 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
| |
| Accountability |
| |
| Accountability--Accreditation |
| |
| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
| |
| Accountability--Rewards |
| |
| Accountability--Sanctions/Interventions |
| |
| Accountability--Sanctions/Interventions--Learnfare |
| |
| Accountability--Sanctions/Interventions--No Pass No Drive |
| |
| Accountability--Sanctions/Interventions--No Pass No Play |
| |
| Accountability--Sanctions/Interventions--Takeovers |
| |
| Accountability--School Improvement |
| |
| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
| |
| Assessment--Computer Based |
| |
| Assessment--End-of-Course |
| |
| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
| |
| Assessment--Legal Issues |
| |
| Assessment--NAEP (NAEP Results and NAEP Organization) |
| |
| Assessment--Performance Based/Portfolio |
| |
| Assessment--Value Added |
| |
| At-Risk (incl. Dropout Prevention) |
| |
| At-Risk (incl. Dropout Prevention)--Alternative Education |
| |
| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
| |
| Attendance |
| |
| Attendance--Compulsory |
| |
| Attendance--Statutory Ages (Upper and Lower) |
| |
| Attendance--Truancy |
| |
| Background Checks |
| |
| Bilingual/ESL |
| |
| Brain Research |
| |
| Business Involvement |
| |
| Career/Technical Education |
| |
| Career/Technical Education--Career Academies/Apprenticeship |
| |
| Cheating |
| |
| Choice of Schools |
| |
| Choice of Schools--Charter Schools |
| |
| Choice of Schools--Charter Schools--Charter Districts |
| |
| Choice of Schools--Charter Schools--Closings |
| |
| Choice of Schools--Charter Schools--Cyber Charters |
| |
| Choice of Schools--Charter Schools--Finance |
| |
| Choice of Schools--Charter Schools--Research |
| |
| Choice of Schools--Choice/Open Enrollment |
| |
| Choice of Schools--Choice/Open Enrollment--Research |
| |
| Choice of Schools--Innovation Schools |
| |
| Choice of Schools--Magnet or Specialized Schools |
| |
| Choice of Schools--Tax Credits |
| |
| Choice of Schools--Vouchers |
| |
| Choice of Schools--Vouchers--Privately Funded |
| |
| Civic Education |
| |
| Civic Education--Character Education |
| |
| Civic Education--Civic Knowledge and Literacy |
| |
| Civic Education--Curriculum/Standards |
| |
| Civic Education--Pledge of Allegiance |
| |
| Class Size |
| |
| Curriculum |
| |
| Curriculum--Alignment |
| |
| Curriculum--Arts Education |
| |
| Curriculum--Censorship |
| |
| Curriculum--Core Curriculum |
| |
| Curriculum--Drivers Education |
| |
| Curriculum--Environmental Education |
| |
| Curriculum--Excusal |
| |
| Curriculum--Family Living Education |
| |
| Curriculum--Financial Literacy/Economics Ed. |
| |
| Curriculum--Foreign Language/Sign Language |
| |
| Curriculum--Geography Education |
| |
| Curriculum--Health/Nutrition Education |
| |
| Curriculum--Home Economics |
| |
| Curriculum--International Education |
| |
| Curriculum--Language Arts |
| |
| Curriculum--Language Arts--Writing/Spelling |
| |
| Curriculum--Mathematics |
| |
| Curriculum--Multicultural |
| |
| Curriculum--Physical Education |
| |
| Curriculum--Science |
| |
| Curriculum--Sex Education |
| |
| Curriculum--Social Studies/History |
| |
| Curriculum--Speech Education |
| |
| Data-Driven Improvement |
| |
| Demographics |
| |
| Demographics--Condition of Children/Adults |
| |
| Demographics--Enrollments |
| |
| Desegregation |
| |
| Economic/Workforce Development |
| |
| Education Research |
| |
| Equity |
| |
| Federal |
| |
| Finance |
| |
| Finance--Adequacy/Core Cost |
| |
| Finance--Aid to Private Schools |
| |
| Finance--Bonds |
| |
| Finance--District |
| |
| Finance--Does Money Matter? |
| |
| Finance--Equity |
| |
| Finance--Facilities |
| |
| Finance--Federal |
| |
| Finance--Funding Formulas |
| |
| Finance--Litigation |
| |
| Finance--Local Foundations/Funds |
| |
| Finance--Lotteries |
| |
| Finance--Performance Funding |
| |
| Finance--Private Giving |
| |
| Finance--Resource Efficiency |
| |
| Finance--State Budgets/Expenditures |
| |
| Finance--Student Fees |
| |
| Finance--Taxes/Revenues |
| |
| Finance--Taxes/Revenues--Alternative Revenues |
| |
| Governance |
| |
| Governance--Deregulation/Waivers/Home Rule |
| |
| Governance--Ethics/Conflict of Interest |
| |
| Governance--Mandates |
| |
| Governance--Regional Entities |
| |
| Governance--School Boards |
| |
| Governance--School Boards--Training |
| |
| Governance--Site-Based Management |
| |
| Governance--State Boards/Chiefs/Agencies |
| |
| Health |
| |
| Health--Child Abuse |
| |
| Health--Mental Health |
| |
| Health--Nutrition |
| |
| Health--School Based Clinics or School Nurses |
| |
| Health--Suicide Prevention |
| |
| Health--Teen Pregnancy |
| |
| High School |
| |
| High School--Advanced Placement |
| |
| High School--College Readiness |
| |
| High School--Credit Recovery |
| |
| High School--Dropout Rates/Graduation Rates |
| |
| High School--Dual/Concurrent Enrollment |
| |
| High School--Early Colleges/Middle Colleges |
| |
| High School--Exit Exams |
| |
| High School--GED (General Education Development) |
| |
| High School--Graduation Requirements |
| |
| High School--International Baccalaureate |
| |
| Instructional Approaches |
| |
| Instructional Approaches--Constructivism |
| |
| Instructional Approaches--Grading Practices |
| |
| Instructional Approaches--Homeschooling |
| |
| Instructional Approaches--Homework/Study Skills |
| |
| Instructional Approaches--Official English |
| |
| Instructional Approaches--Problem Based Learning |
| |
| Instructional Approaches--Single-Sex Education |
| |
| Instructional Approaches--Time/Time on Task |
| |
| Instructional Approaches--Tracking/Ability Grouping |
| |
| Integrated Services/Full-Service Schools |
| |
| International Benchmarking |
| |
| Leadership |
| |
| Leadership--District Superintendent |
| |
| Leadership--District Superintendent--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership |
| |
| Leadership--Principal/School Leadership--Certification and Licensure |
| |
| Leadership--Principal/School Leadership--Compensation and Diversified Pay |
| |
| Leadership--Principal/School Leadership--Evaluation and Effectiveness |
| |
| Leadership--Principal/School Leadership--Induction Programs and Mentoring |
| |
| Leadership--Principal/School Leadership--Preparation |
| |
| Leadership--Principal/School Leadership--Preparation--Alternative |
| |
| Leadership--Principal/School Leadership--Professional Development |
| |
| Leadership--Principal/School Leadership--Recruitment and Retention |
| |
| Leadership--Principal/School Leadership--Tenure |
| |
| Middle School |
| |
| Minority/Diversity Issues |
| |
| Minority/Diversity Issues--African American |
| |
| Minority/Diversity Issues--American Indian / Alaska Native / Native Hawaiian |
| |
| Minority/Diversity Issues--Hispanic |
| |
| No Child Left Behind |
| |
| No Child Left Behind--Adequate Yearly Progress |
| |
| No Child Left Behind--Assessment |
| |
| No Child Left Behind--Choice/Transfer |
| |
| No Child Left Behind--Consequences for Schools |
| |
| No Child Left Behind--Finance |
| |
| No Child Left Behind--Parent Involvement |
| |
| No Child Left Behind--Reauthorization Issues/Waivers |
| |
| No Child Left Behind--Report Cards |
| |
| No Child Left Behind--School Support |
| |
| No Child Left Behind--Special Populations |
| |
| No Child Left Behind--Supplemental Services |
| |
| Online Learning--Digital/Blended Learning |
| |
| Online Learning--Virtual Schools/Courses |
| |
| P-16 or P-20 |
| |
| P-3 |
| |
| P-3 Brain Development |
| |
| P-3 Child Care |
| |
| P-3 Content Standards and Assessment |
| |
| P-3 Data Systems |
| |
| P-3 Early Intervention (0-3) |
| |
| P-3 Ensuring Quality |
| |
| P-3 Evaluation/Economic Benefits |
| |
| P-3 Family Involvement |
| |
| P-3 Finance |
| |
| P-3 Governance |
| |
| P-3 Grades 1-3 |
| |
| P-3 Health and Mental Health |
| |
| P-3 Kindergarten |
| |
| P-3 Kindergarten--Full-Day Kindergarten |
| |
| P-3 Kindergarten--Full Day Kindergarten |
| |
| P-3 Preschool |
| |
| P-3 Public/Private Partnerships |
| |
| P-3 Special Ed./Inclusion |
| |
| P-3 Teaching Quality/Professional Development |
| |
| Parent/Family |
| |
| Parent/Family--Parent Rights |
| |
| Parent/Family--Research |
| |
| Partnerships--University/School |
| |
| Postsecondary |
| |
| Postsecondary Accountability |
| |
| Postsecondary Accountability--Accreditation |
| |
| Postsecondary Accountability--Diploma Mills |
| |
| Postsecondary Accountability--Licensing/Program Review and Approval |
| |
| Postsecondary Accountability--Student Learning |
| |
| Postsecondary Affordability |
| |
| Postsecondary Affordability--Financial Aid |
| |
| Postsecondary Affordability--Textbooks |
| |
| Postsecondary Affordability--Tuition/Fees |
| |
| Postsecondary Affordability--Tuition/Fees--Prepd/College Savings Plans |
| |
| Postsecondary Affordability--Tuition/Fees--Undocumented Immigrants |
| |
| Postsecondary Faculty |
| |
| Postsecondary Faculty--Compensation |
| |
| Postsecondary Faculty--Intellectual Property |
| |
| Postsecondary Faculty--Teaching Assistants |
| |
| Postsecondary Faculty--Tenure |
| |
| Postsecondary Finance |
| |
| Postsecondary Finance--Efficiency/Performance-Based Funding |
| |
| Postsecondary Finance--Facilities |
| |
| Postsecondary Finance--Revenue and Expenditures |
| |
| Postsecondary Governance and Structures |
| |
| Postsecondary Governance and Structures--Administrative/Leadership Issues |
| |
| Postsecondary Governance and Structures--State Executives/State Agencies |
| |
| Postsecondary Institutions |
| |
| Postsecondary Institutions--Community/Technical Colleges |
| |
| Postsecondary Institutions--For-Profit/Proprietary |
| |
| Postsecondary Institutions--Four-Year Baccalaureate |
| |
| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
| |
| Postsecondary Institutions--Private/Independent |
| |
| Postsecondary Online Instruction |
| |
| Postsecondary Participation |
| |
| Postsecondary Participation--Access |
| |
| Postsecondary Participation--Admissions Requirements |
| |
| Postsecondary Participation--Affirmative Action |
| |
| Postsecondary Participation--Enrollments (Statistics) |
| |
| Postsecondary Participation--Outreach |
| |
| Postsecondary Students |
| |
| Postsecondary Students--Adults |
| |
| Postsecondary Students--Disabled |
| |
| Postsecondary Students--Foster Youth |
| |
| Postsecondary Students--Graduate/Professional |
| |
| Postsecondary Students--International |
| |
| Postsecondary Students--Low-Income |
| |
| Postsecondary Students--Military |
| |
| Postsecondary Students--Minority |
| |
| Postsecondary Success |
| |
| Postsecondary Success--Completion |
| |
| Postsecondary Success--Completion--Completion Rates (Statistics) |
| |
| Postsecondary Success--Developmental/Remediation |
| |
| Postsecondary Success--Retention/Persistence |
| |
| Postsecondary Success--Transfer/Articulation |
| |
| Private Schools |
| |
| Privatization |
| |
| Privatization--Education Management Agencies (EMOs) |
| |
| Proficiency-Based Approaches |
| |
| Promising Practices |
| |
| Promotion/Retention |
| |
| Public Attitudes |
| |
| Public Involvement |
| |
| Purposes of Public Education |
| |
| Reading/Literacy |
| |
| Reading/Literacy--Adult Literacy |
| |
| Religion |
| |
| Religion--Prayer/Meditation |
| |
| Religion--Scientific Creationism (Evolution) |
| |
| Rural |
| |
| Scheduling/School Calendar |
| |
| Scheduling/School Calendar--Day/Class Length |
| |
| Scheduling/School Calendar--Extended Day Programs |
| |
| Scheduling/School Calendar--Summer School |
| |
| Scheduling/School Calendar--Week |
| |
| Scheduling/School Calendar--Year |
| |
| Scheduling/School Calendar--Year Round |
| |
| School Climate/Culture |
| |
| School Safety |
| |
| School Safety--Bullying Prevention/Conflict Resolution |
| |
| School Safety--Code of Conduct |
| |
| School Safety--Corporal Punishment |
| |
| School Safety--Disaster/Emergency Preparedness |
| |
| School Safety--Expulsion/Suspension |
| |
| School Safety--No Child Left Behind--Safe Schools |
| |
| School Safety--Sexual Harassment and Assault |
| |
| School Safety--Special Education |
| |
| 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 |
| |
| 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
| |
| CO | Signed into law 05/2012 | P-12 | The state board of education must require schools and charter schools to assist students and their parents/gardians to develop and maintain the student's Individual Career and Academic Plan (ICAP) no later than the beginning of 9th grade. The board may require schools to help students develop ICAPs in earlier grades. Schools must assist students to use the plan effectively to direct course selection and performance expectations in at least grades 9-12; assist students with meeting their career goals; and enable students to demonstrate postsecondary and workforce readiness at a level that allows them to progress toward their postsecondary goals without the need for remediation.The same requirements apply to institute charter schools.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/CD3C8673214EEF8C872579CD00625FE2?Open&file=1345_enr.pdf
Title: H.B. 1345 (sections 12 and 15)
Source: http://www.leg.state.co.us
| |
| GA | Signed into law 05/2012 | P-12
Community College | Section 1: Delays until fall 2013 requirement that the state board of the Technical College System of Georgia require its institutions to accept for purposes of admissions any core curriculum coursework completed in high school.
