, at any time that a corrective action plan is in effect, the state superintendent determines that the agreed-upon actions are not being implemented in accordance with the plan or the underlying areas of noncompliance are not being remedied.
Section 1.30: Updated to refer to state assessment accommodations now allowed for limited English proficient students, and now specifies when time extensions will be made available to those students (in response to P.A. 94-642, which authorized the state board to allow additional time "by rule"). Revises labels used to describe scores on the Illinois Alternate Assessment, and updates rule on review and verification of assessment information.
Section 1.100: Adds details so that staff of districts and other eligible applicants will have more specific guidance as to what is expected as part of the process for receiving waivers and modifications of requirements in the school code or administrative rules.
Section 1.240: Expanded to include a reference to gender identity among the prohibited bases for discrimination because it may otherwise not be clear that gender identity is encompassed in the definition of "sexual orientation".
Section 1.420: Adds provision specifying that each district's plan for recording student progress and/or awarding credit must include credit for courses completed by correspondence, online or from other external sources. Specifies that a district may count four clock-hours as a day of instruction only due to a condition beyond the district's control; specifies other requirements that must be met for the state superintendent to approve a district's request to use "multiple sessions" to fulfill school day requirements. Specifies that students in attendance for at least 150 but fewer than 240 minutes of school work may be counted for a half-day of attendance; students in attendance for fewer than 150 minutes of school work are not to be counted for purposes of calculating average daily attendance. Emphasizes the meaning of the portion of the rule on library media programs that distinguishes between the services that may be performed only by certified library information specialists and the other tasks that may be inherent in districts' operation of their programs.
Section 1.465 (on awarding of credit for foreign language study in an ethnic school program) and 1.480 (on correctional institution educational programs): Generally updated, including the insertion of current statutory citations.
Section 1.510: Main revision conveys state board's interpretation that districts may not pick and choose among students in the same situation once they elect to transport some students.
Section 1.737: Updated to complement new requirements for endorsements in safety and driver education that will take effect in 2012.
Pages 324-388 of 432: http://www.cyberdriveillinois.com/departments/index/register/register_volume33_issue45.pdf
Title: 23 IAC 1.20, .30, .100, .240, .420, .465, .480, .510, .737
Source: www.cyberdriveillinois.com
| |
| CA | Signed into law 10/2009 | P-12 | Authorizes the Commission on Teacher Credentialing to issue the authorization to provide services to limited-English-proficient pupils to an applicant who possesses a valid teaching credential and who holds certain certificates issued by the National Board for Professional Teaching Standards. Authorizes school district interim credential holders to teach K-8 classes in self-contained programs or in self-contained bilingual classes if they have passed the subject matter examination approved by the commission. http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0201-0250/ab_239_bill_20091011_chaptered.pdf
Title: A.B. 239
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 10/2009 | P-12 | Authorizes parents or guardians of English learners to bring an oral language interpreter to all conferences, meetings or proceedings held at a district building or schoolsite or sponsored by the district or school, except when prohibited by state or federal law. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1501-1550/ab_1510_bill_20090825_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1501-1550/ab_1510_vt_20091011.html
Title: A.B. 1510
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 10/2009 | P-12 | Relates to the advisory committee on the creation of the Academic Performance Index and the implementation of the Immediate Intervention/Underperforming Schools Program and High Achieving/Improving Schools Program. By July 2010, directs the advisory committee to make recommendations to the Superintendent of Public Instruction regarding the inclusion of the results of the English language development test or series of tests developed or acquired pursuant to Section 60810 and the feasibility of including English learner proficiency as part of the Academic Performance Index. Requires the inclusion of those test results and English language proficiency levels and growth of those levels in the Index. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1401-1450/ab_1435_bill_20090910_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_1401-1450/ab_1435_vt_20091011.html
Title: A.B. 1435
Source: www.leginfo.ca.gov
| |
| ND | Signed into law 08/2009 | P-12 | From the fiscal note: Section 1 requires the establishment of caseload criteria for English Language Learner teachers. Section 2 provides for one grant [$40,000] to a Regional Education Association (REA) for professional development opportunities and the purchase of materials for small districts that are starting ELL programs.
http://www.legis.nd.gov/assembly/61-2009/bill-text/JAIK0600.pdf
Title: S.B. 2212
Source: http://www.legis.nd.gov
| |
| NY | Vetoed 08/2009 | P-12
Postsec. | Enacts the Minority Mental Health Act. Establishes the Division of Minority Mental Health within the Office of Mental Health. Provides the division is responsible for assuring that mental health programs and services are culturally and linguistically appropriate to meet the needs of racial and ethnic minorities. Directs the division to assist professional schools and state agencies to develop comprehensive programs to improve the supply of minority mental health personnel by promoting minority mental health clinical training and curriculum improvement, and disseminating minority mental health career information to high school and college students. Establishes the Minority Mental Health Council. Establishes duties of the council. http://assembly.state.ny.us/leg/?bn=A05055&sh=t
Title: A.B. 5055
Source: assembly.state.ny.us
| |
| NY | Signed into law 08/2009 | P-12 | Creates a [New York City] City-Wide Council on English Language Learners. Provides the council has the power to:
(1) Advise and comment on any educational or instructional policy involving bilinguor or English as a second language (ESL) programs.
(2) Issue an annual report on the effectiveness of the city district in providing services to English language learners and making recommendations on improving the efficiency and delivery of such services
(3) Hold at least one meeting per month to provide a forum for members of the public to discuss issues facing English language learners.
Establishes makeup of council and method for filling vacancies. http://assembly.state.ny.us/leg/?bn=A08903&sh=t
Title: A.B. 8903 - City-Wide Council on English Language Learners
Source: assembly.state.ny.us
| |
| NY | Adopted 06/2009 | P-12 | Creates a three-year, non-renewable supplementary bilingual education extension to authorize a pupil personnel service professional currently certified in a pupil personnel service title (i.e., school counselor, social worker, and school psychologist) to work as a bilingual pupil personnel service worker (where there is a demonstrated shortage) while the professional is enrolled in a postsecondary program leading to an extension in bilingual education. Adopted as published on pp 18-21 of 43: http://www.dos.state.ny.us/info/register/2009/apr8/pdfs/rules.pdf
Title: Title 8 NYCRR 80-2.9, 80-4.3, 80-5.18
Source: www.dos.state.ny.us
| |
| TN | Signed into law 06/2009 | P-12 | Requires the Department of Labor and Workforce Development (LWFD), in conjunction with the Department of Education (DOE), to establish and administer a grant program known as the "We Want to Learn English Initiative" for the purpose of providing resources for immigrants and refugees to learn English.
http://www.capitol.tn.gov/Bills/106/Bill/SB1745.pdf Initiative
Title: S.B. 1745
Source: http://www.capitol.tn.gov/Bills
| |
| TX | Signed into law 06/2009 | P-12
Postsec.
Community College | Establishes the Jobs and Education for Texans (JET) grant program and fund to award grants to public junior colleges and public technical institutes, and to eligible nonprofit organizations to:
(1) Develop or support nonprofit organizations' programs that prepare low-income students for careers in high-demand occupations. Eligible programs must help students prepare for, apply to and enroll in a public junior college/technical institute, provide matching funds, and demonstrate that they have achieved or will achieve above average developmental course completion rates, persistence rates, and 3-year degree or certificate completion rates among participating students.
(2) Defray the start-up costs of new career and technical education programs in high-demand occupations
(3) Provide scholarships for students who demonstrate financial need and who are enrolled in training programs for high-demand occupations.
In awarding grants to public junior colleges and public technical institutes for the development of new career and technical education courses or programs, provides the comptroller may consider whether the course or program offers new or expanded dual credit career and technical educational opportunities in public high schools.
Directs the comptroller to conduct a study of the feasibility of basing part of all public postsecondary technical training program funding on the program's economic benefit to the state, and of estimating the additional tax revenue from employers generated by the ability of public junior colleges/technical institutes/state colleges to prepare students for employment fields for which there is employer demand. Requires the comptroller to report to the lieutenant governor and speaker of the house by January 2011 for legislative action based on the results of the study.
Defines "green jobs" as jobs in the field of renewable energy or energy efficiency. Establishes the Green Job Skills Development Fund and Training Program to support the implementation and expansion of green job skills training programs. Specifies that an eligible training program must be hosted by a regional partnership designed to implement training programs that lead trainees to economic self-sufficiency and career pathways. Requires regional partnerships to include at a minimum a postsecondary institution; chamber of commerce, local workforce agency, local employer, or other public or private participating entity; economic development authority; and community or faith-based nonprofit organization that works with one or more targeted populations.
Specifies criteria that eligible green job skills training programs must meet. Requires programs receiving grants to target specified groups of individuals for training, including low-income workers, unemployed youth and adults, individuals who did not complete high school, or other underserved sectors of the workforce in high poverty areas. Provides that a training program may use grant funds for support services, including basic skills, literacy, GED, English as a second language, and job readiness training, career guidance, and referral services. Establishes grant application procedures. Specifies training programs the comptroller must give preference to, and requires 20% of funds to be reserved for job skill training programs that serve the unemployed and those with incomes at or below 200% of the poverty level. Establishes grantee reporting requirements, and requires the comptroller to report biennially on submitted information to the governor, lieutenant governor and speaker of the house. Directs the comptroller to adopt standards for a green job skills training program awarded a grant.
H.B. 1935: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB01935F.pdf
H.B. 3 (pages 169-174): http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 1935 and H.B. 3, Section 64
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Section 92: Directs the state education agency to evaluate whether providers of different types of electronic courses offered through the state virtual school network should receive varying amounts of state funding based on the type of course provided. Requires the agency to submit a report of its findings and recommendations to the legislature by January 2011.
Section 93: Directs the state education agency to investigate the feasibility of making language acquisition courses available through the state virtual school network by obtaining state subscriptions or pursuing other possible means of access. Requires the agency to submit a report of its findings and recommendations to the legislature by January 2011. If the agency determines that it is feasible to make language acquisition courses available through the network, requires the report to include recommended mechanisms for ensuring progress towards language proficiency of students enrolled in those courses.
http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Sections 92 and 98
Source: www.legis.state.tx.us
| |
| TX | Signed into law 06/2009 | P-12 | Creates new Subchapter J, "Parent and Educator Reports." Provides that in addition to the indicators adopted under Section 39.053, the commissioner must adopt indicators of the quality of learning for the purpose of preparing parent and educator reports, and review these indicators for possible revisions every other year. Provides performance on such adopted indicators must be evaluated in the same manner provided for evaluation of the student achievement indicators under Section 39.053(c). Requires indicators to include:
(1) Percentage of high school graduates who complete the minimum, recommended or advanced high school programs
(2) Results of the SAT, ACT, articulated postsecondary degree programs described by Section 61.852, and certified workforce training programs described by Chapter 311, Labor Code
(3) Subsequent state assessment scores of students who do not meet performance standards as established by Section 39.0241 or who do not pass state-level assessments
(4) Number of students at each campus who choose to complete the minimum high school program, disaggregated by major student subpopulations
(5) Specified remediation and student promotion indicators
(6) Percentage of limited English-proficient students exempted from the administration of an assessment instrument under Sections 39.027(a)(1) and (2)
(7) Percentage of students with disabilities assessed through assessment instruments developed or adopted under Section 39.023(b)
(8) Percentage of students who satisfy the college readiness measure
(9) Progress toward dual language proficiency under Section 39.034(b) for limited English-proficient students
(10) Percentage of students who are not educationally disadvantaged
(11) Percentage of students who enter an institute of higher education the year after high school graduation
(12) Percentage of students who complete the first year of postsecondary education without needing a developmental education course.
Specifies that performance on the indicators described by Section 39.053(c) and items (3), (4) and (9) above must be based on longitudinal student data that is disaggregated by the bilingual education or special language program that current or former limited English-proficient students are/were enrolled in.
Adds Section 39.302, which directs the state education agency to report to each district the comparisons of student performance made under Section 39.034 (annual improvement needed for a student to perform satisfactorily on grade 5 and 8 assessments and end-of-course assessments, page 67 of 180 of 2009 H.B. 3). Adds Section 39.303, which requires districts to provide each student's parent with a record of the comparisons made under Sections 39.302 and 39.034. Provides that for a student who did not perform satisfactorily on a state assessment, the district must include specific information in the notice about access to online educational resources at the appropriate assessment instrument content level, including educational resources described by Section 32.252(b)(2) and assessment instrument questions and answers released under Section 39.023(e).
Adds Section 39.304, which requires districts to provide teachers at the beginning of the school year with a record of the comparisons made under Sections 39.302 and 39.034. Requires report to go to each teacher for all students, including incoming students, who were assessed on a grades 3-8 assessment or high school end-of-course exam, and all students who took a grades 3-8 assessment or high school end-of-course exam the previous year. Provides the report must indicate whether the student performed satisfactorily or, if the student did not perform satisfactorily, whether the student met the standard for annual improvement.
Amends campus report card content. Repeals provision requiring campus performance to be compared to comparable campus group performance. Requires campus report cards to include the student achievement
indicators described by Section 39.053(c) and the reporting indicators described by Sections 39.301(c)(1) through (5). Requires district report cards to include information indicating the district's accreditation status and identifying each district campus awarded a distinction designation under Subchapter G or considered an unacceptable campus under Subchapter E
Pages 137-142 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part VIII (Parent and Educator Reports, Campus and District Report Cards)
Source: www.legis.state.tx.us
| |
| OK | Passed 05/2009 | P-12 | Directs the Secretary of State to refer to the people for their approval or rejection a proposed amendment to the Constitution of the State of Oklahoma by creating a new Article XXX; declares the English language to be the official language of this state; requires the business of this state be conducted in English; provides exceptions; defines terms; provides ballot title; directs filing. http://webserver1.lsb.state.ok.us/2009-10bills/HB/HJR1042_ENR.RTF
Title: H.J.R. 1042
Source: http://webserver1.lsb.state.ok.us
| |
| KY | Adopted 02/2009 | P-12 | Establishes procedures for the inclusion of special student populations in the State-required assessment and accountability programs. http://www.lrc.ky.gov/kar/703/005/070reg.htm
Title: 703 KAR 5:070
Source: www.lrc.ky.gov
| |
| VA | Signed into law 02/2009 | P-12 | Provides that local school divisions shall not be required to administer the ACCESS test as the state- approved limited English proficiency assessment mandated for students pursuant to the federal No Child Left Behind Act for the 2009-2010 school year; provides for flexibility.
http://leg1.state.va.us/cgi-bin/legp504.exe?091+ful+HB2589ER
Title: H.B. 2589
Source: http://leg1.state.va.us
| |
| LA | Adopted 12/2008 | P-12 | Establishes reasonable guidelines for Limited English Proficient (LEP) students to achieve English proficiency. Allows districts to focus limited resources on those students in greatest in greatest need of services.
http://doa.louisiana.gov/osr/lac/28v83/28v83.doc
Title: LAC 28:LXXXIII.4001
Source: http://doa.louisiana.gov/
| |
| UT | Adopted 11/2008 | P-12 | Provides a formula to allocate funds appropriated by the 2008 Legislature for school districts and charter schools to provide English Language Learner Family Literacy Centers. http://www.rules.utah.gov/publicat/code/r277/r277-715.htm
Title: R277-715
Source: Lexis-Nexis/StateNet
| |
| IL | Signed into law 08/2008 | P-12 | Repeals the Professional Development Block Grant. Amends requirements related to annual census for special education, such that census must include students age 3 to 21 (rather than birth to 21) receiving special education services. Eliminates requirement that state board of education annually report on "children of non English background" receiving special education services. Eliminates provision authorizing the state board to provide matching grants to districts to support technology-related investments. Eliminates provision directing the state board to adopt rules for the administration of the School Technology Program.
Authorizes student biometric information to be destroyed without notification to or the approval of a local records commission within 30 days after use of the information is discontinued due to student graduation, withdrawal, or a written request from the individual having legal custody of a student.
Establishes circumstances under which a district may levy a tax or issue bonds for facilities alteration or reconstruction. Adds provision requiring that summer session costs be reimbursed based on the actual expenditures for providing these services.
Deletes certain provisions related to clock hour requirements for teachers' continuing education units.
Authorizes school student records to be released, transferred or disclosed to the state board or another state government agency or among state government agencies to evaluate or audit federal and state programs or perform research and planning, but only to the extent that the release, transfer, disclosure, or dissemination is consistent with the federal FERPA (Family Educational Rights and Privacy Act).
Authorizes the Illinois Mathematics and Science Academy to develop additional campuses throughout the state, but specifies that any additional campus does not need to serve as a residential institution. Adds to the board of trustees of the Illinois Mathematics and Science Academy to include the superintendent of the district where each campus is located.
Abolishes the board of trustees of the Illinois Summer School for the Arts on the effective date of this legislation. Transfers to the state board of education all of the board of trustees' powers, duties, assets, liabilities, employees, contracts, property, records, pending business, and unexpended appropriations.
Repeals 105 ILCS 420, the Council on Vocational Education Act and 105 ILCS 423, the Occupational Skill Standards Act. Eliminates provision requiring the state board of education's annual report on vocational education to include recommendations on programs and policies to overcome sex bias and sex stereotyping in vocational education programming and an assessment of the state's progress in achieving such goals prepared by the state vocational education sex equity coordinator pursuant to the Federal Vocational Education Law.
Requires a school enrolling a student to make a copy of the student's certified birth certificate and return the original to the person enrolling the child. Provides that once a school has received a certified copy of the child's birth certificate, the school need not request another such certified copy with respect to that child for any
other year in which the child is enrolled in that school.
http://www.ilga.gov/legislation/95/SB/PDF/09500SB2482lv.pdf
Title: S.B. 2482
Source: www.ilga.gov/legislation
| |
| OR | Approved by voters 08/2008 | P-12 | Provides that English immersion be required in public schools; provides that public school students, who are not proficient in English and students for whom English is a second language, shall be immersed in English, not sidelined for an extended period of time, but mainstreamed with English speaking students in the shortest time possible.
http://www.sos.state.or.us/elections/irr/2008/019text.pdf
Title: Ballot Measure 58
Source: http://www.sos.state.or.us/
| |
| OK | Signed into law 06/2008 | P-12 | Relates to schools; provides a school district which has a certain amount of students participating in a summer reading program may be allocated a base amount of moneys for the program which shall be in addition to the per-student reimbursement amount provided; provides a student in a certain grade who is an English language learner and is found not to be reading at a certain level shall be eligible to participate in a summer reading remediation program. One section slated NOT to be codified requires the state department to conduct a survey of districts to determine their ability to administer the criterion-referenced tests at 8th grade and the end-of-instruction tests at the secondary level online and within the limitations of the testing window dates established by the state board of education. Requires the department to report to the legislature and governor by December 2008 and to recommend solutions.
http://www.sos.state.ok.us/documents/Legislation/51st/2008/2R/SB/1769.pdf
Title: S.B. 1769
Source: http://www.sos.state.ok.us
| |
| AZ | Signed into law 04/2008 | P-12 | Appropriates money for deposit in the State Structured English Immersion Fund to fund English language learner instruction, in the same manner as state aid, pursuant to the research based models of structured English immersion programs adopted by the English language learners task force. Chapter 34
http://www.azleg.gov/legtext/48leg/2r/bills/sb1096h.pdf
Title: S.B. 1096
Source: http://www.azleg.gov
| |
| WA | Signed into law 04/2008 | P-12 | Existing student learning plans (required for 8-12th grade students) must also include information on the student's results on the Washington assessment of student learning (WASL), if the student's score on the Washington language proficiency test II (for students in bilingual transitional programs), credit deficiencies, attendance rates for the previous two years, the progress made toward meeting state and local graduation requirements, remediation strategies and alternative education options available to students, alternative assessment options available to students, district programs, high school courses and career and technical education (CTE) options available to meet graduation requirements and available programs offered through skill centers or community and technical colleges.
The bill creates the extended learning opportunities program for eligible 11 and 12th grade students not on track to meet graduation requirements as well as 8th grade students not on track to meet the standard on the WASL. Under the program, districts must make available to 12th grade students who have failed to meet graduation requirements the option of continuing enrollment in the district, and may fund through basic education program funding. Instructional services provided under the program may be offered during the regular school day, evenings, on weekends or any other time deemed appropriate.
Subject to funding, the office of the superintendent of public instruction (OSPI) is directed to explore online curriculum support in languages other than English currently available. By December 2008, OSPI must report to the legislature recommendations for online support in other languages that would assist the state's English learners.
Grant recipients of the Lorraine Wojahn dyslexia pilot reading program are directed to report to OSPI on the lessons learned regarding effective assessment and intervention programs, best practices for professional development and strategies to build capacity and sustainability. By December 2008, the superintendent must aggregate and report the recommendations to the legislature.
The bill directs the professional educator standards board to convene a working group to develop recommendations for increasing teacher knowledge, skills and competencies to address the needs of English language learners (ELL). The group must identify gaps and weaknesses in current knowledge and skills standards for teacher preparation and competencies. The group must submit its report by December 2008 to the governor and the legislature.
In addition to funds allocated to districts through the learning assistance program based on family income factors, enhanced funds are to be made available to districts where more than 20% of students are eligible for and enrolled in the transitional bilingual instruction program. Enhanced funding is determined using the formula set forth in statute.
Title: S.B. 6673
Source: http://www.leg.wa.gov/legislature
| |
| UT | Signed into law 03/2008 | P-12 | Establishes the English Language Learner Family Literacy Centers to:
(1) Increase parent involvement
(2) Communicate with parents who are not proficient in English concerning required and optional activities at the school, in the parents' preferred language to the extent practicable
(3) Increase academic achievement, literacy skills and language gains in all ethnic groups of students and their families
(4) Coordinate with school administrators, educators, families and students
(5) Support and coordinate with other language acquisition instructional services and language proficiency programs in the public schools.
Directs the state board of education, after consultation with school districts and charter schools, to adopt a formula that allocates the money appropriated by the legislature for the English Language Learner Family Literacy Centers Program to school districts and charter schools in a fair and equitable manner. Provides that money appropriated for the English Language Learner Family Literacy Centers Program must be used by school districts and charter schools to pay for costs of English Language Learner Family Literacy Centers.
Directs the state board of education to make a report to the Education Interim Committee on the effectiveness of the English Language Learner Family Literacy Centers Program before November 30, 2011.
Pages 36-37 of 43: http://le.utah.gov/~2008/bills/sbillenr/sb0002.pdf
Title: S.B. 2 - Section 24
Source: le.utah.gov
| |
| WA | Issued 02/2008 | P-12 | Orders the Washingtons New Americans Policy Council established; makes recommendations to the Governor on strategies to help legal permanent residents become naturalized; the acquisition of English language skills integral to the process of becoming citizens; ways to recognize or transfer the skills, certifications and professional credentials people earn in other countries into Washington's economy; strategies that are needed to support the success for naturalization, English language acquisition and recognition or transference of certifications and professional credentials; facilitating public-private partnerships for the integration of people seeking to become New Americans into the very fabric of our state, thus creating a more vibrant, prosperous and vital society.
http://www.governor.wa.gov/execorders/eo_08-01.pdf
Title: Executive Order No. 08-01
Source: http://www.governor.wa.gov/
| |
| TX | Adopted 12/2007 | P-12 | Outlines the instruction school districts must provide to English language learners in order for them to have the full opportunity to learn English and to succeed academically. TEXAS 12499
Title: 19 TAC 2.74.A.74.4
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 10/2007 | P-12
Postsec. | Authorizes the Library Literacy and English Acquisition Services Program to be used for services targeted to young adults 16 years of age and over who are not enrolled in school to improve their literacy skills by providing adult basic literacy tutoring and related services. Requires a public library to perform certain functions in implementing this service program. Deletes a requirement that the program have private financial support.
Veto message:
http://info.sen.ca.gov/pub/07-08/bill/asm/ab_1001-1050/ab_1030_vt_20071011.html
Title: A.B. 1030
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 10/2007 | P-12 | Establishes the State Seal of Biliteracy to recognize high school graduates who have mastered languages in addition to English. Requires the seal be awarded by the Superintendent of Public Instruction. Requires the State Department of Education to prepare and deliver to school districts the seal insignia. Requires participating school districts to maintain certain records and to affix an appropriate insignia to the diploma or transcript of pupils who earn the seal.
http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0251-0300/ab_280_bill_20070920_enrolled.pdf
Veto Message: http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0251-0300/ab_280_vt_20071014.html
Title: A.B. 280
Source: http://info.sen.ca.gov
| |
| IL | Signed into law 10/2007 | Community College | Authorizes the community college board to establish and administer a We Want to Learn English Initiative to provide resources for immigrants and refugees to learn English. Provides that the board may include in its budget proposal $ 15,000,000 in funding for the initiative, to be disbursed by the board. Provides that funds for the We Want to Learn English Initiative may be used only to provide programs that teach English to U.S. citizens, lawful permanent residents, and other persons who are in lawful immigration status. http://www.ilga.gov/legislation/95/SB/PDF/09500SB1446lv.pdf
Title: S.B. 1446
Source: www.ilga.gov/legislation
| |
| GA | Adopted 09/2007 | P-12 | Adds language regarding the Assessing Comprehension and Communication in English State to State for English Language Learners (ACCESS for ELLs), an English language proficiency test administered annually to all English language learners (ELLs) to determine students' level of English language proficiency level.
Adds provision regarding "conditional administration," a test administration in which a more expansive accommodation is utilized to provide access for a small percentage of students with more severe disabilities who would not be able to access the assessment without such assistance.
Adds provision regarding Georgia Kindergarten Inventory of Developing Skills (GKIDS), a performance assessment designed to provide teachers with information about the level of instructional support needed by individual students entering kindergarten and first grade. Provides this assessment will replace the Georgia Kindergarten Assessment Program-Revised (GKAP-R).
Replaces Middle Grades Writing Assessment (IMGWA) with Grade 8 Writing Assessment.
Adds science to areas in which a first-year ELL student may participate in the appropriate state board approved language proficiency assessment rather than the standard assessment.
Clarifies that only state-approved accommodations may be included in an IEP or Section 504 IAP. Eliminates certain provisions regarding the Georgia Alternate Assessment.
Specifies that students with significant cognitive disabilities participating in the GAA must be provided access to the state-adopted curriculum. Clarifies that educators may adjust the learning expectations for this group of unique students provided the instruction is based on and aligned to the grade-level curriculum standards. Provides that instruction may reflect pre-requisite skills but must be sufficiently challenging for the individual student.
Directs local school systems to provide individual student score reports for all state-mandated assessments to the parent(s) or legal guardian(s) in a timely manner.
http://www.doe.k12.ga.us/_documents/doe/legalservices/160-3-1-.07.pdf
Title: GAC 160-3-1-.07
Source: www.doe.k12.ga.us
| |
| TX | Adopted 09/2007 | P-12 | Revise the process of applying for a bilingual exception and/or an English as a second language (ESL) waiver. Other adopted amendments add language regarding the transfer of students out of a special language program in accordance with House Bill 1, 79th Texas Legislature, Third Called Session, 2006; provide clarification on serving students who receive both special language and special education services; and address submission of information for summer school programs. Language was also repealed to remove monitoring requirements no longer authorized in statute. The amendment to 19 TAC §89.1225, Testing and Classification of Students, was adopted with changes.
http://www.tea.state.tx.us/rules/commissioner/adopted/0807/89-1205-ltradopt.html
Title: 19 TAC Chapter 89
Source: http://www.tea.state.tx.us/rules
| |
| TX | Adopted 07/2007 | P-12 | Defines and establishes procedures, quality assurance for dual immersion programs.
http://www.tea.state.tx.us/rules/tacupdates/july2007/ch089ff.pdf
Title: 89.1613
Source: http://www.tea.state.tx.us
| |
| FL | Vetoed 06/2007 | P-12 | Relates to public school educator certification; relates to English for Speakers of Other Languages Educators; specifies inservice requirements for educators who provide English for Speakers of Other Languages instruction. Changes requirements for number of inservice hours.
http://www.flsenate.gov/data/session/2007/Senate/bills/billtext/pdf/s2512er.pdf
Title: S.B. 2512
Source: Florida Legislature
| |
| NV | Signed into law 06/2007 | P-12 | Revises provisions governing the inclusion of certain information in the biennial budget request for the state distributive school account for submission to the department of administration based upon the annual budgets submitted by the school districts. Creates the Grant Fund for Incentives for licensed educational personnel and requires the board of trustees of each school district to establish a program of incentive pay for certain employees of the school district. Individuals eligible for grant: (1) Licensed teachers, school psychologists, school librarians, school counselors and administrators employed at the school level who have been employed in that category of position for at least 5 years in the state or another state and who are employed in schools which are at-risk; and (2) Teachers who hold an endorsement in the field of mathematics, science, special education, English as a second language or other area of need within the school district, as determined by the state superintendent.
http://www.leg.state.nv.us/23rdSpecial/Bills/AB/AB1_EN.pdf
Title: A.B. 1A
Source: http://www.leg.state.nv.us
| |
| NY | Adopted 06/2007 | P-12 | Enacts emergency regulations to prescribe requirements for the development by school districts of comprehensive plans for students with limited English proficiency. Page 6-10 of 55: http://www.dos.state.ny.us/info/register/2007/jul18/pdfs/rules.pdf
September 2007 ruling extends emergency regulations beyond September 2007 expiration date.