Section 2: Directs the state board to prescribe a minimum course of study in career education for grades K-12, to include but not be limited to career awareness, career exploration, and career-oriented learning experiences.
Section 3: Extends until July 2013 date by which department of education must develop, and state board must approve, state models and curriculum framework for specified CTE programs of study.
Pages 1-2 of 4: http://www.legis.ga.gov/Legislation/20112012/127601.pdf
Title: H.B. 713 - Career Education, CTE
Source: www.legis.ga.gov
| |
| OK | Signed into law 05/2012 | P-12 | To strengthen districts' ability to give their students the best opportunity for academic and personal success, requires, subject to the availability of funds, the Office of Juvenile Affairs, together with the Oklahoma Association of Youth Services, to identify an evidence-based counseling curriculum. Subject to the availability of funds, the Office of Juvenile Affairs, through designated youth services agencies, is to make the identified evidence-based counseling available to students in school districts. Defines "evidence-based" as a program or practice that has had multiple-site randomized controlled trials across heterogeneous populations demonstrating that the program or practice is effective for the population.
http://webserver1.lsb.state.ok.us/2011-12bills/HB/HB2641_ENR.RTF
Title: H.B. 2641
Source: http://webserver1.lsb.state.ok.us/
| |
| FL | Signed into law 04/2012 | P-12 | Permits required course in career planning to be taken in grade 6. Requires that such course (1) result in a personalized academic and career plan for the student, (2) emphasize technology or the application of technology in career fields, (3) and, beginning in 2014-15 school year, include information from the department of economic opportunity's economic security report. Repeals provisions of required middle grades career planning course that related to (1) career exploration using Florida CHOICES or comparable program, and (2) educational planning using FACTS.org. Requires required personalized academic and career plan to inform students of career-themed course opportunities. Deletes a required parent meeting.
Bill text (pages 11-14 of 71): http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7059er.docx&DocumentType=Bill&BillNumber=7059&Session=2012
Final bill analysis: http://myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=h7059z.KINS.DOCX&DocumentType=Analysis&BillNumber=7059&Session=2012
Title: H.B. 7059 - Academic and Career Planning in Middle Grades
Source: myfloridahouse.gov
| |
| TN | Signed into law 04/2012 | P-12
Postsec. | Requires interest inventories to be administered to high school juniors and college sophomores to assist students in career decisions.
http://www.capitol.tn.gov/Bills/107/Bill/SB2591.pdf
Title: S.B. 2591
Source: http://www.capitol.tn.gov
| |
| UT | Signed into law 03/2012 | P-12 | From bill summary: Defines a student education/occupation plan (SEOP) as a plan to be initiated early in the student's secondary school education to guide a student in course selection and prepare a student for postsecondary options. (Statute already directs local baords to to provide for the effective implementation of a personalized student education plan (SEP) or student education/occupation plan (SEOP) for each student at the school site, and requires policies to include guidelines and expectations for specified components.) http://le.utah.gov/~2012/bills/hbillenr/hb0389.pdf
Title: H.B. 389
Source: le.utah.gov
| |
| CO | Final Regulations 06/2011 | P-12 | Establishes Standards for Individual Career and Academic Plans ('ICAP') for students enrolled in public schools.Each ICAP shall include a career planning, guidance and tracking component and a portfolio that inlcudes, among other items:
(a) Documentation of the student's efforts in exploring careers, including: a written postsecondary and workforce goal for the student; yearly benchmarks for reaching that goal; interest surveys that the student completes; and anticipated postsecondary studies;
(b) The student's academic progress including the courses taken, any remediation or credit recovery and any concurrent enrollment credits earned;
(c) Relevant assessment scores;
(d) Student's postsecondary studies as the student progresses through high school;
(e) Data reflecting student progress toward postsecondary and workforce readiness, including the student's understanding of the financial impact of postsecondary education.
The rules also address district responsibilities and evaluation of the ICAP program.
Title: 1 CO ADC 301-81:1.00; 1 CO ADC 301-81:2.00, 01, 02, 03
Source: http://www.sos.state.co.us/ , Department of
| |
| TX | Signed into law 06/2011 | P-12 | Requires that a marriage and family therapist employed by a district be licensed by the state agency that licenses that profession. Provides a grandfather clause for marriage and family therapist employed by a district before September 2011. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB01386F.pdf#navpanes=0
Title: H.B. 1386 - Licensed Marriage and Family Therapists
Source: www.capitol.state.tx.us
| |
| TX | Signed into law 06/2011 | P-12 | Renames "Education: Go Get It Week" as "Generation Texas Week." Adds that the information provided to students during this week must include the college readiness standards and expectations
as determined under Section 28.008. http://www.capitol.state.tx.us/tlodocs/82R/billtext/pdf/HB02909F.pdf#navpanes=0
Title: H.B. 2909 - Generation Texas Week
Source: www.capitol.state.tx.us
| |
| CO | Signed into law 05/2011 | P-12
Postsec.
Community College | Creates the Task Force on Student Academic Success. The overall charge of the task force is to identify the junctures at which grade-level performance are critical to student progress and to ensuring they are college and career ready upon graduation. More specifically, the task force will examine best practices and strategies for providing intervention services in K-12 and postsecondary remedial education; review the use of individual student career and academic plans; and review social promotion practices and recommend alternative strategies to ensure students are making sufficient progress. The task force also will examine and recommend potential policy changes to ensure high school graduates can demonstrate postsecondary and workforce readiness, and to assist postsecondary institutions in providing remedial education.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/0216DB5B1A8D04D9872578250057DEF1?Open&file=111_enr.pdf
Title: S.B. 111
Source: http://www.leg.state.co.us
| |
| GA | Signed into law 05/2011 | P-12 | Amends Sections 20-2-82(e), 20-2-244(b) and 20-2-2065(b)(13) to clarify that the state board may not authorize waivers to and charter schools are subject to the provisions of Section 20-2-327(c) relating to individual graduation plans. http://www.legis.ga.gov/Legislation/20112012/116702.pdf
Title: H.B. 186 - Individual Graduation Plans
Source: www.legis.ga.gov
| |
| NV | Signed into law 05/2011 | P-12 | Revises the provisions governing the policy for the 4-year academic plan for ninth grade pupils to provide that the policy may ensure that each ninth grade pupil and his or her parent or legal guardian are provided, to the extent practicable, with information concerning certain courses and programs available to the pupil, as well as the requirements for graduation, for admission to the Nevada System of Higher Education and for receipt of the Governor Guinn Millennium Scholarship.
http://www.leg.state.nv.us/Session/76th2011/Bills/AB/AB138_EN.pdf
Title: A.B. 138--Counseling/Guidance
Source: http://www.leg.state.nv.us
| |
| SD | Signed into law 03/2011 | P-12 | Prohibit school districts from employing school counselors who are not certified.
http://legis.state.sd.us/sessions/2011/Bills/HB1070ENR.pdf
Title: H.B. 1070
Source: http://legis.state.sd.us
| |
| UT | Vetoed 03/2011 | P-12
Postsec. | Statutorily creates "Utah Futures" https://utahfutures.org/, a web-based education and career counseling program. Provides that Utah Futures should include proven technologies in enterprise portal, social media and collaboration, video streaming, education and career planning applications to:
--Act as a one-stop exploration and planning system for career, high school courses, college major, financial aid and other related transitions
--Provide a streamlined process for completing a college admission application
--Provide national and local information to allow a user to make informed decisions on the user's education plans and ultimate career goals
--Provide multiple assessments to determine a user's best education and career options.
Requires Utah Futures to develop a plan--within existing revenues and future appropriations--to include analytics measuring the site's effectiveness and include dashboard analytics to measure specified key indicators of economic development and education achievement.
Creates the 9-member Utah Futures Steering Committee, including the state superintendent of schools and the commissioner of higher education (or their designees). Directs the steering committee to:
--More dynamically present and push the Utah Futures database and information to users
--Strategically engage industry and business entities more fully within the Utah Futures system
--Create a more enticing interface for the Utah Futures user.
Directs the steering committee to report specified data on program users three times a year to either the Education Interim Committee or the Public Education Appropriations Committee.
http://le.utah.gov/~2011/bills/sbillenr/sb0305.pdf
Governor's veto message (from http://www.utah.gov/governor/news_media/article.html?article=4567):
S.B. 305:
UtahFutures.org is a web-based advisement tool launched by a number of State agencies, including the State Office of Education, the State Board of Regents, the Utah State Library, and the Division of Workforce Services. I applaud the efforts of S.B. 305 to better align education with the business community. Indeed, my Education Excellence Commission has recommended Utah align education with economic development and workforce needs.
S.B. 305, however, raises the possibility of legislators performing executive branch functions in violation of Article V, Section 1 of the Utah Constitution. While this prevents me from signing S.B. 305, I will work with our state agencies to implement the intent of the bill by strengthening the education career alignment in UtahFutures.org.
Title: S.B. 305
Source: le.utah.gov
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| CA | Vetoed 08/2010 | P-12 | Requires that, in the report evaluating the effectiveness of the Quality Education Investment Act of 2006, the department identify the strategies that demonstrate the effectiveness of schools in meeting accountability requirements pursuant to the act. Directs the department, when evaluating the effectiveness of pupil-counselor ratios, to consider its impact on school and district dropout rates, performance on the high school exit exam, the number of pupils graduating with a postsecondary education or career plan, and the Academic Performance Index of schools and districts.
Bill text: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_1151-1200/sb_1191_bill_20100810_enrolled.pdf
Governor's veto message: http://users.activatedirect.com/fs/distribution:letterFile/yvcee9xanplikz_files/z2wr0q75tip89u
Title: S.B. 1191
Source: www.leginfo.ca.gov
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| LA | Signed into law 06/2010 | P-12 | Requires school guidance counselors employed in public high schools to complete an academic profile for each student in the ninth grade. Outlines information to be included in the profile and other requirements.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=722524
Title: H.B. 486
Source: http://www.legis.state.la.us/
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| GA | Signed into law 05/2010 | P-12 | Requires the Georgia Student Finance Commission to (1) Provide students in grades 6-12 with web-based counseling, career awareness inventories, and information to help them evaluate their academic skills and career interests and (2) Provide students in grades 8-12 with a web-based resource to develop a graduation plan indicating the courses a student needs to graduate from high school and successfully transition to postsecondary education and the workforce. http://www.legis.state.ga.us/legis/2009_10/pdf/sb387.pdf
Title: S.B. 387
Source: www.legis.state.ga.us
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| GA | Signed into law 05/2010 | P-12 | Provides that student performance at the advanced proficiency/honors level on any tests required for high school graduation must be recognized as (1) meeting postsecondary entrance test requirements and (2) qualifying students to enroll in credit-bearing postsecondary courses in accordance with policies established by the state board of education, Board of Regents of the University System of Georgia, and the state board of technical and adult education. Requires that secondary and postsecondary credit be awarded upon successful completion of any articulated or dual enrollment course in accordance with policies established by these three entities.
Beginning with the 2010-11 school year, requires that students in grades 6-8 be provided counseling, advisement, career awareness, career interest inventories and information to help them assess their academic skills and career interests. Requires students, before the end of grade 8, to develop an individual graduation plan. Requires that high school students annually be provided guidance that will enable them to successfully complete their individual graduation plans, preparing them for a seamless transition to postsecondary study, further training or employment. Requires that an individual graduation plan contain specified components, e.g., that it include experience-based, career-oriented learning experiences such as internships, apprenticeships, mentoring, co-op eduation and service-learning, and include opportunities for postsecondary studies (for example, dual enrollment). Clarifies that an individual graduation plan may be changed at any time during a student's high school career with approval from the student and student's parent, with guidance from the student's school counselor or teacher advisor.
http://www.legis.state.ga.us/legis/2009_10/pdf/hb400.pdf
Title: H.B. 400 - New Section 20-2-327
Source: www.legis.state.ga.us
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| GA | Signed into law 05/2010 | P-12 | 20-2-326 defines:
--"Career academy" as (1) a specialized charter school established by a partnership between one or more local boards of education and a technical school or college or (2) a small learning community where a student receives academic instruction at his/her assigned high school, along with work-based learning opportunities at an industry center or technical school or college
--"Chronically low-performing high school" as one (1) with a graduation rate below 60% for three consecutive years (using the National Governors Association methodology), or (2) that has not made adequate yearly progress (AYP) for three consecutive years
--"Choice technical high school" as a high school other than the one the student is assigned to by residence, designed to prepare a student for postsecondary education and employment. Provides a choice technical high school may be operated by a local school system or technical college. Also permits a choice technical high school to be operated as a charter school under a governance board comprised of parents, employers and representatives from the local school board
--"Focused program of study" as a rigorous academic core combined with (1) a focus in math and science, (2) a focus in humanities, fine arts and foreign language, or (3) a coherent sequence of career pathway courses that prepares a student for postsecondary education or immediate employment after high school graduation.
Also defines "small learning community" as a subset of high school students and teachers joined around a broad career or academic theme where teachers have common planning time to connect teacher assignments and assessments to college and career readiness standards. Provides that students voluntarily apply for enrollment in a small learning community but must be accepted, and such enrollment must be approved by the student's parent. Specifies that a small learning community also includes a career academy organized around a specific career theme and integrates academic and career instruction, provides work-based learning opportunities, and prepares students for postsecondary education and employment, in partnership with local employers, community organizations and postsecondary institutions.
New Section 20-2-328 directs the state board of education, subject to legislative appropriation, to establish a competitive grant program for local school systems to implement school reform measures in selected high schools. Requires the state board to establish grant criteria, which must include that priority for grants be given to chronically low-performing high schools. Directs the state board to develop, for high schools receiving a grant, an evidence-based model for serving at-risk students, which must focus on specified elements designed to increase student achievement; reduce dropout; help students and their parents set and achieve career and educational goals; and help students learn and apply study skills, coping skills and other habits that produce successful students and adults. Requires that the at-risk model program include:
(1) Diagnostic assessments
(2) A process for identifying at-risk students, closely monitored by the department of education to ensure that students are properly identified and receive timely and appropriate guidance and assistance, and to ensure no group is disproportionately represented
(3) An evaluation component in each high school to ensure programs provide students an opportunity to earn a high school diploma.