Title: Title 8 NYCRR Part 154
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 06/2007 | P-12 | Creates a dual language education pilot project including not more than 30 campuses in 10 districts statewide. School districts participating in the pilot project would be required to
participate for at least three years, with the first year being a planning year. Requires the state department to make periodic reports on the effectiveness of the pilot program. Directs the Commissioner to enter into a contract to license language-learning software using the language immersion methods by January 1, 2008. Requires expenditures for this subsection to be sufficient to support langauge learning opportunities for a maximum of one million students and employees for a maximum of three years. Limits expenditures for this purpose to $4 million annually.
http://www.legis.state.tx.us/tlodocs/80R/billtext/pdf/HB02814F.pdf
Title: H.B. 2814
Source: http://www.legis.state.tx.us
| |
| MN | Signed into law 05/2007 | P-12 | Authorizes district to provide transportation to allow a student who attends a high-need English language learner program and who resides within the transportation attendance area of the program to continue in the program until the student completes the highest grade level offered by the program.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85
Title: H.F. 2245 [High Needs ESL]
Source: http://www.revisor.leg.state.mn.us
| |
| MN | Signed into law 05/2007 | P-12 | Directs the Department of Education to develop and recommend to the legislature by February 15, 2008, the standards and process for awarding bilingual and multilingual certificates to those kindergarten through grade students who demonstrate and maintain a requisite level of proficiency in multiple languages.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H2245.2.html&session=ls85 (Section 39)
Title: H.F. 2245 [Multilingual/Bilingual]
Source: http://www.revisor.leg.state.mn.us
| |
| NV | Signed into law 05/2007 | P-12 | Establishes a pilot program to study English immersion and English language learner programs for pupils who are limited English proficient. The Department of Education will select the public schools to participate in the pilot program.
http://www.leg.state.nv.us/74th/Bills/SB/SB398_EN.pdf
Title: S.B. 398
Source: http://www.leg.state.nv.us
| |
| ID | Signed into law 04/2007 | P-12 | Directs the state department of education to distribute $750,000 on a one-time basis to schools in which the population of English language learners failed to meet adequate yearly progress (AYP) in math or reading, to improve the English language skills of English language learners. Directs the department to develop the program elements governing the use of these funds, modeled on the training, intervention and remediation elements of the state's early literacy intervention program. Requires the superintendent of public instruction to report to the joint finance-appropriations committee and the house of representatives and the senate education committees, by February 1, 2008, on the program design, uses of funds, and effectiveness of the program. Session Law Chapter 352
http://www3.state.id.us/oasis/S1237.html
Title: S.B. 1237 (Section 9)
Source: www3.state.id.us
| |
| ND | Signed into law 04/2007 | P-12 | Adds two new sections: Section 45 and 46. Defines English language learner means a student who:
1. Is at least five years of age but has not reached the age of twenty-two; 2. Is enrolled in a school district in the state; 3. Has a primary language other than English or comes from an environment in which a language other than English significantly impacts the individual's level of English language proficiency; and 4. Has difficulty speaking, reading, writing, and understanding English, as evidenced by a language proficiency test approved by the superintendent of public instruction and aligned to the state English language proficiency standards and the state language proficiency test. Defines a new immigrant English language learner is an English language learner who was not born in the United States and has not attended
school in the United States for more than three school years or the monthly equivalent of three school years.
http://www.legis.nd.gov/assembly/60-2007/bill-text/HAFK1400.pdf
Title: S.B. 2200 (English language learner provisions)
Source: http://www.legis.nd.gov
| |
| NY | Signed into law 04/2007 | P-12 | Eliminates provision that districts receiving state funds for the education of limited English proficient students must develop a comprehensive plan for meeting the educational needs of such students. Replaces with provision that all districts receiving total foundation aid must develop a comprehensive plan for meeting the educational needs of such students. Provides that such plan must include a description of the programs, activities and services used to meet the educational needs of limited English proficient students that comply with state regulations. Requires the commissioner, beginning November 1, 2008, to annually submit a report to the governor, director of the budget, speaker of the assembly, majority leader of the senate, and chair of the senate and assembly fiscal committees on the expenditure by districts of federal, state and local funds in the prior school year on programs, activities and services for limited English proficient students, along with recommendations for improvement of such programs.
http://assembly.state.ny.us/leg/?bn=S02107&sh=t
Title: S.B. 2107 - Part B, Section 10
Source: assembly.state.ny.us
| |
| ID | Signed into law 03/2007 | P-12 | Amends existing law to declare English to be the official state language. Provides that English is the sole language of government, subject to exceptions. Provides that specified actions must be in English, subject to exceptions.
Requires all state funds appropriated or designated for the printing or translation of materials or the provision of services or information in a language other than English to be returned to the state general fund.
Directs the state board of education to adopt rules governing the use of foreign languages in the public schools that promote the following principles:
(a) Non-English speaking children and adults should become able to read, write and understand English as quickly as possible;
(b) Foreign language instruction should be encouraged;
(c) Formal and informal programs in English as a second language should be initiated, continued and expanded; and
(d) Public schools should establish communication with non-English speaking parents within their systems, using a means designed to maximize understanding when necessary, while encouraging those parents who do not speak English to become more proficient in English. Session Law Chapter 254
http://www3.state.id.us/oasis/S1172.html
Title: S.B. 1172
Source: www3.state.id.us
| |
| ID | Adopted 03/2007 | P-12 | Incorporates the following by reference:
The Idaho Content Standards
The Idaho English Language Development Standards
The Limited English Proficiency Program Annual Measurable Achievement Objectives (AMAOs) and Accountability Procedures
The Idaho English Language Assessment (IELA) Achievement Standards
The Idaho Standards Achievement Tests (ISAT) Achievement Standards
Page 3 of 35: http://adm.idaho.gov/adminrules/rules/idapa08/0203.pdf
Further details on English Language Development standards http://www.boardofed.idaho.gov/lep/index.asp
Title: IDAPA 08.02.03
Source: adm.idaho.gov
| |
| LA | Adopted 02/2007 | P-12 | Makes changes to the state accountability system to take advantage of new and existing flexibility outlined in guidance for No Child Left Behind and to address situations, including changes necessitated in response to the hurricanes of 2005, which were not considered when the accountability policy was initially written. Provides that a school in which a repeating 4th grade student or Option I 8th grade student scores at a higher achievement level on a LEAP test of math, English language arts, science or social studies than any previous attempt (of the same test) will receive 50 incentive points per improved subject in its accountability index. Allows a student to earn a maximum of 200 incentive points for his/her school. Also provides that a 4th or 8th grade student in a summer school program who scores at a higher achievement level on a LEAP test of math or English language arts than any previous attempt (of the same test) will earn 50 incentive points per improved subject.
Provides methodology for calculating a 9-12 assessment index. Provides that scores of an English language learner who has been enrolled in a U.S. school for less than one year not be included in school performance score calculations. Amends language regarding the annual measurable objective (AMO), safe harbor, inclusion of alternate assessment results and determinations of a student's proficiency in English. Amends provisions awarding schools and districts a one year exclusion from the subgroup component in accountability due to a natural disaster.
Pages 4-6 of 50: http://www.doa.louisiana.gov/osr/reg/0702/0702rul.pdf
Title: LAC 28:LXXXIII.307, 409, 515, 703-707, 3905, 4001, and 4527
Source: www.doa.louisiana.gov
| |
| LA | Adopted 02/2007 | P-12 | Makes various changes to state assessment system. Creates end-of-course tests, to be phased in over a period of six years starting in fall 2007, in the following:
1. Algebra I;
2. Geometry;
3. English I;
4. English II;
5. Biology;
6. American History;
7. Civics; and
8. Free Enterprise.
Sets limitations on the public release of assessment data when such a release might compromise student confidentiality. Amends test security policies. Amends policies related to erasure analysis on state assessments. Also amends policies to address suspected violations of test security and troubling content in written assessment responses. Adds provision regarding administrative errors by school personnel that result in a question regarding the security of the test or the accuracy of the test data.
Amends provisions related to English language development assessments for English language learners (ELLs) and assessment of students with disabilities, including assessment accommodations for ELLs and students with disabilities.
Provides that if a student is expelled from school and is not enrolled in any type of alternative program or receiving any services from the district, the parent may make a timely request that the student be tested and the district must make arrangements to test the student.
Pages 7- of 50: http://www.doa.louisiana.gov/osr/reg/0702/0702rul.pdf
Title: LAC 28:CXI.Chapters 1, 3, 5, 18, 23, 27, 33, and 35
Source: www.doa.louisiana.gov
| |
| ME | Issued 01/2007 | P-12
Postsec.
Community College | Creates the Multicultural Affairs Sub-Cabinet to promote interdepartmental collaboration on multicultural policy development and program implementation. Provides that the commissioner of the state department of education, the president of the Maine Community College System and the chancellor of the University of Maine system (or designee) must serve on the council.
Creates the Multicultural Affairs Advisory Council to advise the sub-cabinet of service delivery issues and multicultural needs and to recommend strategies and policies for improving the delivery of services to the state's multicultural population. Requires the council to include representation from school districts with significant multicultural populations. Directs the council to assist the sub-cabinet with duties related to data assessment, planning and policy development, program integrity, public awareness, interdepartmental service delivery, and the development and function of subcommittees.
http://www.maine.gov/tools/whatsnew/index.php?topic=Gov_Executive_Orders&id=29854&v=Article
Title: EXECUTIVE ORDER NO. 25 FY 06/07
Source: www.maine.gov
| |
| IL | Adopted 10/2006 | P-12 | Establishes "Annual Measurable Achievement Objectives" (AMAOs) related to proficiency, progress, and adequate yearly progress (AYP) for educational agencies using funds provided under Title III of the No Child Left Behind Act to serve limited English proficient students. Pages 278-286 of 554: http://www.cyberdriveillinois.com/departments/index/register/register_volume30_issue44.pdf
Title: 23 IAC 1.88
Source: www.cyberdriveillinois.com
| |
| CA | Signed into law 09/2006 | P-12 | Requires each school district, as a condition of receiving funding under this act, to develop a plan, to be approved by the governing board, certifying that the agency will accomplish certain objectives relating to providing personal English language tutoring to children from backgrounds of limited English proficiency and to collect certain data for use in revising and updating the plan. Requires the board review, revise as necessary, and approve the plan, as a condition for funding.
Title: S.B. 368
Source: California Legislature
| |
| CA | Signed into law 09/2006 | P-12 | Establishes a grant pilot project to identify existing best practices regarding curriculum, instruction, staff development, for teaching English learners and promoting English language acquisition and development. Requires the Superintendent of Public Instruction to establish a advisory committee for development of criteria for evaluating applications for grants. Specifies that certain moneys already appropriated be used for the grant project. Requires a contract to be let for a project evaluation.
http://www.leginfo.ca.gov/pub/bill/asm/ab_2101-2150/ab_2117_bill_20060915_enrolled.pdf
Title: A.B. 2117
Source: California Legislature
| |
| HI | Signed into law 07/2006 | P-12 | Requires each state agency and all covered entities to take reasonable steps to ensure limited English proficient persons have meaningful access to services, programs, and activities. Requires steps to include competent, timely oral language services and written translations of vital documents. Establishes an office of language access and the language access advisory council in the department of labor and industrial relations.
Requires each state agency and covered entity to establish a plan for language access.
Provides an appropriation.
http://www.capitol.hawaii.gov/sessioncurrent/bills/hb2778_cd1_.htm
Title: H.B. 2778
Source: www.capitol.hawaii.gov
| |
| ND | Adopted 07/2006 | P-12 | Establishes rules pertaining to English language learner programs. Requires districts to: (1) provide written assurance to the department that it has a policy
for providing alternative language services in compliance with state law; (2) designate a program representative who serves as a contact for English language learner student services and data; and (3) develop a plan to identify and assess the language prociency of students who have a primary language other than English or come from an environment in which a language other than English signicantly impacts the student's level of English language prociency.
http://www.legis.nd.gov/information/acdata/html/..%5Cpdf%5C67-28-01.pdf
Title: NDAC 67-28-01-01 thru -08
Source: http://www.legis.nd.gov/
| |
| GA | Adopted 06/2006 | P-12 | Amends requirements for language assistance for English language learners (ELLs). http://rules.sos.state.ga.us/docs/160/4/5/02.pdf
Title: GAC 160-4-2-.03; -5-.02
Source: rules.sos.state.ga.us
| |
| ID | Adopted 05/2006 | P-12 | Proposes rules regarding limited English proficient (LEP) students. Sets forth rules for LEP students to take an alternate Standard Achievement Test.
Title: IDAPA 08.02.03
Source: Lexis-Nexis/StateNet
| |
| KS | Signed into law 05/2006 | P-12 | Authorizes districts to spend funds received from the bilingual weighting to pay the cost of providing at-risk and preschool-aged at-risk education programs and services. Authorizes districts to spend funds received from the preschool-aged at-risk weighting to pay the cost of providing at-risk, bilingual and vocational education programs and services.
Requires every local board to annually submit to the state board a report on the preschool-aged at-risk program or assistance provided by the district. Requires this report to include information specifying the number of students who were served or provided assistance, the type of service provided, the research upon which the district relied in determining that a need for service or assistance existed, the results of providing such service or assistance and any other information required by the state board.
Requires every local board to submit to the state board a report on the bilingual education program and assistance provided by the district. Requires this report to include information specifying the number of pupils who were served or provided assistance, the type of service provided, the research upon which the district relied in determining that a need for service or assistance existed, the results of providing such service or assistance and any other information required by the state board.
Bill: http://www.kslegislature.org/bills/2006/549.pdf
Conference Committee Report Brief: http://www.kslegislature.org/supplemental/2006/CCRB549.pdf
Title: S.B. 549 - Section 13, 16, 27
Source: www.kslegislature.org
| |
| MN | Signed into law 05/2006 | P-12 | Amends requirements of limited English proficient (LEP) programs. Requires any district that enrolls one or more LEP student to implement an educational program that includes at a minimum the following: (1) identification and reclassification criteria for LEP students and program entrance and exit criteria for LEP students must be documented by the district, applied uniformly to LEP students, and made available to parents and other stakeholders upon request; (2) a written plan of services that describes programming by English proficiency level made available to parents upon request. The plan must articulate the amount and scope of service offered to LEP students; (3) professional development opportunities for ESL, bilingual education, mainstream, and all staff working with LEP children which are: (i) coordinated with the district's professional development activities; (ii) related to the needs of children of LEP; and (iii) ongoing.
http://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=S2994.4.html&session=ls84
Title: S.B. 2994
Source: http://www.revisor.leg.state.mn.us/
| |
| OK | Signed into law 05/2006 | P-12 | Clarifies that 2 of the 6 end-of-course exams all students must pass effective with the Class of 2012 are Algebra I and English II. Provides that students must pass 2 additional end-of-course exams chosen from Algebra II, Biology I, English III, geometry and U.S. history. Clarifies that remediation must be provided students who fail any end-of-course exam, and that a student must have the opportunity to retake an exam until at least a satisfactory score is attained on the Algebra I, English II and two of the other 5 end-of-course exams, or an approved alternate test. Provides that technology center schools are authorized to provide intervention and remediation in Algebra I and Biology I to students enrolled in technology center schools.
Gives state board authority for determining alternate methods by which students who do not pass end-of-course exams may demonstrate mastery of state academic content standards, and for determining exceptions/exemptions to the end-of-course exam requirements. Requires the board to collect data by school and district on the number of students provided and categories of exceptions and exemptions granted. Beginning October 1, 2012, requires the board to provide an annual report of this data.
Clarifies that a student with disabilities must have an appropriate statement on the student's individualized education program (IEP) requiring administration of the end-of-course assessment with or without accommodations or an alternate assessment. Provides that any accommodations normally employed for the assessment must be approved by the state board and be provided for in the IEP. Requires all documentation for each student to be on file in the school prior to administration of the assessment.
Provides that English language learners must be assessed in a valid and reliable manner with the state academic assessments with acceptable accommodations as necessary or, to the extent practicable, with alternate assessments aligned to the state assessment provided by the school district in the language and form most likely to yield accurate data of the student's knowledge of the content areas.
Authorizes the state board to contract with an entity to develop and advise on the implementation of a communications campaign to build public understanding of and support for the testing requirements of this section.
Deletes obsolete language. http://webserver1.lsb.state.ok.us/2005-06bills/SB/SB1792_ENR.RTF
Title: S.B. 1792 - Section 6
Source: webserver1.lsb.state.ok.us
| |
| UT | Adopted 05/2006 | P-12 | Provides definitions, state board responsibilities, local board responsibilities, and teacher qualifications. http://www.rules.utah.gov/publicat/code/r277/r277-716.htm
Title: R277-716
Source: Lexis-Nexis/StateNet
| |
| ID | Signed into law 04/2006 | P-12 | Provides that 750,000 of the $6,040,000 appropriated for programs for limited English proficient students be distributed to schools in which English language learners failed to meet Adequate Yearly Progress (AYP) in math or reading. Requires the department to develop the program elements governing the use of these funds, modeled on the training, intervention and remediation elements of the programs described in Section 7 of the bill (see below). Specifies that these funds are to improve the English language skills of English language learners, to enable such students to better access the educational opportunities offered in public schools. Requires these funds to be distributed on a one-time basis. Requires the superintendent of public instruction to report to the Joint Finance-Appropriations Committee and the House of Representatives and the Senate Education Committees by February 1, 2007, on the program design, uses of funds, and effectiveness of the program.
Section 7: Of the moneys appropriated in the bill, $2,800,000 must be used for literacy programs, as outlined in Sections 33-1614, 33-1615 and 33-1207A(2), Idaho Code. It is legislative intent tha the state board and the state department of education coordinate federally funded literacy programs with state literacy programs, resulting in well-coordinated, complementary literacy efforts.
http://www3.state.id.us/oasis/H0847.html
Title: H.B. 847 Section 8
Source: www3.state.id.us
| |
| VA | Signed into law 03/2006 | P-12 | Requires the Board and Department of Education to collect certain statewide data on Virginia's public school students with limited English proficiency and school division programs for such LEP students, analyze the data, and recommend steps to resolve the issues relating to the requirements for obtaining a high school diploma and students with limited English proficiency that will retain high academic standards and accountability, while assisting such students in their endeavors to obtain an education and to become productive Virginians.
http://leg1.state.va.us/cgi-bin/legp504.exe?061+ful+CHAP0526
Title: S.B. 683
Source: http://leg1.state.va.us
| |
| AZ | Vetoed 01/2006 | P-12 |
Appropriates $2.6 million in FY 2005-2006 and $31.4 million in FY 2006-2007 for English Language Learner (ELL) programs; creates the eight-member Arizona English Language Learners Task Force to develop and adopt research based models of Structured English Immersion (SEI); requires school districts and charter schools to submit budget requests for the newly created Arizona Structured English Immersion Fund and the Statewide Compensatory Instruction Fund (SCIF); establishes a new individual and corporate income tax credit for contributions made to student tuition organizations to provide scholarship and tuition grants to ELL pupils; contains a conditional enactment for the Group B weight increase in FY 2006-2007.
In 1992, Flores v. State of Arizona was filed in federal court. The lawsuit was brought forth by parents of children enrolled in the Nogales Unified School District. The plaintiffs alleged that the civil rights of Limited English Proficient (LEP) students were violated because the state failed to provide adequate language acquisition, academic instructional programs and funding for at-risk students. In January 2000, the Court ruled in favor of the plaintiffs and declared Arizona's LEP programs in violation of the Equal Educational Opportunities Act (EEOA). In October 2000, the Court ordered the state to conduct a cost study to determine the amount needed to conduct a successful LEP program.
In May of 2001, the Arizona Department of Education (ADE) released a cost study that identified per-pupil costs in the sampled immersion programs. In June of 2001, the Court ordered the state to comply with an adequate ELL funding scheme and set the deadline of the end of the 2005 legislative session for legislation to comply with the judgment. The Court ordered financial penalties imposed against the state in the form of progressive daily fines until the state complied with the Court judgment. In addition, the Court excluded ELL from the Arizona's Instrument to Measure Standards (AIMS) graduation requirement.
http://www.azleg.state.az.us/FormatDocument.asp?inDoc=/legtext/47leg/2r/summary/s.1198_2660approp_asvetoed.doc.htm
NOTE: S.B. 1198 was sent to the governor on 1/24/06 and vetoed on 1/25/06. A subsequent bill, H.B. 2002/S.B.1002, was enacted on 1/25/06 but also was vetoed by the governor on the same day.
H.B. 202/S.B. 1002
Appropriates $2.6 million in FY 2005-2006 and $31.4 million in FY 2006-2007 from the state General Fund for English Language Learner (ELL) programs; creates the eight-member Arizona English Language Learners Task Force to develop and adopt research based models of Structured English Immersion (SEI); requires school districts and charter schools to submit budget requests for the newly created Arizona Structured English Immersion Fund and the Statewide Compensatory Instruction Fund (SCIF); establishes a new individual and corporate income tax credit for contributions made to student tuition organizations to provide scholarship and tuition grants to ELL pupils; sets a cap of $50 million for the corporate income tax credits; contains a conditional enactment for the Group B weight increase in FY 2006-2007.
http://www.azleg.state.az.us/FormatDocument.asp?inDoc=/legtext/47leg/1s/summary/s.2002rules_asvetoed.doc.htm
Title: S.B. 1198 and H.B. 2660
Source: Arizona Legislative Site
| |
| CA | (S) IN SENATE. TO UNFINISHED BUSINESS. (VETO) 10/2005 | P-12 | This bill would provide specified funding to school districts to provide supplementary instructional materials specifically for
English language learners in kindergarten and grades 1 to 12, for the purpose of accelerating those pupils as rapidly as
possible toward grade level proficiency.
Title: S.B. 72
Source: StateNet
| |
| CA | Vetoed 10/2005 | P-12 | This bill would require a pupil to take achievement tests in his or her primary language, if the pupil is identified as limited English proficient, and is either literate in his or her primary language or receives instruction in his or her primary language. The bill would require a pupil who is LEP, but for whom an achievement test in his or her primary language is not available, to instead take an achievement test in English that is modified in order to eliminate unnecessary linguistic complexity. The bill would require a LEP pupil who has attended a school in the United States for at least 3 consecutive years to take an additional achievement test in English that is modified in order to eliminate unnecessary linguistic complexity. The bill would require the State Department of Education to develop a primary language assessment in the dominant primary language of limited-English-proficient pupils.
Title: S.B. 385
Source: StateNet
| |
| DE | Rule Adoption 08/2005 | P-12 | Amends regulations relating to educational programs for students with limited English proficiency to align with the federal statute No Child Left Behind. http://www.state.de.us/research/AdminCode/title14/900/920.shtml#TopOfPage
Title: 14 DAC 920
Source: StateNet
| |
| IL | Signed into law 08/2005 | P-12 | Provides that for elementary school students who are in a state-approved transitional bilingual education program or transitional program of instruction, the time allotted to take state tests may be extended as determined by the State Board of Education by rule. Deletes reference to existing English exam for English language learners, IMAGE. Replaces with reference to Limited English Proficient student academic content assessment, as determined by the State Board of Education. http://www.ilga.gov/legislation/publicacts/fulltext.asp?Name=094-0642
Title: H.B. 678
Source: www.ilga.gov/legislation
| |
| CT | Signed into law 07/2005 | P-12 | For the period from July 1, 2005, to July 1, 2008, the State Board of Education is to require an applicant for certification as a bilingual education teacher to demonstrate competency in English and the other language of instruction as a condition of certification. Competency in English must be demonstrated by successful passage of the oral proficiency test in English and an essential skills test approved by the State Board of Education. Oral and written competency in the other language is to be demonstrated on an examination, if available, of comparable difficulty as specified by the Department of Education. If such an examination is not available, competency must be demonstrated by an appropriate alternative method as specified by the department. For the period from July 1, 2005, to July 1, 2008, the State Board of Education must require persons seeking to become (1) elementary level bilingual education teachers to be certified in (A) bilingual education and achieve a satisfactory evaluation on the appropriate State Board of Education approved assessment for elementary education, or (B) elementary education and have completed six semester hours of credit in English as a second language course work as approved by the State Board of Education, and (2) secondary level bilingual education teachers to be certified in A) bilingual education and achieve a satisfactory evaluation on the appropriate State Board of Education approved subject area assessment, or (B) the subject area they will teach and have completed six semester hours of credit in English as a second language course work as approved by the State Board of Education. Such certificates shall be valid for subject-specific bilingual education. Certification in elementary bilingual education shall be valid for grades kindergarten to eight, inclusive, and certification in secondary subject-specific bilingual education shall be valid for grades seven to twelve, inclusive.
For the period from July 1, 2005, to July 1, 2008, the State Board of Education shall require bilingual education teachers who hold provisional educator certificates for subject-specific bilingual education and who do not hold the endorsement in the subject area they are teaching to meet the requirements of this subsection in order to qualify for a professional educator certificate to teach bilingual education. (1) Elementary bilingual education teachers shall complete the course work requirements necessary for an endorsement in elementary education. (2) Secondary bilingual teachers shall complete the course work requirements necessary for an endorsement in the subject area they teach within the bilingual program. ftp://159.247.160.79/textofbill/h/2005HB-06678-R01-HB.htm
Title: H.B. 6678
Source: ftp://159.247.160.79/textofbill/h/2005HB-06678-R01-HB.htm
| |
| ID | Temporary Rule Adoption - Concurrently Proposed 06/2005 | P-12 | Proposes rules regarding the Limited English Proficient (LEP) students. Sets forth rules for LEP students to take an alternate Standard Achievement Test.
Title: IDAPA 08.02.03
Source: StateNet
| |
| MS | Rule Adoption 05/2005 | P-12 | Provides that the information contained within the Guidelines for Testing Students with Disabilities and the Guidelines for Educational Services and Assessement for English Language Learners and any subsequent updates shall apply to all public school personnel who are responsible for the implementation of the Statewide Assessment System. MISSISSIPPI REG 9605 (SN)
Title: IIB-3
Source: StateNet
| |
| AZ | Signed into law 04/2005 | P-12 | Specifies that "child with a disability" does not mean a child who has difficulty in writing, speaking or understanding the English language due to an environmental background in which a language other than English is primarily or exclusively used. Deletes language pertaining to "gifted child" from language related to special education. Rewrites definition of special education to mean "specially designed instruction that meets the unique needs of a child with a disability and that is provided without cost to the parents of the child." Adds definition of "specially designed instruction" to designate "adapting the content, methodology or delivery of instruction to address the unique needs of a child with a disability and to ensure that child's access to the general curriculum" as identified in the state board's academic standards.
Creates new sections defining "gifted pupil," "gifted education," and setting forth local board responsibilities for the education of gifted children. Requires every local board to develop a scope and sequence for identifying and modifying curriculum for gifted students to ensure that such students receive gifted education commensurate with their academic abilities and potentials. Requires every district's annual financial report to include the dollar amount spent on programs for gifted students and the number of students enrolled in programs or receiving services by grade level.
http://www.azleg.state.az.us/DocumentsForBill.asp?Bill_Number=1072
Title: S.B. 1072
Source: www.azleg.state.az.us
| |
| MT | Signed into law 04/2005 | P-12 | Defines basic system of free quality public elementary and secondary schools and identifies the educationally relevant factors upon which the state's share of the basic system must be funded; includes at-risk students, students who were not born in the United States or who are American Indians and come from an environment in which a language other than English has had a significant impact on the student.
Add the definition of "at-risk" student to mean "any student who is affected by environmental conditions that negatively impact the student's educational performance or threaten a student's likelihood of promotion or graduation," and defines "student with limited English proficiency."
http://data.opi.state.mt.us/bills/2005/billhtml/SB0152.htm
Title: S.B. 152
Source: StateNet
| |
| ND | Signed into law 04/2005 | P-12 | English language learners - Program of instruction. Each school district shall provide a
program of instruction for students who are English language learners. The program may be provided
by a school district or in conjunction with one or more districts.
Program establishment. The superintendent of public instruction shall:
1. Appoint a state advisory committee to assist with the establishment and administration of
English language learner programs and the state English language proficiency
assessment;
2. Establish standards for English language learner programs;
3. Ensure that the English language learner programs use effective research-based methods
to teach the students;
4. Assist school districts with the development and administration of English language learner
programs and services;
5. Employ a program administrator and other necessary personnel; and
6. Coordinate federal, state, and local funding to maximize the services available to students.
English language learner services - Individualized plans. If a school district determines
through assessment that a student requires English language learner services, the school district shall
convene a team to review the student's language and educational needs. The team may develop an
individualized language plan and recommend specialized language instruction and related services.
Title: H.B. 1374
Source: StateNet
| |
| OK | Emergency Rule Adoption 04/2005 | P-12 | Establishes rules concerning full (subject matter) competencies for licensure and certification of teachers. Adds English as a Second Language requirements. From analysis: Teachers will have the opportunity to become licensed/certified in English as a Second Language (ESL). This rule establishes the teacher competencies for the licensure/certification. Limited English proficient students will benefit academically as a result of having teachers with increased ESL teaching skills. OKLAHOMA REG 13749 (SN)
http://www.oar.state.ok.us/oar/codedoc02.nsf/frmMain?OpenFrameSet&Frame=Main&Src=_75tnm2shfcdnm8pb4dthj0chedppmcbq8dtmmak31ctijujrgcln50ob7ckj42tbkdt374obdcli00_
Title: OAC 210:20-9-172
Source: http://www.oar.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/
| |
| CA | Vetoed 09/2004 | P-12
Postsec.