Identifies components the at-risk model program may include to facilitate 9th grade success, such as:
(1) Flexible scheduling to increase student time in language/arts and math to eliminate academic deficiencies
(2) Ninth grade student-teacher ratios no higher than those in any other grade in the high school
(3) Using effective teachers as leaders for teacher teams in 9th grade to improve instructional planning, delivery and reteaching strategies
(4) Assigning teacher mentors to meet frequently with students to provide planned lessons on study skills and other "habits of success" to help students become independent learners and help them receive the assistance they need to pass 9th grade
(5) Ninth grade career courses incorporating a series of miniprojects throughout the school year that require the application of grade-level reading, math and science skills to complete, require students to use a range of technology, and help students explore a range of educational and career options to help them formulate post high school goals and give them a reason to stay in school and work toward achieving their stated goals.
Requires the state board to adopt rules for chronically low-performing high schools receiving a reform grant, to make the high schools more relevant to and effective for all students. Requires that such rules encourage high schools to implement a comprehensive school reform research-based model that focuses on eight specified elements, including setting high expectations for all students and fostering collaboration among academic and career/technical teachers.
New Section 20-2-329 requires high schools receiving a reform grant per Section 20-2-328 to provide focused programs of study that, whether offered at a choice technical high school, a career academy, a traditional high school, or on site at a two- or four-year postsecondary institution:
(1) Are aligned with state board-set graduation requirements, including 4 years of math and 4 years of English with an emphasis on developing reading and writing skills to meet college and career readiness standards
(2) Implement a teacher adviser system
(3) Provide students in grades 9-12 with information on educational programs offered in high school, two- and four-year institutions, and through apprenticeship programs and how these programs can lead to a variety of career fields. Requires that districts offer opportunities for field trips, job shadowing and other means to help students and their parents in revising, if appropriate, the student's individual graduation plan.
(4) Enroll students by grade 9 into one of the following options for earning a high school diploma and preparing students for postsecondary education and a career which will include a structured program of academic study with in-depth studies in: (A) Mathematics and science; (B) Humanities, fine arts, and foreign language; or (C) A career pathway that leads to passing an employer certification exam in a high demand, high skill, or high wage career field or to an associate's degree or bachelor's degree.
(5) Implement the state board-developed at-risk model program
(6) Schedule annual conferences to help students and their parents set educational and career goals and create individual graduation plans
Directs the state board to adopt rules necessary to carry out the provisions of this bill.
http://www.legis.state.ga.us/legis/2009_10/pdf/hb400.pdf
Title: H.B. 400 - New Section 20-2-326, 328 and 329
Source:
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| MI | Signed into law 05/2010 | P-12 | Part of Michigan's Race to the Top Legisation; requires each pupil to review his or her educational development plan (EDP) in 8th grade and revise the plan as appropriate before entering high school; requires the EDP to also be based on high school readiness scores, and designed to assist pupils identify career development goals as they relate to academic requirements; permits a pupil to receive a high school diploma under a personal curriculum by successfully completing one semester of statistics or functions and data analysis, as an alternative to algebra II; provides that the legislation is effective July 1, 2011.
http://www.legislature.mi.gov/documents/2009-2010/publicact/htm/2010-PA-0080.htm
Title: S.B. 757
Source: http://www.legislature.mi.gov
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| IN | Signed into law 03/2010 | P-12
Postsec. | Relates to advanced placement exams; requires state educational institutions to grant postsecondary level academic credit to students who receive a satisfactory score on an advanced placement examination; requires the state department of education to develop a uniform job description for school counselors. Public Law 91
http://www.in.gov/legislative/bills/2010/PDF/HE/HE1135.1.pdf
Title: H.B. 1135
Source: Lexis-Nexis/StateNet
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| NM | Signed into law 03/2010 | P-12 | Relates to public schools; allows financial literacy that meets state standards to qualify for one of the four required mathematics units for students beginning ninth grade in 2009-2010; reconciles multiple amendments to the same section of law, including individual student plans and graduation requirements.
http://nmlegis.gov/Sessions/10%20Regular/final/HB0053.pdf
Title: H.B. 53
Source: http://nmlegis.gov/
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| NM | Signed into law 03/2010 | P-12 | Changes graduation requirements for students entering 9th grade in the 2012-2013 school year; includes health education; reconciles multiple amendments to the same section of law. Spells out requirements for individual student next-step plans that set forth the coursework for the grades remaining until high school graduation. Also lists graduation course requirements for students and types of high school diplomas.
http://www.nmlegis.gov/Sessions/10%20Regular/final/HB0044.pdf
Title: H.B. 44
Source: http://nmlegis.gov/
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| CO | Adopted 01/2010 | P-12 | Intends to decrease dropout rates and increase graduation rates by assisting students in developing and maintaining a personalized postsecondary plan that ensures readiness for postsecondary workforce success. http://www.sos.state.co.us/CCR/NumericalAgencyList.do?deptID=4&deptName=300 Department of Education
Title: 1 CCR 301-81
Source: http://www.sos.state.co.us/CCR/
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| CA | Vetoed 10/2009 | P-12 | Partially from Legislative Counsel's Digest:
States legislative intent relating to the role of school counselors and counseling programs. Authorizes the academic counseling component of educational counseling to include an individualized review of pupil's academic and deportment records and career goals, and the opportunity for a counselor to meet with each pupil and his or her parents or legal guardian to explain the academic progress needed to complete middle or high school, and pass the high school exit examination, and be eligible for admission to a 4-year institution of postsecondary education and the availability of career technical education, among other things. Authorizes the career and vocational counseling component of educational counseling to include identifying personal interests, skills, and abilities, career planning, course selection, and career transition, and assisting pupils to understand the changing work environment, the effect of work on lifestyle, the relationship between academic achievement and career success, the importance of maximizing career options, the value of participating in career technical education and work-based learning activities and programs, and the need to develop essential employable skills and work habits, among other things. Requires ongoing professional development related to career and vocational counseling to include strategies for pupils pursuing postsecondary education, career technical education, multiple pathways, college, and global career opportunities. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0251-0300/sb_272_bill_20090825_enrolled.pdf Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0251-0300/sb_272_vt_20091011.html
Title: S.B. 272
Source: www.leginfo.ca.gov
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| CA | Vetoed 10/2009 | P-12 | Creates new Section 32297. Provides that immigration agents shall not interfere with the education of pupils. Specifies that this policy not impede or restrict any lawful authority of immigration agents. Prohibits school officials and employees from collecting information or documents or inquiring about the immigration status of pupils or their family. Encourages the schools comply with procedures relating to procuring care for pupils if a school employee is aware that a pupil's parent is unable to care for the pupil, and to provide counseling services for pupils affected by enforcement activities at the pupil's home, in a pupil's community, or at a parent's place of employment. Bill: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0101-0150/ab_132_bill_20090911_enrolled.pdf
Veto message: http://www.leginfo.ca.gov/pub/09-10/bill/asm/ab_0101-0150/ab_132_vt_20091011.html
Title: A.B. 132
Source: www.leginfo.ca.gov
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| CA | Signed into law 08/2009 | P-12 | Relates to the existing Career Resource Network, the primary duty of which is to provide career development information and resources to middle and high school counselors, adminstrators and educators to ensure that schools and high schools have the necessary information available to provide students with guidance and instruction on education and job requirements necessary for career development. Establishes the network as a program in the state department of education. Establishes the State Agency Partners Committee to be composed of the members of the program. Requires the committee to coordinate the use of network information and resources in its programs. http://www.leginfo.ca.gov/pub/09-10/bill/sen/sb_0101-0150/sb_123_bill_20090806_chaptered.pdf
Title: S.B. 123
Source: www.leginfo.ca.gov
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| OH | Signed into law 07/2009 | P-12 | Specifies that the following provisions apply to any district with a three-year average graduation rate at or below 80%. Requires each such district's local board to implement actions prescribed by the governor's closing the achievement gap initiative in each high school, and in each elementary or middle school in which less than 50% of students have earned a proficient score on the 4th or 7th grade English language arts or math achievement assessments. Requires each such local board to work with the department and the governor's closing the achievement gap initiative in developing its annual spending plan before submitting the plan.
Requires each such local board to staff a linkage coordinator for closing the achievement gap and increasing the graduation rate. Defines "linkage coordinator" as an individual who is the primary mentor, coach and motivator for students identified as at risk of not graduating (as defined by the governor's closing the achievement gap initiative), and who coordinates those students' participation in academic programs, social service programs, out-of-school cultural and work-related experiences, and mentoring programs, based on students' needs. Provides the linkage coordinator must coordinate remedial disciplinary plans and work with school staff to gather student academic information and engage parents of targeted students. Requires that the linkage coordinator serve as the liaison between the school and the governor's closing the achievement gap initiative and participate in all professional development activities as directed by the initiative. Requires the linkage coordinator to establish and coordinate the work of academic promotion teams to address identified students' academic and social needs. Provides that such teams' membership may vary by school, and may include the linkage coordinator, parents, teachers, principals, school nurses, school counselors, probation officers, or other school personnel or community members.
Directs the governor's closing the achievement gap initiative to work with each organizational unit of every district with a three-year average graduation rate at or below 80% to assess progress in implementing activities, and assist linkage coordinators, administrators and other school staff in ensuring compliance with the district's spending plan required under Section 3306.30. Specifies that items related to implementing actions in schools are subject to the state superintendent and the governor's closing the achievement gap initiative, and defines state superintendent actions if the superintendent or initiative disapprove items in the plan. Directs the department to work with the governor's closing the achievement gap initiative in reconciling the spending plan of a district with a three-year average graduation rate at or below 80% with the district's actual spending.
Pages 1107-1109 and 2841 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3306.31 and 265.70.80
Source: www.legislature.state.oh.us
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| 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
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| TX | Signed into law 06/2009 | P-12 | Allows districts to grant excused absences for juniors and seniors visiting institutions of higher education. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB02542F.pdf
Title: H.B. 2542
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | Postsec. | Requires public institutions of higher education to ensure that one or more employees is trained in understanding state and federal student financial assistance programs for military veterans and their families, and in assisting veterans and family members in obtaining aid through these programs. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03951F.pdf
Title: H.B. 3951
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12 | Rewrites 33.002 regarding certified school counselors. Directs the commissioner to distribute funds for school counselor and counseling programs to districts that apply for such funds. Requires the commissioner to give preference to districts that received program funds the preceding year and then to districts with the highest concentration of students at risk of dropping out of school, as defined in Section 29.081. Requires recipient districts to allocate local funds for guidance and counseling at least equal to the amount allocated for that purpose the previous year.
Page 28 of 108: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/HB03646F.pdf
Title: H.B. 3646 - Section 39
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | Postsec. | Permits the University of Texas at Austin to make an exception to the statute requiring all general academic teaching institutions to admit all students in the top 10% of their graduating classes, beginning with admissions for the 2011-12 school year, when such admissions would exceed 75% of the university's first-time resident undergraduate students in an academic year. Establishes procedures university must follow if such admissions exceed 75% and university elects to follow exception process, including informing high schools notice of the percentage of the top 10% students to which the university anticipates offering admission. Provides University of Texas at Austin may not use exception after the 2015-16 academic year, and bars UT Austin, in any year that it uses exception, to bar a student's legacy status as a factor in decisions related to a student's admission. Requires a student admitted under an exception to complete a designated portion of at least six credit hours during evening hours or other low-demand hours as necessary to ensure the efficient use of the institution 's available classrooms. Requires UT Austin, in any year that it applies an exception to the statute requiring all general academic teaching institutions to admit all students in the top 10% of their graduating classes to report to the governor, lieutenant governor and speaker of the house regarding the university's progress in:
(1) Increasing geographic diversity of the entering freshman class
(2) Counseling and outreach efforts aimed at students qualified for automatic admission
(3) Recruiting Texas residents who graduate from other institutions of higher education to the university's graduate and professional degree programs
(4) Recruiting students who are members of underrepresented demographic segments of the state's population
(5) Assessing and improving the university's regional recruitment centers.
Provides that any year in which UT Austin uses the exception, the institution may not offer admission to nonresident students such that nonresident students would make up more than 10% of the first-time freshman class. Prohibits UT Austin from using the exception in any academic year in which, on the deadline for general applications, (1) the university was under a court order barring the institution from considering an applicant's race in making an admissions decision or (2) the institution's governing board has determined that an applicant's race may not be considered as a factor in first-time undergraduate admissions decisions. Pages 1-5 and 6-7 of 21: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00175F.pdf
Title: S.B. 175 - Section 1, subsections (a)-(f), (j)-(k)
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12
Postsec. | Directs the higher education coordinating board to develop a plan under which each public high school that is, as determined by the board, substantially below the state average in the number of
graduates who attend public or private or independent institutions of higher education is required to (1) provide to prospective students information related to enrollment in public or private or independent
institutions of higher education, including admissions and financial aid information; and (2) assist those prospective students in completing applications related to enrollment in those institutions, including admissions and financial aid applications. Pages 18-19 of 21: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00175F.pdf
Title: S.B. 175 - Section 6
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12
Postsec. | Requires districts to notify every high school student, at the time the student first registers for one or more classes required for high school graduation, about the provisions of Section 51.803, which provides for automatic admission to a general academic teaching institution for a student who graduates in the top 10% of his/her high school class. Existing policy requires such notification for high school seniors; new provision additionally requires such notification for juniors with a grade point average in the top 10% of his/her high school class and such juniors' parents. Specifies that such notifications must be in plain language. Directs the commissioner of higher education to adopt forms to be used for such notifications. Requires the commissioner to adopt procedures to ensure that districts provide notification to students first enrolling for courses required for high school graduation in the 2009-10 school year.
Also requires a certified high school counselor to explain, at the beginning of the school year, the requirements of automatic admission to a general academic teaching institution to each 10th and 11th grade student whose grade point average is in the top 25% of the student's class.
Pages 9-12 of 21: http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00175F.pdf
Title: S.B. 175 - Section 3 and 4
Source: www.legis.state.tx.us
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| TX | Signed into law 06/2009 | P-12
Postsec. | Directs the Texas Higher Education Coordinating Board to institute a program to improve the outreach efforts of general academic teaching institutions in providing counseling and information to Texas high school seniors likely to be eligible for automatic admission for seniors in the top 10% of their graduating class. Requires the coordinating board, under the program, to prescribe best practices guidelines and standards to be used by general academic teaching institutions in conducting the aforementioned student outreach.
Directs the coordinating board to publish an annual report on the impact of the University of Texas at Austin's use of the exception to the policy to automatically admit applicants in the top 10% of their graduating class, on the state's goal of closing college access and achievement gaps under "Closing the Gaps," the state's master plan for higher education. Requires the reporting of specified information on UT Austin student demographics and high schools of origin. http://www.legis.state.tx.us/tlodocs/81R/billtext/pdf/SB00175F.pdf
Title: S.B. 175 - Section 1, subsections (g), ((l)
Source: www.legis.state.tx.us
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| GA | Vetoed 05/2009 | P-12 | Enacts the "Building Resourceful Individuals to Develop Georgia's Economy Act". Directs the department of education to develop focused programs of study in high demand, high skill and high wage academic and career fields, which may include aerospace, health care and elderly care, agribusiness, life science, energy and environmental, logistics and transportation, information and technology, teacher education training, technology and engineering, science and math, and humanities and fine arts. Requires the department to include in the program of study the flexibility for students to study at either their school of attendance, a technical college, a public postsecondary institution, a work site under an apprenticeship cooperative education program, and at other state board-approved settings.
For each focused program of study, requires the department of education to convene a committee that includes high school teachers, counselors, representatives from the University System of Georgia Board of Regents, the Technical College System of Georgia, the governor's Office of Workforce Development, employers, and others as deemed appropriate by the department. Directs each committee to develop a focused program of study blending academic and technical content developed around college and career readiness standards with real-world problems and projects for students. Requires recommendations to include statewide articulation and dual enrollment courses to allow prepared high school students to move directly into postsecondary education. Directs the committees to develop measures to certify equivalency in content and rigor for all statewide articulation and dual enrollment courses.
Establishes means for identifying high school students qualified to enroll in credit-bearing postsecondary coursework. Requires secondary and postsecondary credit to be awarded to any student who articulated or dual enrollment course. Requires students in grades 6-8 to be provided counseling, advisement, career awareness, career interest inventories and information to help them evaluate academic skills and career interests. Requires all students by end of grade 8 to select a preferred focused program of study and develop an individual graduation plan. Requires high school students to be provided counseling annually to enable them to complete their individual graduation plans, and prepare them for a seamless transition to postsecondary study, training or employment. Sets forth required components of every individual graduation plan, including integration of experience-based, career-oriented learning experiences that may include internships, apprenticeships, mentoring, co-op education and service learning, as well as opportunities for postsecondary learning through articulation, dual enrollment and joint enrollment.
Requires the department to provide training for counselors and graduation coaches about (1) high demand, high skill and high wage opportunities for bachelor's degrees, associate's degrees and certificates; (2) how a combination of rigorous academic and technical courses can prepare students for these fields, (3) how to organize a teacher adviser system that engages teachers in working with a group of students and their parents in setting goals, identifying individual programs of study, and establishing individual graduation plans to achieve those goals. Requires the plan to include strategies for school staff to effectively involve parents in the educational and career guidance process and in the development of individual graduation plans. Provides that on request by any local school system, training may be given to counselors and graduation coaches in any middle or high school.
Directs the state board, in collaboration with the Technical College System of Georgia and the University System of Georgia Board of Regents, to establish a process for certifying all focused programs of study by using national certifying agencies where they exist and developing state industry-certifying panels in career pathways where no national certifying agency exists. The certification process must, at a minimum, validate that a program of study curriculum meets industry standards where applicable, that its teachers hold current industry certification where applicable, and that its facilities, equipment and software are adequate to teach the curriculum.
Bill: http://www.legis.state.ga.us/legis/2009_10/pdf/sb178.pdf
Veto Message 11 (scroll toward bottom of page): http://gov.georgia.gov/00/press/detail/0,2668,78006749_139486062_140372354,00.html
Title: S.B. 178 Section 10, Part 1
Source: www.legis.state.ga.us
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| MN | Signed into law 05/2009 | P-12 | Allows a child's parent or guardian to designate a "significant individual" to participate in a school conference involving that child. Requires the parent or guardian to give prior written consent to allow the individual to participate in the conference and have access to data on the child that is needed for and relevant to the conference. Allows the parent or guardian to withdraw consent in writing at any time. Allows a school to accept a suggested form included in this paragraph or another form for purposes of providing consent under this section.
https://www.revisor.leg.state.mn.us/bin/bldbill.php?bill=H0002.5.html&session=ls86
Title: H.F. 2
Source: https://www.revisor.leg.state.mn.us
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| ND | Signed into law 05/2009 | P-12 | Beginning with 2010-11 school year, requires each district to have one full-time equivalency counselor for every 300 students. Up to one third of this requirement can be met by career advisors (defined as holding a certificate in career development facilitation or who is provisionally approaved by the department of career and technical education to serve as a career advisor. http://www.legis.nd.gov/assembly/61-2009/bill-text/JARF1000.pdf
Title: H.B. 1400 - Counselor Positions Section
Source: http://www.legis.nd.gov
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| OH | Adopted 05/2009 | P-12 | Amends rules related to K-12 career development programs. Adds that middle school career exploration activities must enable students to develop a
personalized learning plan using either the Ohio career information system, a career planning system provider or a paper version that outlines high school coursework related to potential career goals. Adds that at the high school level, career planning must incldue a revision of the personalized learning plan. http://www.registerofohio.state.oh.us/pdfs/3301/0/68/3301-68-01_PH_FF_A_RU_20090513_1242.pdf
Title: OAC 3301-68-01
Source: www.registerofohio.state.oh.us
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| AR | Signed into law 04/2009 | P-12 | Creates the College and Career Readiness Planning Program Act. Defines "college and career readiness". Beginning with the 2010-11 school year, directs public schools to administer the EXPLORE to 8th graders, and either the PLAN or PSAT to 10th graders. Permits costs of these assessments to be paid using department of education at-risk funding. Requires schools to use the college readiness assessments to assist students with college and workforce readiness skills, high school course selection and improved academic achievement. By the 2011-12 school year, requires schools to fully incorporate college readiness assessment results into each student's college and career planning process. Requires the department of education to maintain data to (1) Increase college and career readiness skills; (2) Improve instruction; (3) Enhance school improvement plans; and (4) Reduce college remediation rates. Requires the department of education to annually report to the house and senate education committees on the implementation and effectiveness of the College and Career Readiness Planning Program. http://www.arkleg.state.ar.us/assembly/2009/R/Bills/HB1808.pdf
Title: H.B. 1808
Source: http://www.arkleg.state.ar.us
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| IA | Signed into law 04/2009 | P-12
Postsec.
Community College | Adds several new subsections of law. Requires development and implementation of a plan to provide, at least twice annually to all principals and guidance counselors employed by school districts and accredited nonpublic schools, notice describing how students can find and use the articulation information available on the website maintained by the state board of regents. Requires collective statewide articulation agreement with the state board of regents that provides for the seamless transfer of academic credits from a completed associate of arts or associate of science degree program offered by a community college to a baccalaureate degree program offered by an institution of higher education governed by the state board of regents. Also requires the board to identify a transfer and articulation contact office or person and publicize that information, develop a systematic process for expanding academic discipline and meetings between community college and four-year institutions, develop criteria to prioritize core curriculum areas and promote greater awareness of articulation activities.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=BillInfo&Service=Billbook&ga=83&menu=text&hbill=HF815
Title: H.B. 815
Source: http://coolice.legis.state.ia.us/
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| UT | Adopted 03/2009 | P-12 | Amends definition of Comprehensive Counseling and Guidance Program ("Program") to add reference to informing and involving parents. Adds definition of counselor-to-student ratio.
Defines Student Education Occupation Plan (SEOP) as a developmentally organized intervention process that includes:
(1) a written plan, updated annually, for a student's (grade 9-12, at a minimum) education and occupational preparation
(2) all state board, local board and local charter board graduation requirements
(3) evidence of parent or guardian, student, and school representative involvement annually
(4) attainment of approved workplace skill competencies, including job placement when appropriate
(5) identification of postsecondary goals and approved sequence of courses.
Requires district- and school-level policies and practices to free licensed school counselors for appropriate identified activities with secondary students. Bars secondary school counselors from devoting significant time to non-school counseling activities, including test coordination and assessment and other activities inconsistent with the Program. Makes receipt of certain funds to support high school counseling programs contingent upon maintainance of Program criteria and ratios. Replaces requirement that counseling programs be reviewed on-site every three years with requirement that programs be reviewed on-site every six years, with three year interim reviews in a locally-developed format.
Requires Comprehensive Counseling and Guidance Programs to include parental involvement in all available Comprehensive Counseling and Guidance Program steering/advisory committees. Requires all schools and charter schools receiving Comprehensive Counseling and Guidance Program funds to provide school-based data projects demonstrating program or intervention effectiveness as required by the state office of education.
Repeals former R277-462-4 on use of program funds. Replaces with R277-462-4, which establishes criteria for all SEOPs. Requires all secondary schools receiving Comprehensive Counseling and Guidance funds to complete written SEOPs for all students prior to start of student's 9th grade year.
Adds new R277-462-5, which requires all districts and charter schools to annually certify to the state office of education the full-time equivalent licensed school counselors assigned to each school, and that the secondary school counselor to student ratio is 1:350 or lower. Annually requires any district or charter school not meeting the counselor/student ratio to submit to the state board a plan for meeting established ratios in a reasonable time frame to continue to receive Comprehensive Counseling and Guidance Program and Minimum School Program funding. Adds provision that as additional funds for Comprehensive Counseling and Guidance Programs become available, lower counselor to student ratios may be required following state board approval and adequate notice to districts and charter schools.
Adds new R277-462-6, which requires districts and charter schools to meet all administrative rule provisions related to the Program to receive Program funds, and sets forth permissible uses of Comprehensive Counseling and Guidance Program Funds for grades 7-12.
Requires the state office of education to annually gather data from districts and charter schools on the number and assignments of school counselors, for use in determining local compliance with Program provisions, including counselor/student ratios. Requires the annual report on the Program to include data and compliance information and be submitted to the legislature and state board. http://www.rules.utah.gov/publicat/code/r277/r277-462.htm
Title: R277-462
Source: www.rules.utah.gov
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| SD | Signed into law 02/2009 | P-12 | Reimburses and rewards public school counselors who earn the credential of National Certified School Counselor.
http://legis.state.sd.us/sessions/2009/Bill.aspx?File=HB1186ENR.htm
Title: H.B. 1186
Source: http://legis.state.sd.us
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| OH | Signed into law 01/2009 | P-12
Postsec. | Authorizes the board of regents to enter into an agreement with private entities to provide free career information for students via the board of regents Web site. http://www.legislature.state.oh.us/bills.cfm?ID=127_HB_525
Title: H.B. 525
Source: www.legislature.state.oh.us
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| CO | Adopted 08/2008 | P-12 | Establishes rules regarding the School Counselor Corps Grant Program, including application procedures, review criteria and reporting requirements.
Establishes rules for HB 1370 that provides moneys to school districts, boards of cooperative services, and charter schools for increasing the number of school counselors for secondary students and the level of school counseling services provided.
http://www.sos.state.co.us/CCR/NumericalSubDocList.do?deptID=4&deptName=300%20Department%20of%20Education&agencyID=109&agencyName=301%20Colorado%20State%20Board%20of%20Education&ccrDocID=2996&ccrDocName=1%20CCR%20301-74%20ADMINISTRATION%20OF%20THE%20SCHOOL%20COUNSELOR%20CORPS%20GRANT%20PROGRAM
Title: 1 CCR 301-74
Source: http://www.sos.state.co.us/
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| LA | Signed into law 07/2008 | P-12 | Provides that before a student between the ages of 17 and 18 may drop out, the student and student's parent must attend an exit interview, in which the student and parent provide written acknowledgement that withdrawal from school will likely reduce the student's future earning potential and increase the student's likelihood of being unemployed. During the exit interview, requires the student to be provided information supplied by the Louisiana Workforce Commission regarding available training and employment opportunity programs, provided such information is available.
Creates the state High School Dropout Prevention Act of 2008. Directs the state board to work with the school districts that have the lowest four-year cohort graduation rates. Directs the state board to incorporate specific dropout prevention strategies, target resources, and gather data that will improve graduation rates and educational outcomes in all grades in all schools. Directs the state board to develop specific methods of targeted intervention or identify appropriate existing methods for districts with a four-year cohort graduation rate below 70%. Provides that these intervention methods may include:
(a) Early intervention for students who are at risk of failing Algebra I or any 9th grade math class
(b) Alternative programs designed to reengage dropouts
(c) Increased availability of advanced placement courses
(d) Comprehensive coaching for middle school students who are below grade level in reading and math
(e) Teacher advisories such as the use of graduation coaches and other supports designed to specifically address the needs of youth most at risk of dropping out of school
(f) Strategies specifically designed to improve the high school graduation rate of students at highest risk for dropping out, including youth in the foster care system, pregnant and parenting youth, Limited English Proficient students, and students with special education needs
(g) Communicating with students and their parents or legal guardians about the availability of local after school programs and the academic enrichment and other activities the programs offered
(h) Opportunities for credit recovery
(i) Opportunities to participate in the Jobs for America's Graduates program.
Directs the state board to gather the following data to ensure that all programs are research-based and data-driven, and to use such data for continuous program improvement:
(a) Total number of high school suspensions and expulsions
(b) Total number of students enrolled in alternative schools
(c) Total number of students who have failed Algebra I or English I
(d) Total number of students who are repeating the ninth grade
(e) Total number of students required to repeat a ninth grade course.
Directs school districts failing to show a decline in their annual dropout rates to annually submit to the state board a written report that documents:
(a) The outcomes of the dropout prevention strategies to date at the school system level
(b) How the school system dropout prevention strategies and activities will be modified, based on the data.
http://www.legis.state.la.us/billdata/streamdocument.asp?did=502007
Title: H.B. 1091
Source: www.legis.state.la.us
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| WV | Adopted 06/2008 | P-12 | From the introduction to the adopted rules:
"Revisions were needed in Policy 2510 to allow local school districts greater flexibility in the implementation of the rigorous academic standards and high quality programs that characterize West Virginia's 21st century teaching and learning initiative. The intent of these proposed revisions is to place the focus on providing students with excellent learning opportunities that result in student mastery of West Virginia's high quality content standards and objectives (CSOs) rather than on a prescriptive compliance language that may discourage 21st century creativity and innovation. Thus, these revisions were designed to allow counties more
flexibility in the implementation of a rigorous curriculum that is tailored to the unique needs and constraints of each school without compromising the intent and spirit of the 21st teaching and learning initiative.