Community College | Places a prohibition from carrying on a program of specific preparation of the pupils for the statewide pupil assessment program or a particular test used in the statewide pupil assessment program on a charter school. Authorizes the use of instructional materials provided by the state department of education in the academic preparation of pupils for the statewide pupil assessment if those instructional materials are embedded in an instructional program that is intended to improve pupil learning. Requires the standard-based achievement test to be administered to pupils in grades 3 and 7. Requires the state department of education to use specified federal funds to develop or adopt primary language assessments that are aligned to the state academic content standards and would require those assessments to be administered in place of the optional second achievement test a pupil with limited English proficiency may take. Requires the department on or before January 1, 2006, to submit to the legislature a report on the development and implementation of the initial primary language assessments and recommendations on the
development and implementation of future assessments and funding requirements. Authorizes and encourages the state superintendent and state board to assist postsecondary educational institutions to use the assessment results of the California Standards Tests for credit or placement and admissions processes, or both. http://www.leginfo.ca.gov/pub/bill/asm/ab_2401-2450/ab_2413_bill_20040826_enrolled.html
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_2413_veto.pdf
Title: A.B. 2413
Source: California Legislative Web site
| |
| CA | Vetoed 09/2004 | P-12 | Deletes the requirement, under the Classroom Instructional Improvement and Accountability Act, that the School Accountability Report Card include information on the degree to which pupils are prepared to enter the workforce and whether the school qualifies for the Governor's Performance Award Program. Requires each school district to include within the report card information regarding career technical education, the availability of sufficient textbooks and materials, any needed maintenance of school facilities to ensure good repair, the misassignments of teachers, including misassignments of English learner teachers, and the number of vacant teacher positions for the most recent 3-year period. http://www.leginfo.ca.gov/pub/bill/asm/ab_2551-2600/ab_2596_bill_20040827_enrolled.pdf
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_2596_veto.pdf
Title: A.B. 2596
Source: StateNet
| |
| CA | Vetoed 09/2004 | P-12 | Establishes the Pupil Achievement Grant Program to consolidate funding and provide flexibility at the schoolsite in the use of funds from specified categorical education programs in schools identified as underperforming in at least one of the three preceding fiscal years. Requires a school district to ensure that it expends an amount for direct services to pupils in eligible schools in accordance with specified minimum percentages for any purpose authorized by special categorical education programs. Requires a school district receiving program funds to ensure that the school district and each school has or continues to maintain advisory committees and schoolsite councils. Requires a district to have a single school plan that incorporates specified requirements and to use funds allocated to serve and assist pupils eligible for free or reduced price meals and pupils identified as limited English proficient. http://www.leginfo.ca.gov/pub/bill/asm/ab_2151-2200/ab_2152_bill_20040827_enrolled.pdf
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_2152_veto.pdf
Title: A.B. 2152
Source: www.leginfo.ca.gov
| |
| CA | Vetoed 09/2004 | P-12
Postsec. | Requires the Commission on Teacher Credentialing and, where appropriate, the State Department of Education, to incorporate into licensure requirements for teacher candidates, professional development requirements for renewal of licenses, and accreditation requirements for preparation programs components to ensure that teachers are capable of teaching children with diverse needs, ethnicities, nationalities, and
languages, of teaching children who bring particular challenges to the learning process, and of teaching in urban and rural settings.
Repeals provisions authorizing the Commission on Teacher Credentialing to issue or renew emergency teaching or specialist permits in accordance with regulations adopted by the commission and provided that certain conditions are met.
Authorizes the commission to issue or renew acute and anticipated emergency credentials, as defined. Requires an applicant seeking an emergency permit to meet specified criteria, including possession of a baccalaureate degree and passage of the state basic skills proficiency test. Provides that both types of permits shall be valid for only one year, except that the anticipated emergency permit may be renewed for
an additional year if the permitholder meets specified requirements.
Existing law requires that a person employed in a position requiring certification qualifications be classified on a salary schedule on the basis or uniform allowance for years of training and years of experience, as specified. This bill imposes a state-mandated local program by requiring the governing board of a school district to review its compensation policies and revise them as needed to ensure that the continuing professional education for which it grants salary credit is targeted to courses likely to yield clear benefit in terms of the pedagogical instructional leadership, management skills, or academic subject matter knowledge of its employees.]
This bill would express the intent of the Legislature to eliminate waivers authorizing the assignment of a credentialholder to a position not authorized by the credential of the holder and that they be authorized only in cases where there is no other alternative but to fill the position with a 30-day substitute teacher. The bill would further express the intent of the Legislature that each teacher serving in a school ranked in the bottom 3 deciles of the Academic Performance Index possess a valid teaching credential authorizing the holder to provide the service to which the holder is assigned.
This bill would also express the intent of the Legislature that this act accomplish specified objectives, including, but not limited to, establishing professional development activities that reward exceptional teachers for continuing to render services in a classroom, collaborations among school districts, professional associations, and postsecondary educational institutions to develop and offer preparation and degree or credential programs that will prepare educational leaders, and that the California State University and the University of California develop technologically delivered professional development and coursework for teachers in geographically isolated areas.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0201-0250/ab_242_bill_20040827_enrolled.pdf
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_242_veto.pdf
Title: A.B. 242
Source: www.leginfo.ca.gov
| |
| CA | Signed into law 09/2004 | P-12 | Existing law requires the county superintendent of schools to annually monitor and review school district certificated employee assignment practices according to certain priorities with first priority going to schools and school districts that are likely to have problems with teacher misassignment and teacher vacancies based on past experience or other available information. Existing law requires a county superintendent of schools to submit an annual report to the Commission on Teacher Credentialing summarizing the results of all assignment monitoring and reviews.
This bill requires the county superintendent of schools to give priority to schools ranked in deciles 1 to 3, inclusive, of the Academic Performance Index, as defined, if those schools are not currently under review through a state or federal intervention program. The bill requires a county superintendent of schools to investigate school and district efforts to ensure that any credentialed teacher in an assignment requiring a certificate authorizing the holder to teach English language development to English learners or training that authorizes the holder to teach English language development to English learners completes the necessary requirements for one of those certificates or completes the required training.
This bill requires a county superintendent of schools to submit the annual report summarizing the results of assignment monitoring and reviews to the department. The bill requires that report to include information on certificated employee assignment practices in schools ranked in deciles 1 to 3, inclusive, of the Academic Performance Index, as defined, to ensure that in any classes in these schools in which 20% or more pupils are English learners, the assigned teachers possess a certificate authorizing the holder to teach English language development to English learners or have completed training that would authorize them to teach English language development to English learners or are to the duties of county superintendents of schools, the bill imposes a state-mandated local program.
The bill requires the Superintendent of Public Instruction to submit a summary of the reports submitted by county superintendents of schools to the Legislature and requires the Legislature to hold public hearings on pupil access to teachers and to related statutory provisions. 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 that, commencing with the 2004–05 fiscal year, for a district with a school initially applying to participate in the High Priority Schools Grant Program on or after July 2004, the report include whether at least 80% of the teachers assigned to the school are credentialed and the number of classes in which 20% or more pupils are English learners and assigned to teachers who do not possess a certificate authorizing the holder to teach English language development to English learners or have completed training that would authorize them to teach English language development to English learners or are otherwise authorized by law to do so. 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 | SEC. 18: Requires the governing board of every district to hold a public hearing and make a determination as to whether each pupil in each school in the district has sufficient textbooks or instructional materials in each subject that are consistent with the content and cycles of the curriculum frameworks. Requires the hearing to be held at a time that will encourage the attendance of teachers and parents and guardians of pupils who attend the schools in the district and prohibits the hearing from taking place during or immediately following school hours. Defines ''sufficient textbooks or instructional materials'' to mean that each pupil, including English learners, has a textbook or instructional materials, or both, to use in class and to take home to complete required homework assignments but specifies that 2 sets of textbooks or instructional materials for each pupil are not required. 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 | SEC. 10: Requires the school accountability report card to include information regarding the availability of sufficient textbooks and other instructional materials for each pupil, any needed maintenance of school facilities to ensure good repair, the misassignments of teachers, including misassignments of English learner teachers, and the number of vacant teacher positions for the most recent 3-year period. Defines ''misassignment'' and ''vacant position'' for this purpose.
Requires the template for the school accountability report card to include a field to report the determination of the sufficiency of textbooks and instructional materials and a summary statement of the condition of school facilities. Requires the department to provide examples of summary statements of the condition of school facilities that are acceptable and those that are unacceptable. Declares that these provisions further the purposes of the Classroom Instructional Improvement and Accountability Act. 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
| |
| MI | Signed into law 09/2004 | Community College
Postsec. | Provides community and junior colleges appropriations for fiscal year 2005; provides for community college-level learning disabled students and students who require English as a second language assistance (at-risk students). Requires grant funding to be used to address the special needs of at-risk students or for equipment or upgrade of information technology hardware or software. Activities related to services provided to at-risk students include, but are not limited to, pretesting for academic ability, counseling contacts, and special programs. Equipment or information technology hardware or software purchased under this section need not be associated with the operation of
a program designed to address the needs of at-risk students.
Title: S.B. 1062
Source: StateNet
| |
| CA | Signed into law 08/2004 | P-12 | Extends the repeal date of the Leroy Greene California Assessment of Academic Achievement Act to January 1, 2011. Excludes testing students in grade 2 effective July 1, 2007. Permits the release of a pupils record of accomplishment and the results of achievement tests to postsecondary education institutions, upon the request of a pupil or his or her parent or guardian. Expands the law that prohibits any program for of specific preparation of pupils for that statewide assessment program or a particular test to include charter schools; exempts instructional materials provided by the state department of education if the materials are embedded in an instructional program to improve student learning. Requires the department of education to develop and implement primary language assessments aligned with state academic content standards. Provides that the achievement test to be administered to pupils in grades 3 and 8, instead, be administered in grades 3 and 7. Provides that if the Commission on State Mandates determines that the bill contains costs mandated by the state, reimbursement of the costs should be made as provided by statute. http://www.leginfo.ca.gov/pub/bill/sen/sb_1401-1450/sb_1448_bill_20040816_chaptered.html
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/SB_1448.pdf
Title: S.B. 1448
Source: California Legislative Web site
| |
| CA | Signed into law 07/2004 | P-12 | Relates to existing law which requires teachers instructing limited-English-proficient pupils to complete 45 hours of staff development in methods of specially designed content instruction delivered in English. Extends the January 1, 2005, deadline for the completion of the required staff development to January 1, 2008. http://www.leginfo.ca.gov/pub/bill/asm/ab_2901-2950/ab_2913_bill_20040716_chaptered.html
Title: A.B. 2913
Source: California Legislative Web site
| |
| HI | Became law without GOVERNOR'S signature. 07/2004 | P-12
Community College | Authorizes Leeward Community College to develop a program to provide services for Freely Associated States students as well as the Microesian, Marshallese and Palauan community at large, to ensure their success in school through cultural education and integration, language, employment, training and legal services, that may include by not limited to skill for success in school, development of a multidisciplinary community-based family support system. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb214_cd1_.htm
Title: S.B. 214
Source: Hawaii Legislative Web site
| |
| CT | Signed into law 06/2004 | P-12 | Concerning English as a second language instruction and in-service training for teachers and teacher preparation courses; requires persons seeking professional educator certification to complete coursework in English as a second language instruction. http://www.cga.state.ct.us/2004/act/Pa/2004PA-00227-R00HB-05438-PA.htm
Title: H.B. 5438
Source: Connecticut Legislative Web site
| |
| FL | Signed into law 06/2004 | P-12 | Relates to education personnel; provides for expunging of criminal history records of applicants for employment at certain education related offices; requires background screening for charter school employees and board members; amends requirements for admission to teacher preparation programs; authorizes programs providing experiences as teacher assistants prior to entering teacher preparation programs for individuals meeting specified criteria; creates teacher preparation institutes that provide professional development, instruction for substitute teachers, alternative certificate programs and establishes criteria for applicants; provides for the creation of guidelines for mentoring of first-time teachers and other programs geared toward the recruitment and retention of quality teachers; requires background screenings and fingerprinting of instructional and noninstructional hires or contractual employees who come in contact with students; specifies a school district's performance assessment may include criteria for assessment of instructional and administrative personnel and student performance; requires training in teaching of reading for certified personnel who teach students who have limited English proficiency; establishes qualifications, requirements and evaluation of substitute teachers; provides for educator discipline by the Education Practices Commission and the Department of Education; amends the Recovery Network Program that assists educators impaired as the result of alcohol abuse, drug abuse or a mental condition. http://www.flsenate.gov/cgi-bin/view_page.pl?Tab=session&Submenu=1&FT=D&File=sb2986er.html&Directory=session/2004/Senate/bills/billtext/html/
Title: S.B. 2986
Source: Florida Legislative Web site
| |
| ID | Temporary Rule Adoption - Concurrently Proposed 06/2004 | P-12 | Proposes rules regarding the implementation of English Language Proficiency (ELP) Standards and Language Instruction for Limited English Proficient and Immigrant Students. http://www2.state.id.us/adm/adminrules/rules/idapa08/0203.pdf
Title: IDAPA 08.02.03 (§§ 670-755 [not inclusive])
Source: Idaho State Web site
| |
| ID | Temporary Rule Adoption 05/2004 | P-12 | Amends rules to allow new Limited English Proficient (LEP) students to take a language proficiency test in lieu of the state reading test.