"Proposed revisions include removing restrictive language requiring 60 minutes of daily uninterrupted reading at grades 3-4, allowing counties/schools greater latitude in scheduling appropriate learning opportunities for students. The requirement for a 225 minute block for core courses for grades 5-8 was removed and replaced with language that requires a 180 minute block for core courses, again to allow greater local flexibility for scheduling learning opportunities for students. Proposed revisions also remove the grade 5-8 requirement for annual implementation of programs and/or separate courses in advisory, guidance and counseling, career exploration and technology. Policy language was revised to clarify the recommendation that all students in the professional pathway be enrolled in Algebra I in 8th grade. Policy language remains that requires a foreign language to be offered for students in grades 7 and 8, but removes prescriptive language that requires counties to use the 1A in grade 7 and 1 B in grade 8th scheduling option. At grades 9-12, language was revised to allow Life Science and Earth Science to satisfy the requirement for chemistry for 9th graders entering in 2008-09 and 2009-10, allowing more time for districts to secure chemistry teachers and lab facilities. Language requiring a college transition English course was removed and language was added to allow counties to determine options for students who need additional time to successfully complete Algebra I and to allow counties to grant up to two math credits for students' successful course completion. Language requiring a specific sequence for required social studies courses was added, and language was revised to allow state-approved Career Technical Education courses to satisfy the Arts requirement for graduation.
Major Revisions or Reasons for New Policy:
* Reading requirement for grades 3-4: Policy language was revised to allow local flexibility in the scheduling of a 90 minute uninterrupted reading block that may include reading and language arts instruction provided through whole group, small group and reading center activities.
* Reading requirement for grades 5-8: Policy language was revised to reduce the required time for core courses to 180 minutes giving responsibility for determining time allocations that provide adequate time for students to achieve mastery of the WV CSOs to the principal and a team of teachers.
* Algebra I in 8th grade: Policy language was changed from use of the word "expect" to the word "recommend" to clarify that the intent of current policy
is to recommend that all students in the professional pathway be enrolled in Algebra I in 8th grade.
* Required programs/courses in Advisory, Counseling, Career Exploration and Technology: Policy language requiring these programs to be implemented annually was replaced with language that requires these activities (advisory, career exploration and counseling) to be integrated into an organized advisory program that includes career guidance and counseling and allows local flexibility for scheduling these activities. The intent of the revised language is to allow local decision making for the scheduling of technology applications instruction throughout the grade 5-8 curriculum, rather than in a separate technology course.
* Required foreign language course in grades 7 and 8: Policy language requires districts to offer a foreign language course for students in grades 7 and 8 as described in current policy. Language that prescribes the specific method of scheduling this course was removed to allow more flexibility at the local level and to ensure the implementation of quality programs. Additionally, the revised policy language will also provide WVDE/counties/schools flexibility in addressing staffing and scheduling needs in order to support the development of articulated foreign language programs at the elementary level.
* Required course in chemistry: Policy language was revised to permit Life Science or Earth Science to satisfy the graduation requirement for chemistry/conceptual chemistry for 9th graders entering in 2008-09 and 2009-10, allowing more time for districts to secure chemistry teachers and lab facilities. (Students entering 9th grade in 2010-11 must have chemistry/conceptual chemistry to meet graduation requirements.)
* College transition English course: Policy language was revised to remove the college transition English course requirement with the expectation that instruction in the required English classes will address the needs of student who do not achieve the state assessment college readiness benchmark for English.
* Students who need additional time to complete Algebra I: While language in Policy 2510 is consistent with research indicating the best option for scheduling additional time for Algebra I CSO mastery is to do so within the same year, policy language permits the local-level identification of students who need additional time to master Algebra I content standards and objectives. The identification of students for this option must be a data-driven decision and counties may select from a number of scheduling options to assure that students master the Algebra I CSOs. Scheduling options such as "double blocking" Algebra I, Algebra Support and Algebra I, or other similar options may be determined at the local level, as long as the priority of the selected option is to provide students the best possible opportunity to succeed in mastery of the Algebra I CSOs. Counties selecting a scheduling option that places students who need extra time in two separate math courses may grant students up to two math credits toward graduation upon successful course completion. Counties that provide identified students additional time by enrolling them in two separate math courses may award up to two math credits toward graduation requirements upon students' successful completion of each
course. (A student who is identified as being in need of additional time to master Algebra I CSOs, and who has been determined by an IEP Team to be unable
even with extended learning opportunities and significant instructional modifications to meet state and county standard graduation requirements, may, in accordance with Policy 2510, Section 5.6.9.a., receive a modified diploma.)
* Social studies course sequence: Policy language was added to indicate a required sequence of social studies courses: World Studies to 1900; United
States Studies to 1900; Twentieth and Twenty-First Centuries Studies; Civics for the 21st Century. This sequence is required to assure maximum understanding of the material and alignment of content with state assessment.
* Additional courses to satisfy the Arts requirement: Policy language was added to permit students in Skilled Pathway concentrations that complete state approved career/technical courses that reflect creative and innovative arts content may substitute these courses for the arts credit required for graduation. Designation of these courses will be made by state-level administrators of career/technical and arts programs.
Text of new regulations: http://wvde.state.wv.us/policies/p2510_ne.pdf
Title: Title 126, Series 42
Source: www.lexis.com
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| CO | Signed into law 05/2008 | P-12 | Makes legislative findings concerning the importance of school counseling services for students in middle, junior high, and high schools; creates the School Counselor Corps Grant Program to provide moneys to school districts, boards of cooperative services, and charter schools for increasing the number of school counselors for secondary students and the level of school counseling services provided.
http://www.leg.state.co.us/clics/clics2008a/csl.nsf/fsbillcont3/744186C0692144BE8725740200640365?open&file=1370_enr.pdf
Title: H.B. 1370
Source: http://www.leg.state.co.us/
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| IA | Signed into law 05/2008 | P-12 | Concerns state and local measures for preparing a student for a career or for postsecondary education, including a mandated statewide core curriculum for school districts and accredited nonpublic schools and a state designated career information and decision making system. Prohibits requiring districts or private schools to adopt any specific textbook, series, particular methodology or other products from a specific vendor. Requires the state department to identify and make available end-of-course and other model assessments. Requires convening of a task to review the national assessment of educational progress (NAEP) standards and assessments used by other states and to consider best practices by content area groups such as the National Council of Teachers of Mathematics. Requires a department study of potential expansion of the core curriculum potentially to include fine arts, applied arts, humanities and world languages. Establishes requirement for teaching of financial literacy.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?category=billinfo&service=billbook&GA=82&hbill=SF2216
Title: S.F. 2216 - Generally
Source: http://coolice.legis.state.ia.us
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| MD | Adopted 04/2008 | P-12 | Provides the Maryland Career Development Framework standards to guide the implementation of a systematic instructional program in career development and decision making for all students.
http://www.dsd.state.md.us/comar/13a/13a.04.10.01.htm
Title: COMAR 13A.04.10.01, .02
Source: http://www.dsd.state.md.us/comar/
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| NM | Signed into law 02/2008 | P-12
Postsec.
Community College | Relates to public schools; changes the statewide college and workplace readiness assessments; allows the eleventh grade standards-based assessments to serve as the assessment required for graduation; provides that financial literacy shall be offered as an elective course; addresses graduation requirements, student graduation plans and exit exams.
http://www.sos.state.nm.us/2008/SBill460.pdf
Title: S.B. 460
Source: http://legis.state.nm.us/LCS/default.asp
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| GA | Adopted 12/2007 | P-12 | 505-2-.10: Adds provisions and clarification for National Guard personnel to apply for JROTC instructor positions, which is now authorized by the Department of Defense. http://rules.sos.state.ga.us/docs/505/2/10.pdf
505-2-.26: Makes available an optional Computer Science Endorsement (6-12) to provide strengthened and enhanced competency levels for teaching computer science skills in grades 6-12.
505-2-.96: Renames the Professional Foods specialization to Culinary Arts and deletes a temporary certificate "option" which will be replaced by a new endorsement.
505-2-.150: Adds the new endorsements of Culinary Arts and Computer Science to the list of teaching endorsements.
505-2-.166: Creates an optional endorsement for individuals assigned to teach secondary computer science courses.
505-2-.167: Creates an endorsement allowing teachers with Family and Consumer Sciences Education certification to teach the culinary arts curriculum to students in grades 6-12.
505-2-.202: Provides for issuing a Non-Renewable Certificate in School Counseling with a master's degree in Social Work.
505-2-.300: Establishes the certification requirements and guidelines for the new Educational Leadership certificates. The previous version of Rule 505-2-.300 is proposed to be repealed and replaced by this new rule.
505-2-.350: Establishes guidelines for the "grandfathering" of the previous endorsements (the individual rules are being repealed) and establishes the new Teacher Leader Endorsement.
505-2-.351: Repeals rule regarding "Director of Media Centers" endorsement. Replaces with new rule establishing a Teacher Leader Endorsement, which is intended to serve as the initial certification step for teachers to begin assuming basic leadership-type functions while remaining in the classroom. This endorsement is optional and is not required to perform the leadership-type functions as outlined in rule.
505-2-.352: Repeals rule regarding "Director of Pupil Personnel Services" endorsement. Current holders of the endorsement will be "grandfathered" and continue to be in-field to serve in this position, as outlined in proposed PSC Rule 505-2-.350. Future pupil personnel services directors must hold the Leadership certificate.
505-2-.353: Repeals rule regarding "Director of Special Education" endorsement. Current holders of the endorsement will be "grandfathered" and continue to be in-field to serve in this position, as outlined in proposed PSC Rule 505-2-.350. certificate.
505-2-.354: Repeals rule regarding "Director of Technology/Career Education" endorsement. Current holders of the endorsement will be "grandfathered" and continue to be in-field to serve in this position, as outlined in proposed PSC Rule 505-2-.350. Leadership certificate.
505-2-.355: Repeals rule regarding "Instructional Supervision" endorsement. Current holders of the endorsement will be "grandfathered" and continue to be in-field to serve in this position, as outlined in proposed PSC Rule 505-2-.350. Future instructional supervision educators must hold the Leadership certificate.
505-3-.062: This new rule establishes guidelines for a Computer Science Endorsement Program.
505-3-.063: This new rule establishes guidelines for a Culinary Arts Endorsement Program.
Title: GAC 505-2-.10, -.26, -.96, -.150, -.166, -.167, -.202,-.300, -.350, -.351, -.352, -.353, - .354, -.355; 505-3-.62, -.63
Source: www.lexis.com
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| MI | Enacted 11/2007 | P-12 | Revises high school personal curriculum requirements for transfer pupils; relates to advanced placement, diplomas and merit standards requirements; includes nonpublic schools and out-of-state transfers; provides for the presence of counselors and a school psychologist for special education students.
http://www.legislature.mi.gov/documents/2007-2008/publicact/pdf/2007-PA-0141.pdf
Title: S.B. 403
Source: Michigan Legislature
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| IA | Adopted 10/2007 | P-12 | Requires that each school district have a school nurse and a qualified (i.e., licensed by the Board of Education Examiners) guidance counselor. Requires a definition of and standards for an articulated sequential kindergarten through grade 12 school counseling program.
Title: IAC 281-12.2(256), 12.3(11), 12.4(12)
Source: Lexis-Nexis/StateNet
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| CA | Signed into law 09/2007 | P-12
Postsec. | Requires each school district offering any of grades 9 to 12, inclusive, prior to class registration, for each school in the district, to provide parents or guardians with written notification relating to the courses offered by the school satisfying the requirements for admission to the California State University and the University of California and information on career technical education, including a brief description of it, as defined by the State Department of Education. Chapter 527
http://info.sen.ca.gov/pub/07-08/bill/asm/ab_0401-0450/ab_428_bill_20071012_chaptered.pdf
Title: A.B. 428
Source: http://www.senate.ca.gov/
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| CA | Signed into law 09/2007 | P-12
Postsec. | Expands the Fair Competition for College and Career Opportunity Program to include provisions for individualized review of the career goals of the pupil and academic and career-related opportunities available to the pupil and for explanation of the coursework and academic programs required for admission to a 4-year college. Requires school districts to perform certain additional duties to identify pupils who are not on track for admission and to mandate schools perform specified related duties. Chapter 732
http://info.sen.ca.gov/pub/07-08/bill/sen/sb_0401-0450/sb_405_bill_20071014_chaptered.pdf
Title: S.B. 405
Source: http://info.sen.ca.gov
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| IL | Signed into law 08/2007 | P-12 | Provides that, subject to appropriations, the state board of education must provide grants to the School Psychology Internship Consortium for aid in providing training programs and facilitating interns to improve the educational and mental health services of children in the state. http://www.ilga.gov/legislation/95/HB/PDF/09500HB1363lv.pdf
Title: H.B. 1363
Source: Lexis-Nexis/StateNet
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| IL | Signed into law 08/2007 | P-12 | Amends the Children with Disabilities Article of the School Code. Adds school counselor and school counselor intern to the list of professions included in the definition of a professional worker. http://www.ilga.gov/legislation/95/SB/PDF/09500SB0122lv.pdf
Title: S.B. 122
Source: Lexis-Nexis/StateNet
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| LA | Adopted 08/2007 | P-12 | Revises the requirements for add-on certification as a school counselor. Allows three years of successful experience as a school counselor to substitute for the required three-semester-hour supervised practicum in a school setting. The change will allow more candidates to meet the add-on certification requirements for school counselor and will increase the pool of certified school counselors in the state of Louisiana. Pages 9-10 of 79: http://www.doa.louisiana.gov/osr/reg/0708/0708RUL.pdf
Title: LAC 28:CXXXI.659
Source: www.doa.louisiana.gov
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| OR | Signed into law 07/2007 | P-12
Postsec.
Community College | Authorizes the Oregon Student Assistance Commission to establish Access to Student Assistance Programs in Reach of Everyone (ASPIRE) to provide information about financial aid and education and training options beyond high school to students in Oregon secondary schools. The goals of the programs are to: (a) Provide mentoring and resources to help students access education and training beyond high school; (b) Help high schools build a sustainable community of volunteer mentors; and (c) Educate students and families about the scholarship application process and other options for paying for post-secondary education. The programs are to bring together students, school staff, community volunteers and parents to help students overcome obstacles to their continuing education. The programs may provide training, technical assistance and other resources to Oregon high schools on how to establish a volunteer-based program. Adult volunteers who are trained through the program may provide mentoring, training and encouragement to students about postsecondary options and financial aid.