http://www2.state.id.us/adm/adminrules/bulletin/04jun.pdf (page 30)
Title: IDAPA 08.02.03 §§ 111-112
Source: Idaho State Web site
| |
| LA | Adopted 04/2004 | P-12 | Adopts rules relating to the implementation of fundamental changes in the classroom by helping schools and communities focus on student achievement. Clarifies method for calculating a School Performance Score for elementary, middle and high schools. Establishes timelines for schools in School Improvement to submit improvement plans, expands the details of the Supplemental Educational Services process, specifies how LEAP Alternative Assessment students are included in NRT calculations, and creates required definitions for English language proficiency. http://www.doa.state.la.us/osr/reg/0404/0404RUL.pdf (see pages 22-27 of 71)
Title: LAC 28:LXXXIII.303, 311, 1701, 2701, 2702, 2703, 2713, 2715, 2717, 2719, 2721, 3905, 4001, 4003, 4005
Source: http://www.doa.state.la.us/osr
| |
| LA | Adopted 04/2004 | P-12 | Adopts rules that contain English language development standards for limited English proficient students in each of the four domains of language, listening, speaking, reading and writing. Establishes five levels of proficiency within each domain. Guides curriculum development for limited English proficient students. http://www.doa.state.la.us/osr/reg/0404/0404RUL.pdf (see pages 27 through 31 of 71)
Title: LAC 28:Part LXXXV.Chapters 1-7
Source: www.doa.state.la.us/osr/reg
| |
| ID | Signed into law 03/2004 | P-12 | Requires the development of goals for English language learners, formulation of district plans, reports to the State Board of Education and recommendations to the Legislature. http://www3.state.id.us/oasis/H0787.html#billtext
Title: H.B. 787
Source: Idaho Legislative Web site
| |
| NM | Signed into law 03/2004 | P-12 | Provides for accountability in bilingual multicultural education programs; specifies the permissible uses of bilingual multicultural education program funds; amends, repeals and enacts sections of the NMSA 1978; provides for a district's professional development plan. http://legis.state.nm.us/Sessions/04%20Regular/final/SB0471.pdf
Title: S.B. 471
Source: http://legis.state.nm.us
| |
| NM | Signed into law 03/2004 | P-12 | Relates to public schools; changes the writing test for certain grades; amends provisions regarding the English Language Reading Test; makes provisions for students determined to be limited English proficient. http://legis.state.nm.us/Sessions/04%20Regular/final/SB0138.pdf
Title: S.B. 138
Source: http://legis.state.nm.us
| |
| WV | Rule Adoption 03/2004 | P-12 | Amends rules concerning programs for limited English proficient students. WEST VIRGINIA REG 4387 (SN)
Title: Title 126, Series 15
Source: StateNet
| |
| CA | Signed into law 10/2003 | P-12
Postsec. | Amends existing law pertaining to instructional strategies to include the provision of such strategies for working with English learners as a purpose of the subject matter projects. Includes English language development assessments and standards for English language learners in the evaluation of such projects. Provides these projects are to develop and enhance teachers' subject and content knowledge. Relates to teacher participation. http://www.leginfo.ca.gov/pub/bill/sen/sb_0601-0650/sb_611_bill_20031012_chaptered.html
Title: S.B. 611
Source: California Legislative Web site
| |
| CA | Signed into law 10/2003 | P-12 | Prohibits the department of education and the state board of education from developing or implementing requirements or criteria making a local educational agency ineligible for funding for providing primary language instruction and comprehensive English language development instruction to English learners. Requires the state department of education to amend California's Reading First Plan to authorize local educational agencies operating programs in which English learners are not educated through sheltered or structural English immersion to apply for funding under the federal No Child Left Behind Act. Requires the revised plan to specify that priority to specified federal funds be
given to programs meeting certain criteria. Prohibits the allocation of a specified appropriation made in the Budget Act of 2003 until the State Board of Education amends the Reading First Plan according to this act and submits it to federal authorities and the federal Secretary of
Education approves the plan. http://www.leginfo.ca.gov/pub/bill/asm/ab_1451-1500/ab_1485_bill_20031011_chaptered.html
Title: A.B. 1485 §§ 1 - 3
Source: California Legislative Web site
| |
| MI | Signed into law 08/2003 | P-12 | Sec. 107a. (1) The family resource center curriculum blue ribbon study committee is established to explore and make
recommendations on implementing a new integrated system of delivering adult education and related family services
beginning with the 2004-2005 school year, including, but not limited to:
(a) Educational services, including, but not limited to, high school completion programs, adult basic education,
general education development (G.E.D.) test preparation, English as a second language programs, and early childhood
education.
(b) Family services, including, but not limited to, even start programs, 21st century learning center grants,
before- and after-school child care programs, parenting classes, and referrals for family and child services.
(c) Employment and training services, including, but not limited to, career preparation programs and work readiness
classes.
(2) The family resource center curriculum blue ribbon study committee shall consist of the following:
(a) Two members of the senate, 1 appointed by the senate majority leader and 1 appointed by the senate minority
leader.
(b) Two members of the house of representatives, 1 appointed by the speaker of the house of representatives and
1 appointed by the minority leader of the house of representatives.
(c) A representative of the Michigan association of community and adult education.
(d) A representative of the Michigan works! association.
(e) Three local adult education program directors, appointed jointly by the legislative members appointed under
subdivisions (a) and (b).
(f) Three local Michigan works program directors, appointed jointly by the legislative members appointed under
subdivisions (a) and (b).
(g) The state director of adult education.
(3) The timetable for the work of the family resource center curriculum blue ribbon study committee is as follows:
(a) Not later than September 1, 2003, report on its progress to the senate and house appropriations subcommittees
responsible for this act.
(b) Not later than November 1, 2003, make final recommendations to the senate and house appropriations
subcommittees responsible for this act.
http://www.michiganlegislature.org/documents/2003-2004/billenrolled/house/pdf/2003-HNB-4401.pdf
Title: H.B. 4401 (multiple provisions)
Source: www.michiganlegislature.org
| |
| IL | Signed into law 07/2003 | P-12 | Amends the School Code. Makes provisions regarding the State Board of Education's rules to determine the eligibility of children to receive special education. Requires non-discriminatory tests to limited English proficiency students. Defines rules for determining eligibility. http://www.legis.state.il.us/legislation/publicacts/fulltext.asp?Name=093-0282
Title: S.B. 566
Source: Illinois Legislative Web site
| |
| NY | Adopted 07/2003 | P-12 | 1) Establishes criteria for the identification and assessment of students with limited English proficiency through use of, respectively, the Language Assessment Battery-Revised (LAB-R) test and the New York State English as a Second Language Test (NYSESLAT); (2) establishes curriculum and reporting requirements for such students; and (3) updates provisions in the regulations concerning such students. With the adoption of the LAB-R and the NYSESLAT, local educational agencies will be required to assess a student's English language proficiency level for purposes of initial identification and continued eligibility for services. The results of these tests will be reported in terms of designated levels of proficiency, not percentile scores. The first administration of the NYSESLAT was in May 2003 and the results of this test will be the only data the schools will have available to make decisions as to which students are limited English proficient and entitled to services during the upcoming school year. http://www.regents.nysed.gov/July2003/0703brca1.htm
Title: NYCRR 8 Part 154
Source: http://www.regents.nysed.gov
| |
| TX | to governor 06/2003 | P-12 | Amends Sec. 21.005. HIGH-QUALITY TEACHERS. Allows the commissioner to establish by rule a statewide standard to be used to certify each school district that is preparing, training, and recruiting high-quality teachers in a manner consistent with the No Child Left Behind Act of 2001. Requires the commissioner to develop and make available training materials and other teacher training resources to assist teachers in developing the expertise required to enable students of limited English proficiency to meet state performance expectations. Requires the state agency to develop and make available teacher training materials and other teacher training resources to assist teachers in enabling students of limited English proficiency to meet state performance expectations. The teacher training resources shall be designed to support intensive, individualized, and accelerated instructional programs developed by school districts for students of limited English proficiency. Requires the commissioner, in coordination with representatives of institutions of higher education and school districts, to develop an on-line diagnostic and assistance program for each assessed (TAKS) subject to help students prepare for the 11th grade exit-level test. Also requires the commission (with higher education representatives) to develop other academic programs of mutual benefit to school districts and institutions of higher education. The bill requires the commissioner to seek private funding to make available on the Internet each diagnostic and assistance program developed. The bill authorizes the commissioner to permit a low-performing campus to participate in an innovative redesign of the campus to improve campus performance. http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM
Title: S.B. 1108 (Section 21.005)
Source: http://www.capitol.state.tx.us
| |
| TX | Rule Adoption 06/2003 | P-12 | Establishes rules concerning youth with limited English proficiency. Provides for reasonable access to all programs and services for the Youth Commission youth's who are determined to have limited English proficiency. TEXAS REG 85657 (SN)
Title: 37 TAC 91.25
Source: StateNet
| |
| TX | to governor 06/2003 | P-12 | Requires the state agency to develop and make available teacher training materials and other teacher training resources to assist teachers in enabling students of limited English proficiency to meet state performance expectations. The teacher training resources are to be designed to support intensive, individualized, and accelerated instructional programs developed by school districts for students of limited English proficiency. http://www.capitol.state.tx.us/tlo/78R/billtext/SB01108F.HTM
Title: S.B. 1108 (Section 39.024)
Source: http://www.capitol.state.tx.us
| |
| MA | Rule Adoption 05/2003 | P-12 | Amends rules relating to the provision of education to students who are limited English proficient. Requires school districts to provide English language education to limited English proficient students. Relates to the district's annual obligation to identify and classify limited English proficient students. Requires district superintendents to provide annually to the department a written assurance that teachers of English language learner classrooms are literate and fluent in English.
Title: 603 CMR 14.00
Source: StateNet
| |
| ME | Signed into law 05/2003 | P-12 | Establishes the Committee to Investigate the Feasibility of and Need for Regulation of Spoken Language Interpreters. Establishes committee membership, which must include a member representing the Portland schools multilingual program. Requires the committee to examine: 1. The current state of spoken language interpreting throughout the state; 2. The need for spoken language interpreting in the state; 3. The potential harm to public safety if this profession is not regulated; and 4. The costs involved in regulating the profession. Requires the committee to report its findings and recommendations, including suggested legislation, to the legislature by December 10, 2003.
http://www.mainelegislature.org/legis/bills/billtexts/LD090901-1.asp
Title: S.P. 305 (LD 909)
Source: www.mainelegislature.org
| |
| NV | Temporary Rule Adoption 05/2003 | P-12 | Sets forth provisions governing provisional 1-year endorsements to teach English as a second language and to teach program of bilingual education. NEVADA REG 3150 (SN)
Title: NAC 391.237, 391.242
Source: StateNet
| |
| NY | Proposed Rule 05/2003 | P-12 | Establishes criteria for the identification and assessment of students with limited English proficiency through use of the Language Assessment Battery-Revised test and the New York State English as a Second Language Test. Establishes curriculum and reporting requirements for such students. NEW YORK REG 15847 (SN)
Title: 8 NYCRR 154
Source: StateNet
| |
| TX | Rule Adoption 05/2003 | P-12 | Amends rules concerning basic education. Establishes that the individual case plan developed for each youth address special education or English as a second language as needed. TEXAS REG 85577 (SN)
Title: 37 TAC 91.43
Source: StateNet
| |
| ND | Signed into law 03/2003 | P-12 | Amends the funding formula for educating English language learners. Ratchets up the amount of funding as English skills improve, ranging from a multiple of 10 for the lowest proficiencies to a multiple of 4 for students with higher proficiency in English. Requires districts to assess each eligible student using a proficiency test that is aligned to the state English language proficiency standards and the state language proficiency test. Also requires districts to describe its English language learner program and report the result of the district's annual student assessment. http://www.state.nd.us/lr/assembly/58-2003/bill_text/DBFK0300.pdf
Title: H.B. 1383
Source: http://www.state.nd.us
| |
| NM | Signed into law 03/2003 | P-12 | Adds Section 22-2A-3 and Section 22-2A-4. Requires the state board to adopt content and performance standards in mathematics, reading and language arts, science and social studies. Section 22-2A-4 requries the state board to establish a statewide assessment and performance standards and that measures adequate yearly progress for each student, public school and district. Testing requirements: (1) for grades kindergarten through two, diagnostic and standards-based tests on reading that include phonemic awareness, phonics and comprehension by the 2003-2004 school year; (2) for grades three through nine and for grade eleven, standards-based academic performance tests in mathematics, reading and language arts and social studies by the 2005-2006 school year; provided that testing in ninth grade and testing in social studies shall not occur until the legislature has provided funding for test development and implementation; (3) for grades four, six, eight and eleven, standards-based academic performance writing tests by the 2005-2006 school year and (4) for one of grades three through five and six through nine and for grade eleven, standards-based academic performance tests in science by the 2007-2008 school year. C. The department shall involve appropriate licensed school employees in the development of the standardsbased academic performance tests. D. All students shall participate in the academic assessment program. The state board shall adopt standards for reasonable accommodations in academic testing for students with disabilities and limited English proficiency, including when and how accommodations may be applied. The legislative education study committee shall review the standards prior to adoption by the state board. E. Students who have been determined to be limited English proficient may be allowed to take the standards-based academic performance test in their primary language. A student who has attended school for three consecutive years in the United States shall participate in the English language reading test unless granted a waiver by the department based on criteria set by the state board. New section 22-13-1 itemizes minimum instructional areas for accreditation, including graduation requirements.
http://legis.state.nm.us/Sessions/03%20Regular/FinalVersions/house/HB0212MarkedUp.pdf
Title: H.B. 212 (Omnibus Bill)
Source: New Mexico State Legislature
| |
| VA | Signed into law 03/2003 | P-12 | Amends the Standards of Quality to require school boards to identify students with limited English proficiency and enroll these students in appropriate instructional programs and to require state funding, pursuant to the appropriation act, for 10 full-time equivalent instructional positions for each 1,000 students identified as having limited English. The state share for this staffing requirement is currently funded at $8,822,504 and $10,428,613 in the first and second year of the 2002-2004 biennial budget, respectively. http://leg1.state.va.us/cgi-bin/legp504.exe?031+ful+CHAP0714
Title: H.B. 2442
Source: http://leg1.state.va.us
| |
| NM | Rule Adoption 02/2003 | P-12 | Implements rules regarding primary and secondary education, education standards, Bilingual Multicultural and Language Revitalization programs, licensure requirements for ancillary and support personnel, and licensure for school counselors K-12. Old rules were: Old 6 NMAC 4.2.3.12. NEW MEXICO REG 3666 (SN)
Title: 6.32.2, 6.63.6, 6.64.12
Source: StateNet
| |
| CO | Rejected by voters 11/2002 | P-12 | The proposed amendment to the Colorado Constitution: requires that all public school students be taught in English unless they are exempted under the proposal; requires students who do not speak English (English learners) to be taught English through English language immersion programs and to be transferred to a regular classroom, generally after one year; allows parents or legal guardians to request a waiver from English immersion requirements under certain circumstances and gives schools the power to approve or deny the request; authorizes a parent or legal guardian to sue for enforcement of the proposal; requires all English learners in grades two through twelve to be tested annually in English using a nationally standardized test of academic subject matter. http://www.state.co.us/gov_dir/leg_dir/lcsstaff/2002/ballot/EnglishLanguage.htm
Title: Amendment 31
Source: Colorado Elections Division
| |
| MA | Approved by voters 11/2002 | P-12 | Proposes by initiative petition; requires public schools to educate English learners through a sheltered English immersion program; provides that parents or guardians of certain children could apply each year to have the requirements waived; provides that a parent or guardian could sue for damages to enforce the proposed law; relates to any school employee, administrator, or elected official who refused to implement the proposed law.
Title: Question 2
Source: Massachusetts Elections Division
| |
| NE | Rejected by voters 11/2002 | P-12 | (LR 1CA 2001-2002) Amends section 27 of the Article I of the Nebraska Constitution to eliminate language requirements for private, denominational and parochial schools.