Establishes the ASPIRE Program Fund in the Department of the Treasury. Moneys received from donations and grants are to be credited to the ASPIRE Program Fund and continuously appropriated to the Oregon Student Assistance Commission for this program. http://www.leg.state.or.us/07reg/measpdf/hb2700.dir/hb2729.en.pdf
Title: H.B. 2729
Source: http://www.leg.state.or.us
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| ME | Signed into law 06/2007 | P-12 | Implements the recommendations of the Governor's Task Force to Engage State's Youth; ensures that students experiencing education disruption will have the same opportunities to earn an approved high school diploma; relates to disruptions of homelessness, unplanned psychiatric hospitalization, unplanned hospitalization, foster care or other placement not authorized by an individualized education plan.
http://janus.state.me.us/legis/LawMakerWeb/externalsiteframe.asp?ID=280025014&LD=1860&Type=1&SessionID=7
Title: H.B. 1296
Source: Maine Legislature
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| TX | Vetoed 06/2007 | Postsec. | Requires the Texas Higher Education Coordinating Board, institutions of higher education, and relevant professionals to develop an instrument to assess student academic advising services.
http://www.capitol.state.tx.us/tlodocs/80R/billtext/pdf/SB01053F.pdf
Title: S.B. 1053
Source: http://www.capitol.state.tx.us
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| NV | Signed into law 05/2007 | P-12 | Provides for high school reform. Requires the board of trustees of each school district to adopt a policy for each public school of the school district in which ninth grade pupils are enrolled, to develop a 4-year academic plan for each of those pupils. Requires the board of trustees of each school district that includes at least one high school in which 1,200 pupils or more are enrolled - including 9th grade pupils - to adopt a policy to provide a program of small learning communities to be carried out by each principal. Requires the state board to prescribe a uniform grading policy for all public high schools. Requires the board of trustees of each school district to adopt a policy that sets forth the duties, roles and responsibilities of school counselors.
http://www.leg.state.nv.us/74th/Bills/AB/AB212_EN.pdf
Title: A.B. 212
Source: http://www.leg.state.nv.us
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| IA | Signed into law 04/2007 | P-12 | Beginning July 1, 2007, requires every school district to have a qualified guidance counselor licensed by the board of educational examiners and a school nurse. Directs each district to work toward the goal of having one qualified guidance counselor for every 350 students and one school nurse for every 750 students. For purposes of this provision, defines "school nurse" as a person holding an endorsement or statement of professional recognition for school nurses issued by the board of educational examiners.
Directs the state board to establish a definition and standards for an articulated sequential K-12 guidance and counseling program.
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&ga=82&hbill=SF277
Title: S.F. 277 (Section 4)
Source: coolice.legis.state.ia.us
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| IA | Signed into law 04/2007 | P-12 | Section 5: Strikes and rewrites section 256.11A. Authorizes the board of directors of a school district to file a request by August 1, 2007 for a waiver from the following requirements for the 2007-2008 school year:
a. Apply for a one-year extension of a waiver granted for the previous school year that the district have a qualified teacher librarian.
b. That the school district have a qualified guidance counselor. The board of directors of the school district may, not later than August 1, 2008, for the 2008-2009 school year, apply for a one-year extension of the waiver.
c. That the school district have a school nurse. The board of directors of the school district may, not later than August 1, 2008, for the 2008-2009 school year, apply for a one-year extension of the waiver.
Provides that a request for a waiver must describe actions being taken by the district to meet the requirement for which the district has requested a waiver. Specifies that a school district cannot request a waiver of a requirement if it met certain requirements in the previous school year.
Section 8: Authorizes the school budget committee in the department of education to grant supplementary aid to a district to hire one or more guidance counselors, teacher librarians, and/or school nurses from any funds appropriated to the department for the use of the committee,
http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&ga=82&hbill=SF277
Title: S.F. 277 (Section 5 and 8)
Source: coolice.legis.state.ia.us
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| NM | Signed into law 04/2007 | P-12 | Allows counselors to apply for level three-b administrative licenses.
http://legis.state.nm.us/Sessions/07%20Regular/final/HB1090.pdf
Title: H.B. 1090
Source: http://legis.state.nm.us/
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| WA | Signed into law 04/2007 | P-12 | Declares that a school counselor is a professional educator who holds a valid school counselor certification as defined by the professional educator standards board. The purpose and role of the school counselor is to plan, organize, and deliver a comprehensive school guidance and counseling program that personalizes education and supports, promotes, and enhances the academic, personal, social, and career development of all students, based on the national standards for school counseling programs of the American school counselor association.
http://www.leg.wa.gov/pub/billinfo/2007-08/Pdf/Bills/House%20Passed%20Legislature/1670.PL.pdf
Title: H.B. 1670
Source: http://www.leg.wa.gov
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| AR | Signed into law 03/2007 | P-12 | Provides state high school students with comprehensive information concerning college scholarships and state-funded programs for developing technical job skills.
(Act No. 474)
http://www.arkleg.state.ar.us/ftproot/bills/2007/public/HB2245.pdf
Title: H.B. 2245
Source: http://www.arkleg.state.ar.us
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| ID | Signed into law 03/2007 | P-12 | Defines "teens at risk" as public school students in grades 7-12 who have been identified as expressing or exhibiting indications of depression, suicidal inclination, emotional trauma, substance abuse or other behaviors or symptoms that indicate the existence of, or that may lead to, the development of mental illness or substance abuse. Authorizes the department of health and welfare, the state department of education, the department of juvenile corrections, counties, courts and local school districts to collaborate in planning and developing mental health counseling, substance abuse treatment and recovery support services and individual service plans for teens at risk.
Creates new section creating a 3-year pilot teen early intervention mental health and substance abuse specialist program. Provides that teen early intervention specialists are to work with individual at-risk teens to offer group counseling, recovery support, suicide prevention and other mental health and substance abuse counseling services to teens as needed, regardless of mental health diagnosis. Provides that districts wishing to have a teen early intervention mental health and substance abuse specialist placed in the district may apply may apply to the department of health and welfare for such placement.
For 3-year period beginning at the start of the 2008 school year, directs the department of health and welfare to work with districts where teen early intervention specialists have been placed to gather data on the effectiveness of this program. Session Law Chapter 309
http://www3.state.id.us/oasis/S1147.html
Title: S.B. 1147
Source: www3.state.id.us
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| WY | Signed into law 03/2007 | Postsec.
Community College | Revises the Hathaway scholarship program by increasing curriculum requirements necessary to qualify for scholarships; establishes specific curriculum requirements for various scholarship levels for students graduating in the 2007-2008 school year, 2009-2010 school year, and 2010-2011 school year and thereafter, with requirements increasing each graduating year.
Beginning with the class of 2010-2011, requirements for honor or performance scholarship eligibility will be 4 years of math, including Algebra I & II and Geometry, 4 years of Language Arts, 4 years of Science, 3 years of Social Studies, and 2 years of a Foreign Language; requires courses necessary for scholarship eligibility to be aligned with state content and performance standards; requires all school districts to submit to the state department of education a list of courses provided in the district that satisfy the curriculum requirements specified in the bill, and for the department to verify the courses.
Requires accommodations are provided to a student with an individual education plan (IEP) or working under a federal 504 designation in order to meet the requirements of the success curriculum, including taking a modified course that is at grade level and is included within the scope of the student's IEP or 504 designation.
Beginning with the 2007-2008 school year and thereafter, requires counseling services to be provided to students in 8th - 12th grade on curriculum requirements of high school graduation, curriculum requirements necessary for each of the Hathaway scholarships and a summary of the various Hathaway scholarships, current achievement levels for the statewide proficiency assessment, the importance of curriculum for career options and the earning differences anticipated based upon curriculum choices and at various levels of postsecondary education, an assessment of the student's course history, as well as options available regarding future course selection and the consequences attached to selected course pathways, and other information regarding scholarship opportunities available to students and associated curriculum and student performance requirements. http://legisweb.state.wy.us/2007/Enroll/HB0097.pdf
Title: H.B. 97
Source: http://legisweb.state.wy.us/2007/bills.htm
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| OH | Signed into law 12/2006 | P-12 | Directs the department to make its individual academic career plan available through its Ohio career information system web site for districts and schools to use as a tool for communicating with and providing guidance to students and families in selecting high school courses.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311-- Sec. 3313.603(H)
Source: www.legislature.state.oh.us
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| OH | Signed into law 12/2006 | P-12 | Provides that a student who enters grade 9 in the 2010-2011 through 2013-2014 school years may graduate from high school even though the student has not completed the Ohio core curriculum defined in section 3313.603(C) (the Ohio core curriculum will be the statewide high school graduation curriculum effective with the Class of 2014), provided all the following conditions are satisfied:
(1) After the student has attended high school for two years, the student and the student's parent sign a written statement asserting the parent's consent to the student's graduating without completing the Ohio core curriculum and acknowledging that one consequence of not completing the Ohio core curriculum is ineligibility to enroll in most state universities in Ohio without further coursework.
(2) The student and parent fulfill any procedural requirements the school stipulates to ensure the student's and parent's informed consent and to facilitate orderly filing of statements as described above.
(3) The student and the student's parent and a representative of the student's high school jointly develop an individual career plan for the student that specifies the student matriculating to a two-year degree program, acquiring a business and industry credential, or entering an apprenticeship.
(4) The student's high school provides counseling and support for the student related to the individual career plan during the remainder of the student's high school experience.
(5) The student successfully completes, at a minimum, the curriculum required for high school graduation immediately prior to the Class of 2014.
Directs the partnership for continued learning (state P-16 council), in collaboration with the department of education and the Ohio board of regents, to analyze student performance data to determine if there are mitigating factors that warrant extending the above exception to high school classes beyond those entering ninth grade before the 2014-2015 school year, and to submit its findings and any recommendations by August 2014, to specified members of the legislature, the state board of education, and the superintendent of public instruction.
See section 3313.603: http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_0311
Title: S.B. 311-- 3313.603(D)
Source: www.legislature.state.oh.us
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| OH | Signed into law 12/2006 | P-12 | Requires local boards to adopt procedures for notifying each high school student's parent of the requirements of the Ohio core curriculum (high school graduation requirements effective with the Class of 2011) and that a consequence of not completing the curriculum is ineligibility to enroll in most state universities in Ohio without further coursework.
http://www.legislature.state.oh.us/bills.cfm?ID=126_SB_311
Title: S.B. 311
Source: www.legislature.state.oh.us
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| GA | Adopted 11/2006 | P-12 | Clarifies various rules regarding certification, including certificaton for interns, non-renewable professionals, teaching endorsements, safety and driver education endorsement, school counseling, school psychology, and speech and language pathology. Establishes new rules creating online teaching endorsement and online teaching endorsement program.
Online teaching endorsement: http://rules.sos.state.ga.us/docs/505/2/100/62.pdf
Online teaching endorsement program: http://rules.sos.state.ga.us/docs/505/3/85.pdf
Title: GAC 505-2-.05, .06, .25, .38, .150, .162, .163, .165, .202, .204, .205, .206; 505-3-.16, -.85
Source: rules.sos.state.ga.us
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| MI | Adopted 07/2006 | P-12 | Amends rules concerning school psychologist certificate; defines role of school psychologist; provides requirements for a preliminary school psychologist certificate. http://www.state.mi.us/orr/emi/admincode.asp?AdminCode=Single&Admin_Num=38000201&Dpt=&RngHigh=39900102
Title: R 380.203, .204, .205, .206, .208
Source: http://www.michigan.gov/cis/0,1607,7-154-10576_35738_5698---,00.html
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| MI | Rule Adoption 07/2006 | P-12 | Amends rules to the Department of Education concerning the certification and licensure of school counselors. http://www.state.mi.us/orr/emi/admincode.asp?AdminCode=Single&Admin_Num=39001301&Dpt=&RngHigh=39900102
Title: R 390.1301 thru .1308
Source: http://www.michigan.gov/cis/0,1607,7-154-10576_35738_5698---,00.html
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| NC | Signed into law 07/2006 | P-12 | Directs the state board of education to report on the role school counselors play in providing dropout prevention and intervention services to students in middle and high school and on the state board's implementation of its policy regarding school counselors. Provides for an analysis of the source of funds for the counselors.
http://www.ncleg.net/Sessions/2005/Bills/Senate/HTML/S571v3.html
Title: S.B. 571
Source: http://www.ncleg.net/
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| IA | Signed into law 06/2006 | P-12 | Requires each high school student's plan for completing the core curriculum to include career options and to identify the coursework needed in grades nine through twelve to support the student's postsecondary education and career options. Provides that if the pupil is under eighteen years of age, the pupil's parent or guardian must sign the core curriculum plan developed with the student and the signed plan must be included in the student's records. http://coolice.legis.state.ia.us/Cool-ICE/default.asp?Category=billinfo&Service=Billbook&menu=false&hbill=SF2272
Title: S.B. 2272 - Section 13
Source: coolice.legis.state.ia.us
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| LA | Signed into law 06/2006 | P-12 | Extends the deadline from July 2007 to 2013 for certain school counselors to have obtained an initial credential from the National Board for Certified Counselors in order to receive a mandated salary adjustment. http://www.legis.state.la.us/billdata/streamdocument.asp?did=397932
Title: H.B. 167
Source: Lexis-Nexis/StateNet
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| FL | Signed into law 05/2006 | P-12 | Defines secondary schools as those serving grades 6-12. Specifies that the following guiding principles must be used in the annual preparation of each secondary school's improvement plan:
(a) Struggling students, especially those in failing schools, need the highest quality teachers and dramatically different, innovative approaches to teaching and learning.
(b) Every teacher must contribute to every student's reading improvement.
(c) Quality professional development provides teachers and principals with the tools they need to better serve students.
(d) Small learning communities allow teachers to personalize instruction to better address student learning styles, strengths, and weaknesses.
(e) Intensive intervention in reading and math must occur early and through innovative delivery systems.
(f) Parents need access to tools they can use to monitor their child's progress in school, communicate with teachers, and act early on behalf of their child.
(g) Applied and integrated courses help students see the relationships between subjects and relevance to their futures.
(h) School is more relevant when students choose courses based on their goals, interests, and talents.
(i) Master schedules should not determine instruction and must be designed based on student needs, not adult or institutional needs.
(j) Academic and career planning engages students in developing a personally meaningful course of study so they can achieve goals they have set for themselves.
Requires local boards to adopt policies to address:
(a) Procedures for placing and promoting grade 6-12 students entering from out of state or from a foreign country, including a review of the student's prior academic performance.
(b) Alternative methods for students to demonstrate competency in required courses and credits, with special support for students who have been retained.
(c) Applied, integrated, and combined courses that provide flexibility for students to enroll in courses that are creative and meet individual learning styles and student needs.
(d) Credit recovery courses and intensive reading and math intervention courses based on student performance on the FCAT. These courses should be competency based and offered through innovative delivery systems, including computer-assisted instruction. Districts should use learning gains as well as other appropriate data and provide incentives to identify and reward high-performing teachers who teach credit recovery and intensive intervention courses.
(e) Grade forgiveness policies that replace a grade of "D" or "F" with a grade of "C" or higher earned subsequently in the same or a comparable course.
(f) Summer academies for students to receive intensive reading and mathematics intervention courses or competency-based credit recovery courses. A student's participation in an instructional or remediation program prior to or immediately following entering grade 9 for the first time shall not affect that student's classification as a first-time 9th grader for reporting purposes.
(g) Strategies to support teachers' pursuit of the reading endorsement and emphasize reading instruction professional development for content area teachers.
(h) Creative and flexible scheduling designed to meet student needs.
(i) Procedures for high school students who have not prepared an electronic personal education plan to prepare such plan.
(j) Tools for parents to regularly monitor student progress and communicate with teachers.
(k) Additional course requirements for promotion and graduation which may be determined by each school district in the student progression plan and may include additional academic, fine and performing arts, physical education, or career and technical education courses in order to provide a complete education program.
Requires the department to:
(a) By February 1, 2007, increase the number of approved applied, integrated, and combined courses available to districts.
(b) By the beginning of the 2006-2007 school year, make available a professional development package designed to provide the information that content area teachers need to become proficient in applying scientifically based reading strategies through their content areas.
(c) Share best practices for providing a complete education program to students enrolled in course recovery, credit recovery, intensive reading intervention, or intensive math intervention.
(d) Expedite assistance and decisions and coordinate policies throughout all divisions within the department to provide districts with support to implement the Florida Secondary School Redesign Act.
(e) Use data to provide the Legislature with an annual longitudinal analysis of the success of this reform effort, including the progress of 6th grade students and 9th grade students scoring at Level 1 on FCAT Reading or FCAT Math.
Directs the commissioner of education to create and implement the Secondary School Improvement Award Program to reward public secondary schools that demonstrate continuous student academic improvement and show the greatest gains in student academic achievement in reading and math.
Pages 35-39 of 160: http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 - Section 19
Source: www.myfloridahouse.gov
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| FL | Signed into law 05/2006 | P-12 | The legislation shifts career and postsecondary planning from 9th grade to beginning in middle school. It is the intent of the Legislature that students and parents set early achievement and career goals for the student's post-high-school experience during the middle grades. Students entering the 9th grade and their parents must have developed during the middle grades a 4- to 5-year academic and career plan. Four or more destinations should be considered available with bridges between destinations to enable students to shift academic and career priorities and destinations should they choose to change goals.
http://www.myfloridahouse.gov/Sections/Documents/loaddoc.aspx?FileName=_h7087er.doc&DocumentType=Bill&BillNumber=7087&Session=2006
Title: H.B. 7087 (Section 37)
Source: Florida Legislature
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| LA | Signed into law 05/2006 | P-12 | Extends the deadline from 2006 to 2013 for certain school psychologists to have obtained an initial credential from the National School Psychology Certification Board in order to be eligible for a salary increase. http://www.legis.state.la.us/billdata/streamdocument.asp?did=395373
Title: H.B. 210
Source: Lexis-Nexis/StateNet
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| AL | Signed into law 04/2006 | P-12 | Requires public elementary and secondary school counselors to be certified by National Board for Certified Counselors, provides for annual stipend the same as for counselor certified by National Board for Professional Teaching Standards; provides appropriation from Education Trust Fund and forfeit of annual stipend for not obtaining certification by certain time.
http://alisdb.legislature.state.al.us/acas/searchableinstruments/2006rs/bills/sb49.htm
Title: S.B. 49
Source: http://alisdb.legislature.state.al.us/
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| IA | Adopted 04/2006 | P-12 | Addresses the shortage of school guidance counselors. Creates new class of guidance counselor license. Page 80 of 100: http://www.legis.state.ia.us/Rules/2006/Bulletin/IAB060510.pdf
Title: IAC 282-14.132(272), 14.132(1) through 14.132(3)
Source: www.legis.state.ia.us
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| KY | Signed into law 04/2006 | P-12
Postsec. | Section 1:
Requires the state assessment system, by the 2007-2008 school year, to include:
1. A high school readiness examination to assess English, reading, math and science in grade 8;
2. A college readiness examination to assess English, reading, math and science in grade 10;
3. The ACT college admissions and placement examination to assess English, reading, math and science, to be taken by all students in grade 11; and
4. Any other component necessary to comply with the No Child Left Behind Act of 2001.
These assessments are to be administered in lieu of a customized or commercially available norm-referenced test.
Provides that a student whose scores on the grade 8 high school readiness exam indicate a high degree of readiness for high school must be counseled to enroll in accelerated courses. Provides that a student whose scores on the grade 10 college readiness exam or grade 11 ACT indicate a high degree of readiness for college must be counseled to enroll in accelerated courses, with an emphasis on Advanced Placement (AP) courses.
Specifies that the department will pay for the initial ACT exam, but that the student must pay for additional ACT exams.
Provides that students in grades 10, 11 and 12, by the 2007-2008 school year, may take the WorkKeys assessments in reading for information, locating information, and applied mathematics, with the cost of the initial assessment paid by the department of education. Provides that a student whose scores on the WorkKeys assessments indicate that additional assistance is required in reading for information, locating information, or applied mathematics must have intervention strategies for accelerated learning incorporated into his or her learning plan. Provides that a student meeting the WorkKeys threshold established by the Cabinet for Workforce Development must be issued the appropriate Kentucky employability certificate.
Provides that the high school readiness assessment in grade 8, the college readiness assessments in grades 10 and 11, and the WorkKeys assessments are to be collectively known as the "Kentucky Work and College Readiness Examination" or "Readiness Examination."
Directs the department of education to conduct periodic studies comparing the standards in reading, mathematics, and science for middle and high school within the Kentucky core content for assessment and the concepts and content measured by the ACT and the high school and college readiness examinations. Provides that if the department determines that if the grade 8 high school readiness and grades 10 and 11 college readiness exams in reading, math and science are shown to provide direct measures of content standards and concepts identified in the Kentucky core content for assessment, the state board must seek the advice of the Office of Education Accountability, the School Curriculum, Assessment, and Accountability Council, and the National Technical Advisory Panel on Assessment and Accountability regarding reducing the number of questions on the Commonwealth Accountability Testing System. Directs the department to continue to include open-response or multiple-choice items, or both, that assess student knowledge and skills in reading, mathematics, and science to the degree necessary for adequate coverage of the elements of the Kentucky core content for assessment not covered by the examinations.
Specifies the types of accommodations to be provided a student with a disability taking the ACT.
Requires the reporting system to include:
(1) An individual student report to parents for each 5th grade student summarizing the student's readiness in reading and math based on the student's 4th grade state assessment results. The school's 5th grade staff must develop a plan for accelerated learning for any student with identified deficiencies;
(2) An individual report for each student who takes a high school or college readiness exam that:
1. Provides the student's test scores;
2. Provides a judgment regarding whether or not a student has met or failed to meet the expectations for each standard assessed; and
3. Is designed to assist students, parents, and teachers to identify, assess, and remedy academic deficiencies prior to high school graduation; and
(3) A student's scores on the ACT examination or WorkKeys assessments. Requires scores from the state-sponsored ACT exam to be recorded on the student's official high school transcript.
Section 2:
Mandates that a high school student whose scores on the grade 8 high school readiness exam, on the grade 10 college readiness exam, or on the WorkKeys indicate that additional assistance is required in English, reading, or math must have intervention strategies for accelerated learning incorporated into his or her learning plan. Mandates that a high school student whose score on the state-administered ACT exam in English, reading, or math is below the system-wide standard established by the Council on Postsecondary Education for entry into a credit-bearing course at a public postsecondary institution without placement in a remedial course or an entry-level course with supplementary academic support must be provided the opportunity to participate in accelerated learning designed to address his or her identified academic deficiencies prior to high school graduation.
Requires a high school, in collaboration with its school district, to develop and implement accelerated learning that:
(a) Allows a student's learning plan to be individualized to meet the student's academic needs based on an assessment of test results and consultation among parents, teachers, and the student; and
(b) May include changes in a student's class schedule.
Directs the department of education, the council on postsecondary education, and public postsecondary institutions to offer support and technical assistance to schools and school districts in the development of accelerated learning. Provides that a student who participates in accelerated learning due to inadequate scores on the grade 8 high school readiness exam, the grade 10 college readiness exam, the WorkKeys or the ACT must be allowed to take the ACT exam a second time prior to high school graduation at the expense of the Kentucky Department of Education. The cost of any subsequent administrations of the achievement test shall be the responsibility of the student.
http://www.lrc.ky.gov/RECORD/06RS/SB130/bill.doc
Title: S.B. 130
Source: www.lrc.ky.gov
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| MI | Signed into law 04/2006 | P-12 | Establishes statewide high school graduation requirements effective with the class of 2010, including 4 units English; 3 units science, including biology and either chemistry or physics. Strongly encourages students to complete a fourth credit in science, such as forensics, astronomy, Earth science, agricultural science, environmental science, geology, physics or chemistry, physiology, or microbiology.
Directs the department to develop content area expectations in each of the subject areas required for high school graduation. Requires the process to include input from a number of stakeholder groups, including representatives from 4-year colleges or universities, community colleges, and other postsecondary institutions; from the business community; and from vocational and career and technical education providers
Directs the department to determine the basic level of technology and internet access required for students to complete the online course or learning experience requirement set forth in S.B. 1124 http://www.legislature.mi.gov/documents/2005-2006/publicact/pdf/2006-PA-0124.pdf and determine the assessments through which students may demonstrate proficiency. Requires the department to develop material to assist schools in implementing the graduation requirements here and in S.B. 1124, including guidelines for alternative instructional delivery methods.
Authorizes a parent to request a personal curriculum for the student that modifies certain graduation requirements. Establishes a procedure for this process. Bars a personal curriculum from deviating from the statewide English and science requirements. Establishes limitations on the modifications possible to the math, social studies, health/physical education and arts graduation requirements in a personal curriculum.
Authorizes schools to provide the high school graduation requirement curriculum through alternative instructional delivery methods such as alternative course
work, humanities course sequences, career and technical education, industrial technology courses, or vocational education, or by a combination of these. Encourages schools operating career and technical education programs to integrate the high school graduation requirements into those programs.
Beginning with the 2008-2009 school year, links a high school's accreditation to its offering of the curriculum necessary to fulfill high school graduation requirements. Provides that if a school does not offer all the required credits, the school must ensure student access to the required units via alternate means, such as dual enrollment; enrollment in an online course; a cooperative arrangement with a neighboring school district or with a public school academy; or granting approval for the student to be counted in membership in another school district.
If a student is not successfully completing a unit required for graduation, or is identified as being at risk of withdrawing from high school, requires the student's district or charter school to notify the student's parent of the availability of tutoring or other supplemental educational support and counseling services that may be available to the student under existing state or federal programs, such as those programs or services available under section 31a of the state school aid act of 1979, MCL 388.1631a, or under the No Child Left Behind Act of 2001.
Mandates that units required for high school graduation be taught by highly qualified teachers. Provides that if a district or charter school demonstrates to the
department that it is unable to do so because it is unable to hire enough highly qualified teachers, the department must work with the district or charter school to develop a plan to allow it to hire enough highly qualified teachers to meet the highly qualified teachers requirement.
Requires schools to ensure that each grade 7 student has the opportunity to develop an educational development plan, and that each student has developed
an educational development plan before he or she begins high school. Mandates that an educational development plan be developed by the student under the supervision of the student's school counselor or another qualified designee qualified selected by the high school principal and be based on a career pathways program or similar career exploration program.
Allows districts and charter schools unable to implement all of the curricular requirements to apply to the department for permission to phase in one or more of the requirements. Provides that if a district or charter school does not offer all of the required credits or provide options to have access to the required credits and legislation is enacted to allow districts and charter schools to apply for a contract that waives certain state or federal requirements, then the school district or public school academy is encouraged to apply for a contract to improve student performance.
Clarifies that students may complete high school graduation requirements through advanced studies such as accelerated course placement, advanced placement, dual enrollment in a postsecondary institution, or participation in the international baccalaureate program or an early college/middle college program.
Requires the department to submit an annual report to the legislature that evaluates the overall success of the new graduation requirements, the rigor and relevance
of the course work required by the curriculum, the ability of public schools to implement the curriculum and the required course work, and the impact of the curriculum on pupil success, and that details any activities the department has undertaken to implement these requirements and the requirements in S.B.1124 or to assist public schools in implementing the new graduation requirements. http://www.legislature.mi.gov/documents/2005-2006/publicact/pdf/2006-PA-0123.pdf
Title: H.B. 5606
Source: www.legislature.mi.gov
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| IN | Signed into law 03/2006 | P-12 | Requires a student's guidance counselor, in consultation with the student and the student's parent, to review annually a student's career plan to determine if a student is progressing toward fulfillment of the career plan. If a student is not progressing toward fulfillment of the career plan, requires the school counselor to provide counseling services for the purpose of advising the student of credit recovery options and services available to help the student progress toward graduation. http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 8
Source: www.in.gov/legislative
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| IN | Signed into law 03/2006 | P-12
Postsec.
Community College | Establishes Chapter 11.5, the Double Up For College Program
Sec. 1. As used in this chapter, "postsecondary credit" means credit toward an associate degree, a baccalaureate degree, or a vocational certification granted by a state educational institution (as defined under IC 20-12-0.5-1) upon the successful completion of a course taken under the program.
Sec. 2. As used in this chapter, "program" refers to the double up for college program established under this chapter.
Sec. 3. As used in this chapter, "secondary credit" means credit toward high school graduation requirements granted by a student's school corporation upon the successful completion of a course taken under the program.
Sec. 4. (a) The double up for college program is established for secondary school students in grades 11 and 12. School corporations (districts) and state educational institutions may collaborate to offer early college, dual credit, or dual enrollment programs that meet the educational objectives of the school corporation and are offered by the state educational institutions.