Title: Proposed Amendment 1
Source: Nebraska Secretary of State Web site
| |
| CA | Signed into law 09/2002 | P-12 | Enacts the English Learner and Immigrant Pupil Federal Conformity Act. Ensures that instructional services are provided to pupils with limited English proficiency in conformity with federal requirements that are designed to ensure that all pupils have reasonable access to educational opportunities with regard to English and other core curriculum areas of instruction. Provides certain federal funds would be used for these provisions.
Title: S.B. 2083
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 09/2002 | P-12 | Makes legislative findings and declarations regarding limited-English-proficient pupils and would state the intent of the Legislature to integrate and restate the most basic protections in the State and federal law for these pupils and their parents and to ensure sustained achievement for these pupils in the public schools. Requires the demonstration of comparable improvement in academic achievement by certain subgroups of English learners.
Title: S.B. 1665
Source: Lexis-Nexis/StateNet
| |
| CT | Signed into law 09/2002 | P-12 | Amends the provisions concerning the exemptions of limited English proficient special education students from participation in the state mastery testing program (Sec. 5)
Title: H.B. 6004 (Special Session Act No. 02-7)
Source: http://www.state.ct.us/sde/commish/
| |
| FL | Signed into law 08/2002 | P-12 | Shifts responsibility for establishing rules regarding student report cards from state superintendent to state board. Modifies rules relating to remediation, retention and promotion. Specifically, as stated by legislative summary, "The bill requires retention of students whose reading deficiency is not remedied by the third grade, as demonstrated by scoring at Level 2 or higher on the third grade reading portion of the FCAT. Before third grade, students identified as having a substantial reading deficiency must be given intensive reading instruction." Also, "The bill requires that academic improvement plans describe specific areas of reading deficiency, desired levels of performance in these areas, and necessary support services. The bill requires written parental notification of a substantial reading disability, current services, proposed remediation, and a mandatory third grade retention requirement. The bill outlines good cause exemptions: Limited English Proficient students who have had less than two years of instruction in an English for Speakers of Other Languages program; those with disabilities whose individual education plan (IEP) indicates that participation in the statewide assessments is not appropriate; those who demonstrate an acceptable level of performance on an alternative standardized reading assessment approved by the State Board of Education; those who demonstrate, through a student portfolio, the mastery of the Sunshine State Standards in reading equal to a Level 2 performance on the FCAT; students with disabilities who were previously retained in kindergarten, first or second grade, who participate in the FCAT and whose IEP or 504 plan shows a remaining deficiency after intensive remediation in reading for more than two years; and students who have received the intensive remediation in reading for two or more years but still demonstrate a deficiency or who were previously retained in kindergarten, grade one or grade two for a total of two years. The bill requires the teacher to document and report any good cause exemption to the principal. The principal reviews and reports a recommendation to the superintendent who makes the final decision. Each step of this process must be in writing. The bill gives the State Board of Education authority to enforce these provisions by requiring that districts submit relevant data, allowing the Commissioner of Education to investigate noncompliance, ordering compliance within a specified time frame, and withholding funds in the event of continued noncompliance." See bill section 371, page 825, line 4 ff: http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E
Source: http://www.leg.state.fl.us
| |
| FL | Signed into law 08/2002 | P-12 | State-approved teacher preparation programs must incorporate appropriate English for Speakers of Other Languages instruction so that program graduates will have completed the requirements for teaching limited English proficient students in Florida public schools. http://www.leg.state.fl.us/data/session/2002E/Senate/bills/billtext/pdf/s0020Eer.pdf
Title: S.B. 20E (Code Re-Write)
Source: Bill Text
| |
| 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
| |
| MD | Signed into law 07/2002 | P-12 | Establishes tobacco tax as well as special fund to dedicate tobacco tax revenues for education funding. Monies are to 1) provide unrestricted grants to districts; 2) assist local lead agencies and Baltimore City under the Maryland Infants and Toddlers Program; and 3) provide funding for adult education and literacy services. http://mlis.state.md.us/2002rs/bills/sb/sb0856e.rtf
Title: S.B. 856
Source: mlis.state.md.us
| |
| CO | Signed into law 06/2002 | P-12 | Requires department to develop single test for districts to identify students eligible to participate in K-12 English language proficiency programs; establish statewide proficiency levels and accomodations on test; and disaggregate testing data to track the academic progress of ESL students who have been in a Colorado public school for three years or more or have subsequently been assessed as having attained proficiency in English. Also mandates creation of advisory commission within department and membership thereof to assist in implementing the above changes. Beginning July 1, 2005, requires districts to use single test developed by department to identify students eligible to participate in K-12 English language proficiency programs. Requires districts to annually report to the department the number of non-English languages which are the primary language of students served, as well as the number of students who speak each non-English language as their primary language. Requires as an accreditation indicator the results of the assessments of students whose dominant language is other than English but who have been enrolled in a Colorado public school for at least three years or have been assessed as proficient in English, and are consequently required to take the state assessment in English. Authorizes the state board to recommend to the general assembly any format or content changes to the school accountability reports, as well as to reconfigure and rearrange the data due to space limitations. Beginning in the 2005-06 academic year, provided there are sufficient funds from "No Child Left Behind," school accountability reports must provide a chart indicating the progress of students on the test to determine if the student's dominant language is one other than English. Requires scores of students whose dominant language is not English and who have attained a proficient score in English in each component of the test to identify students eligible to participate in K-12 English language proficiency programs to be included in the calculation of school academic performance ratings and accreditation. Requires the department to administer reading assessments in Spanish for 3rd- and 4th-graders whose dominant language is Spanish and a writing assessment in Spanish to such 4th-graders. Provided there are sufficient funds provided by the "No Child Left Behind Act of 2001," the board must develop and, starting spring 2003 the department must administer a writing assessment in Spanish for 3rd-graders whose dominant language is Spanish http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/5FC3C9C533C2716287256B3C0059EE95?Open&file=109_enr.pdf.
Title: S.B. 109
Source: www.leg.state.co.us
| |
| HI | Vetoed 06/2002 | P-12 | Establishes a commission on language access. Requires the commission to develop and implement systems by which limited English speaking persons can access services, activities, and programs within each department. http://www.capitol.hawaii.gov/sessioncurrent/bills/sb2568_.htm
Title: S.B. 2568
Source: Lexis-Nexis/StateNet
| |
| IL | Signed into law 06/2002 | P-12 | Requires schools that are part of the sample drawn by the National Center for Education Statistics to administer the biennial State academic assessments of 4th and 8th grade reading and mathematics under the National Assessment of Educational Progress. Provides that the school report card must be posted on the schools website rather than automatically mailed to parents, and a written notice sent home to parents with the Web site address. Printed copies are available on request. Requires districts to adopt policies for the transfer of students within the district. Requires requests for transfer in relation to ESEA to be made within 30 days of notification of right to transfer. Establishes criteria under which local board may refuse request to transfer. Requires the notifice of parents of child's placement in bilingual education program to include more specific information, including reasons why child was placed in program, child's level of English proficiency, how this level was assessed, and the child's current level of academic achievement. Permits parents to immediately withdraw child from bilingual program rather than at time of notice or end of semester. Increases supplemental aid to low income school districts. http://www.legis.state.il.us/publicacts/pubact92/acts/92-0604.html
Title: S.B. 1983
Source: www.legis.state.il.us
| |
| CO | Signed into law 05/2002 | P-12 | Establishes a Family Literacy Education Grant Program within the Department of Education; permits local education providers to apply for grants in order to provide family literacy education, adult literacy education or English language literacy education. http://www.leg.state.co.us/2002a/inetcbill.nsf/fsbillcont/749A738EBAEFDEC587256B3E0082C23B?Open&file=1303_enr.pdf
Title: H.B. 1303
Source: www.leg.state.co.us
| |
| FL | Signed into law 05/2002 | P-12 | Creates new section on charter school capital outlay. According to legislative summary, bill "requires the full-credit for teaching service to apply to experience in charter schools, either in-state or out-of-state" and revises charter school purposes "to include both mandatory and permissive objectives." Gives charter schools exemption from fees for building permits and impact and service availability fees. Gives state commissioner authority to identify in writing a dedicated funding source for charter school capital outlay. States that charter schools are not exempt from law mandating provision of services to limited-English proficient students; removes Commissioner's waiver provisions; demands that nonrenewed charter schools be held in trust, pending appeal. Establishes a Charter School Appeal Commission composed of 1/2 representatives of school district and 1/2 representatives of charter operators to review and make recommendations to the state board regarding charter school appeals. Designates state board decision in charter school appeals as binding. Also section on charter technical career centers that deletes commissioner's waiver provisions. See bill section 98, page 207, line 28 ff and bill section 99, page 245, line 1: 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
| |
| MD | Signed into law 05/2002 | P-12 | States the intent of the general assembly that state agencies provide equal access to public services for individuals with limited English proficiency; requires documents to be translated into any language spoken by 3% of any limited English proficient population within the geographic service area; includes vital documents or informational materials, notices, and complaint forms offered by state deparments, agencies, and programs. Requires the Maryland State Department of Education to be in full compliance by July 1, 2005. http://mlis.state.md.us/2002rs/bills/sb/sb0265e.rtf
Title: S.B. 265
Source: Lexis-Nexis/StateNet
| |
| MD | Signed into law 05/2002 | P-12 | Establishes sales and use tax on telecommunications service in Prince George's County. Net proceeds from the revenue must be used only as supplemental funds for the operation of the Prince George's County School System. The board must consider using such funds for the provision of a program for at-risk or low-performing students in grades 6-12 that meets specified criteria; and a Spanish language immersion program for at least 450 pupils in grades K-5. http://mlis.state.md.us/2002rs/bills/hb/hb0949e.rtf
Title: H.B. 949
Source: mlis.state.md.us
| |
| MD | Signed into law 05/2002 | P-12 | Requires that county board financial audit results be reported to state superintendent, county fiscal authority, and specified house and senate committees. Requries Management Oversight Panel to monitor implementation of audits' recommendations and coordination office to support Management Oversight Panel until the state superintendent determines that all the audits' recommendations have been addressed. Modifies the basic current expense formula to create a new foundation program for state education funding; creates a compensatory education funding program; creates a funding program for students with limited English; creates a special education funding program; establishes guaranteed tax base program. Extends funding for public school construction projects in Prince George's County and Baltimore City from 2003 to 2004. Establishes Task Force to Study Public School Facilities; requires task force to study specified issues in the realms of school construction. Terminates task force on December 31, 2002. Provides unrestricted grants of specified amounts in FY 03 to county boards. Requires Prince George's County Board to develop and submit comprehensive master plan and Superintendent to approve master plan before it receives its unrestricted grant. http://mlis.state.md.us/2002rs/bills/sb/sb0856e.rtf
Title: S.B. 856
Source: mlis.state.md.us
| |
| MD | Signed into law 04/2002 | P-12 | Requires the department of education to distribute need- and performance-based grants for adult education. Adult education and -literacy grant funds under this program may be used for GED instruction, the Maryland Adult External High School Program, ESL, family literacy and basic skills and literacy instruction. Funding is as provided in state budget. http://mlis.state.md.us/2002rs/bills/sb/sb0737t.rtf
Title: S.B. 737
Source: mlis.state.md.us
| |
| MS | Signed into law 04/2002 | P-12 | Establishes requirements for nontraditional teacher preparation and licensure through the Teach Mississippi Institute (TMI), as well as mentoring and induction program for nontraditionally certified teachers. Establishes license certification for transitional bilingual teachers. Allows nontraditionally certified teachers to qualify for William F. Winter Teacher Scholar Loan Program and Critical Needs Teacher Scholarship Program. Modifies statutes regarding nontraditional administrator certification.
Title: S.B. 2370
Source: Lexis-Nexis/StateNet
| |
| AZ | To governor 12/2001 | P-12 | Requires the State Board of Education to prescribe, for Federal funding purposes, the manner in which primary language is determined for new pupils, the administration of English language proficiency examinations, the types of training for bilingual education endorsement for teachers, monitor school district for compliance with federal laws regarding English learners and to submit a report which covers several areas of proficiency by such learners.
Title: H.B. 2010B
Source: Lexis-Nexis/StateNet
| |
| AL | Signed into law 09/2001 | P-12 | Urges to State Board of Education to to provide funding that is sufficient to provide an adequate number of English as a second language teachers.
Title: H.J.R. 44C
Source: Lexis-Nexis/StateNet
| |
| CA | Chaptered by Secretary of State 09/2001 | P-12 | Chapter No.268, Authorizes a school district receiving Teaching As A Priority Grant funds to offer incentives to recruit and retain credentialed teachers interested in attaining cross-cultural, language, and academic development certification or bilingual, cross-cultural, language, and academic development certification.
Title: A.B. 1499
Source: Lexis-Nexis/StateNet
| |
| OR | Signed into law 06/2001 | P-12 | Creates a grant program for school districts for costs associated with educating students in English as a Second Language programs; appropriates moneys from the General Fund to the Department of Education for grant program.
Title: H.B. 2286
Source: Lexis-Nexis/StateNet
| |
| MD | Signed into law 05/2001 | P-12 | States intent of the General Assembly that State agencies are authorized to provide services to those with limited English proficiency; defines terms; requires agencies to survey the need for services and the measures taken to provide said; requires Department of Human Resources to develop and distribute surveys and review information; requires DHR to make recommendations and develop budgets; requires the DHR and Department of Planning to prepare estimates; requires reports.
Title: S.B. 542
Source: Lexis-Nexis/StateNet
| |
| ND | Signed into law 05/2001 | P-12 | Amends 15.1-27-12. In addition to any other payments provided for by this chapter, each school district is
entitled to receive $425 for each student who has been assessed by the
student's school district and found to have negligible limited English language skills,
as evidenced by a classification of level I using the Woodcock-Munoz language
survey; $325 for each student who has been assessed by the student's school district and determined to have very limited English language skills, as evidenced by a classification of level II using the
Woodcock-Munoz language survey; and $225 for each student who has been assessed by the
student's school district and determined to have limited English language skills, as
evidenced by a classification of level III using the Woodcock-Munoz language survey.
Title: H.B. 1321
Source: North Dakota Legislative Web Site
| |
| TX | Signed into law 05/2001 | P-12 | Encourages school districts to develop and implement dual language bilingual programs.
Title: S.C.R. 50
Source: http://www.senate.state.tx.us/
| |
| TX | Signed into law 05/2001 | P-12 | Amends the Education Code to authorize a school district to adopt a dual language immersion program (program) for students enrolled in elementary school grades. The bill specifies that a program should include a class of students composed of approximately 50 percent native English speakers and 50 percent native speakers of one other language, and instruction in both English and the other language with at least half of the instruction in the other language.
Title: S.B. 467
Source: http://www.senate.state.tx.us/
| |
| WA | Signed into law 05/2001 | P-12 | Relates to students whose primary language is other than English and the State assessment of student learning; provides for a review of same by the Superintendent of Public Instruction; requires the Superintendent to develop an evaluation system to measure increases in English and academic proficiency of eligible pupils; amends provisions regarding bilingual instruction.
Title: H.B. 2025
Source: Lexis-Nexis/StateNet
| |
| DE | Signed into law 03/2001 | P-12 | Directs the Department of Education to develop, implement and enhance programs for students with limited English proficiency.
Title: H.B. 9
Source: Lexis-Nexis/StateNet
| |
| AZ | Approved by voters 11/2000 | P-12 | BALLOT NUMBER 203 (01-I-2000) Requires that all public school instruction be conducted in English; places children not fluent in English in an intensive English immersion program to teach them the language as quickly as possible; provides that parents may request a waiver of these requirements for children who already know English.
Title: V. 11
Source: Lexis-Nexis/StateNet
| |
| UT | Unofficially approved by voters 11/2000 | P-12 | INITIATIVE A Declares English as Utah's official and sole language for state and local government documents and action; exempts those documents and actions required by the United States and Utah constitutions, federal law and regulations, law enforcement, public safety, and health requirements, public and higher education, certain judicial proceedings, economic development and tourism, and libraries.
Title: V. 1 English Only
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 09/2000 | P-12 | Requires the Department of Justice to produce public service announcements in both English and Spanish regarding recent changes in firearm laws, and a gun owner's responsibilities regarding safe storage of a firearm
Title: A.B. 2536
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 09/2000 | P-12 | Establishes the English Language Learner Teacher Coaching Program until 01/01/2006, to provide English language learner coaches to assist groups of teachers, teaching paraprofessionals, and pupils in certain matters. Requires the San Bernardino County Office of Education to administer the program, subject to an appropriation in the Budget Act or other legislation.
Title: S.B. 2192
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 09/2000 | P-12 | Requires a local educational agency that receives funds through the English Language Acquisition program to report to the State Department of Education the English proficiency level of each pupil receiving instruction through the program, number of English language learners redesignated as fluent in English, academic achievement by grade level of each pupil receiving instruction through the program, and strategies to ensure pupils meet grade level standards.
Title: A.B. 2585
Source: Lexis-Nexis/StateNet
| |
| CA | Vetoed 08/2000 | P-12 | Authorizes, until 07/01/02, the governing board of a school district to expend 100% of its allowance of funds to purchase English Language curricula that is designed to convey the subject matter content to pupils enrolled in structured English immersion programs or other programs for English learners. Authorizes instructional materials to be purchased, as specified.
Title: A.B. 2645
Source: Lexis-Nexis/StateNet
| |
| UT | On 11/07/2000 ballot 07/2000 | P-12 | Establishes English as the official language of the State of Utah.
Title: V. 1 Ballot Initiative
Source: Lexis-Nexis/StateNet
| |
| NE | Rejected by voters 05/2000 | P-12 | (LR 20-1999); Constitutional amendment; eliminates the English language requirement in private, denominational, and parochial schools.
Title: V. 4
Source: Lexis-Nexis/StateNet
| |
| GA | Signed into law 03/2000 | P-12 | The English for Speakers of Other Languages (ESOL) program is no longer a grant. That funding is rolled into the general formula. The teacher-pupil funding ratio for ESOL classes is 1:7. The State Board of Education will establish the maximum class size for this program.
Title: H.B. 1187
Source: Georgia Department of Education
| |
| CA | Vetoed 11/1999 | P-12 | Imposes a state-mandated local program by requiring public schools to assess the instructional needs of each English learner once the pupil has been identified as reasonably fluent in English or as having acquired a good working knowledge of English, in order to ensure the transition to an English mainstream classroom or to an alternative program or class is successful.
Title: A.B. 1026
Source: California State Assembly
| |
| CA | Vetoed 11/1999 | P-12 | Requires the specified amount annually appropriated for community-based English tutoring be allocated by the Superintendent of Public Instruction in accordance with regulations adopted by the State Board of Education.
Title: A.B. 1027
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 10/1999 | P-12 | Chapter No.1009; Requires the Superintendent of Public Instruction, in consultation with the State Board of Education, to convene a working group for the purpose of selecting a contractor on a competitive basis to conduct an independent evaluation of the effects of the implementation of Proposition 227 on the education of pupils attending K-12, inclusive, in California public schools.
Title: A.B. 56
Source: Lexis-Nexis/StateNet
| |
| CA | Signed into law 09/1999 | P-12 | Requires the State Department of Education to develop procedures for school districts to assess the English language fluency of English learner students upon enrollment and annually thereafter, until they are reclassified as fluent in English. This bill also requires the State Department of Education to develop a procedure and criteria for reclassification to fluent in English.
Title: S.B. 638
Source: California State Assembly
| |
| CA | Signed into law 07/1999 | P-12 | Requires a long-term evaluation of programs for English learners enacted subsequent to passage of Proposition 227. The evaluation will provide the state and local education agencies with information on programs that are successful in teaching English learners English and the curriculum.
Title: A.B. 1116
Source: California State Assembly
| |
| OH | Signed into law 06/1999 | P-12 | Exempts LEP students from participating in the state proficiency assessment for two years.
Title: H.B. 282
Source: Lexis-Nexis/StateNet
| |
| TX | Signed into law 06/1999 | P-12 | Makes former Section 39.071 new Section 39.051, and repeals portions of existing 39.051, "Academic Excellence Indicators." Provides that in determining a district's accreditation status, the commissioner must evaluate performance on the student achievement indicators described by revised Section 39.053(c). Adds that a school district's accreditation status may be raised or lowered based on the district's performance or may be lowered based on the performance of one or more campuses in the district that is below the standard the commissioner establishes. Adds that the commissioner must notify a campus performing below a standard set in statute, in the same manner that districts with accredited-warned or accredited-probation accreditation status are already notified.
Former Section 39.053 was "Performance Report." Section 39.053 is now "Performance Indicators: Student Achievement." New Section 39.053 directs the commissioner to adopt a set of indicators of the quality of learning and student achievement, and to review those indicators on a biennial basis for potential revision (this was formerly the state board's duty). Eliminates provision requiring student achievement indicators to be based on information disaggregated by gender. Requires indicators of student achievement adopted according to these provisions to include the results of assessments required for graduation retaken by a student. Requires indicators related to assessment results to be aggregated across grade levels by subject area, including the percentage of students who performed satisfactorily on state assessments, and for students who did not perform satisfactorily, the percentage of students who met the standard for annual improvement; and for the college readiness performance standard, the percentage of students who performed satisfactorily on the assessment instruments, and for students who did not perform satisfactorily, the percentage of students who met the standard for annual improvement on the assessment instruments.
Directs the commissioner to determine by rule the period within which a student must retake an assessment for that assessment to be considered in the district's performance rating determination. Deletes numerous former performance indicators by which schools were evaluated. Deletes references to rankings in former accreditation system ("exemplary," "recognized" and "unacceptable" performance for each academic excellence indicator). Directs the commissioner to periodically raise the state standards for the college readiness performance standard for accreditation as necessary to reach the goals of achieving, by the 2019-20 school year, student performance, disaggregated by race, ethnicity and socioeconomic status, that ranks nationally in the top 10 states in terms of college readiness, and student performance, including the percentage of students graduating under the recommended or advanced high school program, with no significant achievement gaps by race, ethnicity and socioeconomic status.
Provides that in computing dropout and completion rates for purposes of accreditation and performance evaluation, the commissioner must exclude students who are ordered by a court to attend a high school equivalency certificate program but who have not yet earned a high school equivalency certificate; students who were previously reported to the state as dropouts; students in attendance who are not in membership for purposes of average daily attendance; students whose initial enrollment in a U.S. school in grades 7-12 was as unschooled refugees or asylees; students who are in the district exclusively as a function of having been detained at a county detention facility but are otherwise not students of the district in which the facility is located; and students who are incarcerated in state jails and federal penitentiaries as adults and as persons certified to stand trial as adults.
Former Section 39.054 was assigned to "Uses of Performance Report." New Section 39.054 is "Methods and Standards for Evaluating Performance." Directs the commissioner to adopt rules to evaluate district and campus performance, and by August 8 each year, assign each district and campus a performance rating reflecting acceptable or unacceptable performance. Provides that if a district or campus received a performance rating of unacceptable performance for the preceding school year, the commissioner the district must be notified of a subsequent such designation on or before June 15. In evaluating performance, requires the commissioner to evaluate against state standards and consider the performance of each campus in a school district and each charter school based on the campus's or school's performance on the
student achievement indicators adopted under Section 39.053(c).
Adds that consideration of the effectiveness of district programs for special populations and of career and technology programs must be based on data collected through the Public Education Information Management System (PEIMS) and on state assessment results, and may be based on the results of a special accreditation investigation. Provides that in evaluating district and campus performance on the student achievement indicators, acceptable performance must be defined as as meeting the state standard determined by the commissioner under 39.053(e) for the current school year using either student performance in the current school year, or student performance as averaged over the current school year and preceding two school years. Authorizes the commissioner to assign an acceptable performance rating if a campus or district performs satisfactorily on 85% of the measures the commissioner determines appropriate with respect to the student achievement indicators and performs satisfactorily by the same measure for two consecutive school years. Provides the commissioner may grant such an exception only if the performance of the district or campus is within a certain percentage, as determined by the commissioner, of the minimum performance standard established by the commissioner for the measure of evaluation, and authorizes the commissioner to establish other performance criteria for a district or campus to obtain an exception. Provides the commissioner may grant the 85% exception only in special circumstances, including campus or district performance on the same measure for student groups that are substantially similar in composition to all students on the same campus or district.
Eliminates Section 39.0721, "Gold Performance Rating System," a rating system based on enhanced performance. Deletes most provisions of former 39.073, "Determining Accreditation Status."
Adds section 39.055, which clarifies that for purposes of determining district and school performance, a student ordered by a juvenile court into a residential program or facility operated by or under contract with the Texas Youth Commission, the Texas Juvenile Probation Commission, a juvenile board or any other governmental entity is not considered to be a student of the school district in which the program or facility is physically located. Also provides that such a student's performance on a state assessment or other student achievement indicator is to be considered separately from the performance of students attending schools in the district in which the program or facility is located.
Authorizes commissioner, based on the results of a special accreditation investigation, to change the accreditation status of a district, change the accountability rating of a district or campus, or withdraw a distinction designation. Pages 67-86 of 180: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB00003F.pdf
Title: H.B. 3 - Section 59 - Part I
Source: www.legis.state.tx.us
| |
| CA | Approved by voters 07/1998 | P-12 | PROPOSITION 227 Requires all public school instruction be conducted in English. Appropriates $ 50 million per year for ten years to fund English instruction. Permits enforcement suits by parents and guardians. Provides for placement in intensive sheltered English immersion programs for children not fluent in English.
Title: V. 9
Source: Policy Analysis for California Education (PACE)
| |
| MO | Signed into law 06/1998 | P-12 | Establishes English as the common language of the state of Missouri; requires that Adult Basic Education provide English language instruction; requires the Department of Elementary and Secondary Education to provide grants to local agencies to provide English language instruction; requires the Department of Social Services to provide grants to programs for resettling refugees and legal immigrants to help arrange day care and transportation; requires all wills and estates to have an English translation.
Title: S.B. 583 and S.B. 645
Source: Information for Public Affairs, Inc.
| |
| AZ | Died 05/1998 | P-12 | Relates to bilingual programs and English as a second language instruction.
Title: H.B. 2532 & S.B. 1420
Source: Lexis-Nexis/StateNet
| |
| UT | Died 05/1998 | P-12 | Relates to state affairs; declares English to be the official language for the conduct of government business in appropriated or designated for providing services in another language.
Title: H.B. 189 Official English
Source: Lexis-Nexis/StateNet
| |
| MO | Died 12/1997 | P-12 | Establishes English as the official state language of Missouri.
Title: H.B. 1030 English As Official State Language
Source: Lexis-Nexis/StateNet
| |
| CA | Died 07/1997 | P-12 | Repeals the existing Bilingual-Bicultural Education Act of 1976 (which is currently inoperative) and instead establishes a new program of instruction services for English learners.
Title: A.B. 36/S.B. 6 English learners program
Source: California Association of School Administrators
| |
| CA | Vetoed 06/1997 | P-12 | Authorizes the Commission on Teacher Credentialing to develop and adopt alternative models, as specified, for comprehensive undergraduate teacher preparation programs that are different from teacher preparation programs presently accredited by the commission, to adopt standards for teacher preparation for use in measuring, at the completion of a teacher preparation program, the competency of a credential applicant, and to develop/implement an assessment system. In addition, substitutes the term "English learner" for "limited-English-proficient pupils" in existing law that states the intent of the legislature that the Commission on Teacher Credentialing implement an assessment system to certify those teachers who have the essential skills and knowledge necessary to meet the needs of California's limited-English-proficient pupils.
Title: A.B. 860 Alternative Models for Comprehensive Undergraduate Teacher Preparation Programs
Source: Lexis-Nexis
| |
| CT | Died 06/1997 | P-12 | Requires local/regional boards to monitor the achievement of eligible children in English and other academic areas; provides after school programs for students exiting bilingual education programs; requires state board to provide summer training opportunities for teacher in Hartford, New Haven and Bridgeport in second language acquisition and the teaching of English as a second language.
Title: H.B. 6911 Bilingual Education Programs
Source: Lexis-Nexis/StateNet
| |
| NV | Signed into law 05/1997 | P-12 | (Effective: 07/16/97) Makes an appropriation to the Clark County School District for the continuation of the pilot program for the instruction of pupils whose primary language is not English.
Title: A.B. 558
Source: Lexis-Nexis
| |
| OK | Signed into law 04/1997 | P-12 | Prohibits recognition of Ebonics as a language art and its teaching as a course or class for which a student receives credit or is counted toward graduation.
Title: H.B. 1810 Curriculum
Source: Lexis-Nexis/StateNet
| |
| NJ | Passed 04/1996 | P-12 | (Effective: 05/03/96) Concerns rules governing Bilingual Education; includes requirements for parental consent to enroll limited English proficient (LEP) students in bilingual education programs.
Title: Bilingual Education NJAC 6:31
Source: Lexis-Nexis/StateNet
| |
| VA | Signed into law 04/1996 | P-12 | (Effective: 04/08/96) Expands definition of English as the official language of the Commonwealth to include the provision that no state or local agency shall be required to provide any documents, information, literature or other written materials or provide translators in any language other than English except as otherwise provided by law; transfers the provision which previously applied only to schools to this section.
Title: S.B. 582 English as the Official Language
Source: Lexis-Nexis/StateNet
| |
| NV | Signed into law 07/1995 | P-12 | Requires school districts to establish programs providing bilingual education.
Title: S.B. 88 Bilingual Education
Source: Lexis-Nexis/StateNet
| |
| 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 |
| |
| 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 |
| |