(b) A student may enroll in courses offered by a state educational institution under the program on a full-time or part-time basis during grade 11 or grade 12, or both.
(c) A state educational institution that participates in an early college, a dual credit, or a dual enrollment program may, by agreement with a school corporation:
(1) ensure that the content and rigor of each course offered is adequate to warrant providing credit to a student as if the student took the course as a student at the state educational institution;
(2) set the criteria for the faculty member, instructor, or other individual responsible for teaching each course with the:
(A) state educational institution responsible for hiring the personnel to instruct dual credit courses taught by the state educational institution; and
(B) school corporation responsible for hiring personnel to instruct dual credit courses taught by the high school; and
(3) determine with the school corporation the terms and conditions under which:
(A) students may be admitted to the program while attending high school;
(B) the state educational institution will award credit, if any, for specified courses successfully completed by students through the school corporation; and
(C) the school corporation will award credit, if any, for specified courses successfully completed through the state educational institution.
(d) A student is entitled to credit toward graduation requirements for each course the student successfully completes at the eligible institution.
(e) Courses offered under the program that are listed in the:
(1) statewide core transfer library courses that are transferable on all campuses of the state educational institutions in accordance with the principles in IC 20-12-0.5-13; or
(2) articulation agreements that apply to any campus in the Ivy Tech Community College of Indiana system and to Vincennes University and draw from liberal arts and the technical, professional, and occupational fields;
are among those eligible for the program. If a student passes a course through the program that is part of an articulation agreement between the state educational institution offering the course and other state educational institutions, the course shall transfer under the terms and standards of the articulation agreement between the state educational institutions.
(f) Based on the demand for enrollment in the identified courses and the resources available to the state educational institutions, the identified courses may be offered through:
(1) onsite instruction;
(2) telecommunication; or
(3) a combination of methods described in subdivisions (1) and (2);
at on-campus or off-campus sites.
Sec. 5. A school corporation may, by agreement with an institution of higher education, offer counseling concerning early college, dual credit, or dual enrollment courses that the school corporation considers appropriate, including:
(1) notice of the courses and schedule;
(2) available post-secondary credit;
(3) responsibilities of the student;
(4) any tuition and other costs;
(5) the consequences of the failure to complete a course; and
(6) other matters concerning the program and opportunities presented by the program.
Sec. 6. (a) A student may apply for enrollment to a state educational institution. The state educational institution shall accept or reject the student based on the standards ordinarily used to decide student enrollments. However, a student in the program may not be refused admission solely because the student has not graduated from a secondary school.
(b) A state educational institution may grant financial assistance to a student for courses taken under this program based on the student's:
(1) financial need; or
(2) academic achievement;
or any other criteria.
(c) A state educational institution shall waive tuition for a student who is:
(1) eligible for free or reduced lunch in high school;
(2) accepted into the program; and
(3) accepted for admission to the state educational institution.
Sec. 7. A student shall receive postsecondary credit toward meeting the degree requirements at the state educational institution at which the student successfully completed a dual credit course. If the student enrolls in a state educational institution other than the state educational institution at which a dual credit course was completed, the other state educational institution:
(1) shall grant credit for courses that are in the core transfer library or subject to an articulation agreement; and
(2) may grant credit for other courses.
Sec. 8. After June 30, 2008, a state educational institution or campus of a state educational institution that offers dual credit courses in liberal arts, professional, or career and technical disciplines must be accredited by the National Alliance of Concurrent Enrollment Partnerships.
http://www.in.gov/legislative/bills/2006/HE/HE1347.1.html
Title: H.B. 1347 Section 10
Source: www.in.gov/legislative
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| WA | Signed into law 03/2006 | P-12 | Provides that, to the extent funds are appropriated for this purpose, the superintendent of public instruction shall develop and disseminate a comprehensive student-centered planning program to all districts by August 2006. The superintendent of public instruction is to provide professional development for staff and ongoing technical assistance to schools that implement the program. Provides that, to the extent funds are appropriated for this purpose, the superintendent of public instruction is to allocate grants to selected schools for the purpose of implementing the student-centered planning program. Requires that, by January 1, 2009, the state superintendent is to report to appropriate committees of the legislature regarding the impact of the student-centered planning program on student performance. Provides that the act shall be null and void if appropriations are not approved.
http://www.leg.wa.gov/pub/billinfo/2005-06/Pdf/Bills/Session%20Law%202006/6255-S.SL.pdf
Title: S.B. 6255
Source: http://www.leg.wa.gov
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| KY | Adopted 02/2006 | P-12 | Requires districts to implement an advising and guidance process throughout the middle and high schools to provide support for the development and implementation of each student's Individual Learning Plan.
Requires districts to evaluate the effectiveness and results of the Individual Learning Plan process and for the evaluation process to include input from students, parents and school staff. Requires part of the evaluation criteria to include indicators related to student status 12 months after the date of high school graduation.
Requires feeder middle schools and high schools to work together to ensure that every student and parent receives information and advising on the relationship between education and career opportunities. Requires advising and guidance to include information about financial planning for postsecondary education.
Requires schools to maintain every student's Individual Learning Plan, which must be readily available to the student and parent and reviewed/approved by the student, parents and school officials at least annually.
Mandates that, beginning when a student is in grade 8, the Individual Learning Plan establish learning goals for the student based on academic and career interests and identify required academic courses, electives and extracurricular opportunities aligned to the student's postsecondary goals. Requires the school to use information about student needs for academic and elective courses from students' Individual Learning Plans to plan academic and elective offerings.
Effective with the Class of 2013 (6th graders in 2006-2007 school year), requires development of each student's Individual Learning Plan to begin by the end of student's 6th grade year, and to be focused on career exploration and related postsecondary education and training needs.
http://www.lrc.ky.gov/kar/704/003/305reg.htm
Title: 704 KAR 3:305 (section 3)
Source: www.lrc.ky.gov
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| ID | Issued 01/2006 | P-12 | Changes the name of the Idaho State Occupational Information Coordinating Committee to the Idaho Career Information Board. Requires board to include representatives from the Idaho Division of Professional-Technical Education, the Idaho Department of Commerce and Labor, the State Department of Education, the Office of the State Board of Education, the Idaho Division of Vocational Rehabilitation, and the Office of the Governor. Establishes board as entity responsible for oversight and management of the Idaho Career Information System to:
1. Provide support for career guidance and academic counseling programs designed to promote improved career and educational decision-making by individuals, especially in areas of career information delivery;
2. Make information and planning resources available to students, parents, teachers, and administrators that relate educational preparation to career goals;
3. Provide information to assist students and parents with career exploration, educational opportunities, and educational financing;
4. Improve coordination and communication to ensure non-duplication of efforts and shared information;
5. Provide a means for customers to provide comments and feedback on products and services to better meet customer requirements.
http://gov.idaho.gov/mediacenter/execorders/eo06/eo_2006-04.htm
Title: Executive Order 2006-4
Source: Lexis-Nexis/StateNet, gov.idaho.gov
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| CA | Consideration of governor's veto pending 09/2005 | P-12 | An act to amend Section 49600 of the Education Code, relating to at-risk pupils. Requires that educational counseling include, in addition to the above, counseling for the development of an at-risk pupil plan for at-risk pupils. Specifies the components those plans are required to contain. Provides that the requirements for an at-risk pupil plan be satisfied in any school in which a study team, guidance team, resource panel team, or other assessment-related team has been established and is willing to participate in the development of an at-risk pupil plan.
http://www.leginfo.ca.gov/pub/bill/asm/ab_0451-0500/ab_455_bill_20050819_enrolled.pdf
Title: A.B. 455
Source: www.leginfo.ca.gov
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| CA | Signed into law 09/2005 | P-12 | Repeals the California Occupational Information Coordination Committee and instead establishes the California Career Resource Network for the purpose of providing career development information and resources. Specifies that the primary duty of the California Career Resource Network is to distribute career information, resources, and training materials to middle and high school counselors, educators, and administrators so as to provide students with guidance and instruction on education and job requirements necessary for career development.
Requires information and resources distributed by the California Career Resource Network to provide all of the following:
(1) Encouragement to completing a secondary education.
(2) Career exploration tools, provided in written and multimedia format, that offer an introduction to the nature of career planning, self-assessment, methods of investigating the work world, methods of identifying and meeting education and training needs, and methods of
creating a career action plan.
(3) Relevant information on the labor market and career opportunities.
(4) Assistance to a pupil in the acquisition and development of career competencies including the appropriate skills, attitudes, and knowledge to
allow a pupil to successfully manage his or her career.
http://www.leginfo.ca.gov/pub/bill/sen/sb_0651-0700/sb_665_bill_20050906_chaptered.pdf
Title: S.B. 665
Source: www.leginfo.ca.gov
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| NJ | Rule Adoption 08/2005 | P-12 | Establishes and amends requirements for school district boards relating to development and implementation of school safety plans, cooperation with law enforcement on certain matters if they occur at school grounds and functions, development and implementation of a student code of conduct, establishment of intervention and referral services at schools, application and approval of alternative education programs, guidelines for placement in home or out-of-school instruction for general education students, and reporting allegations of child abuse or neglect.
Title: NJAC 6A:16-1.2, 1.3, 1.4, 5.1, 5.2, 5.3, 5.5 thru 5.8, 6.1 thru 6.3,7.1, 7.2 thru 7.10, 8 thru 11
Source: Lexis-Nexis/StateNet
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| SC | Signed into law 05/2005 | P-12
Postsec.
Community College | Adds a new chapter (59) establishing the South Carolina Education and Economic Development Act. Provides for the development of a curriculum organized around a career cluster system that must provide students with both strong academics and real-world problem solving skills. During the 2005-06 school year, the department of education must develop a guidance and counseling model that provides standards and strategies for school districts to use and follow in developing and implementing a comprehensive guidance and counseling program for pre-kindergarten through 12th grade students in their districts. Before July 1, 2006, the department of education is required to develop state models and prototypes for individual graduation plans and the curriculum framework for career clusters of study. Beginning with the 2006-07 school year, counseling and career awareness programs on clusters of study must be provided to students in the sixth, seventh, and eighth grades, and they must receive career interest inventories and information to assist them in the career decision-making process. Before the end of the second semester of the eighth grade, eighth grade students in consultation with their parents, guardians, or individuals appointed by the parents or guardians to serve as their designee shall select a preferred cluster of study and develop an individual graduation plan. By the 2006-07 school year, middle schools and by 2007-08 high schools shall provide students with the services of a career specialist who has obtained a bachelor's degree and who has successfully completed the national Career Development Facilitator (CDF) certification training or certified guidance counselor having completed the Career Development Facilitator certification training.Provides for the traits that must be incorporated into school board policies addressing character education. Expands the report card to include dropout data. Establishes and sets membership for the Education and Economic Development Coordinating Council. Sets the functions as:
(1) advise the Department of Education on the implementation of this chapter;
(2) review accountability and performance measures for implementation of this chapter;
(3) designate and oversee the coordination and establishment of the regional centers;
(4) report annually by December first to the Governor, the General Assembly, the state board and other appropriate governing boards on the progress, results, and compliance with the provisions of this chapter and its ability to provide a better prepared workforce and student success in postsecondary education;
(5) make recommendations to the department of education for the development and implementation of a communication and marketing plan to promote statewide awareness of the provisions of this chapter; and
(6) provide input to the state board of education and others as appropriate.
http://www.scstatehouse.net/sess116_2005-2006/prever/3155_20050519.htm
Title: H.B. 3155
Source: http://www.scstatehouse.net
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| TN | Signed into law 05/2005 | P-12
Postsec.
Community College | Adds new subsection 49-7-202. Requires the commission, with the assistance of the University of Tennessee system and the state university and community college system, to develop information concerning the potential career opportunities in each curriculum or major field of study leading to a baccalaureate degree that is offered at a state institution of higher education. Such information shall include, but not be limited to, the potential job market in Tennessee in the major field or curriculum after graduation, the median income or an income range for jobs in the major field or curriculum in Tennessee, and whether an advanced degree in the major field or curriculum is required to obtain employment in such field. http://www.legislature.state.tn.us/bills/currentga/Chapter/PC0328.pdf
Title: S.B. 709
Source: http://www.legislature.state.tn.us
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| AR | Signed into law 04/2005 | P-12
Postsec. | Requires each district's student services plan to include a district-level tracking system for students who fail to reach proficiency on state-mandated assessments. Specifies that guidance and counseling services in each district's "student services program" include academic advisement for class selection by establishing academic goals in elementary, middle, and high school; interpretation of criterion-referenced and norm-referenced testing and dissemination of results to the school, students, parents, and community; academic assessment counseling and career counseling, including advising students on the national college assessments, workforce opportunities, and and alternative programs that could provide postsecondary opportunities for students; and guidance in understanding the relationship between classroom performance and success in school.
Specifies that the psychological services offered through a district's student services program include consultation and counseling with parents, students, and school personnel to ensure that all students are ready to succeed and that all students are preparing for college and work.
Specifies that the career services offered through a district's student services program include the dissemination of appropriate course-taking patterns and the effect of taking more rigorous courses so that students are better prepared for college and work success.
Requires every school counselor to provide a career planning process for each student to include career awareness, employment readiness, career information, and the knowledge and skill necessary to achieve career goals. Requires school counselors to also encourage parents, during regular parent conferences, to support partnerships in their children's learning and career planning process.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/hb2868.pdf
Title: H.B. 2868
Source: www.arkleg.state.ar.us
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| AR | Signed into law 04/2005 | P-12 | Increases the number and availability of social workers in the public schools. http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1187.pdf
Title: S.B. 1187
Source: StateNet
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| AR | Signed into law 04/2005 | P-12 | Includes guidance counselors and librarians in definition of "teacher" or "teachers" in provisions relating to incentives for teacher recruitment and retention in high-priority districts. Clarifies that all teachers not newly signed to work in a high-priority district must be paid a retention bonus of $2,000 for the 2004-2005 school year as well as at the beginning of each of the next 2 subsequent years if the teacher continues to work in a high-priority district. Clarifies that a teacher not newly signed to work in a high-priority district who voluntarily leaves the district before the end of the 3-year period must pay back the bonus amount on a pro rata basis. Adds that a teacher not newly signed to work in a high-priority district is involuntarily reassigned to a position that is not eligible for bonus pay as part of the program or is dismissed involuntarily by a school district, the teacher is not required to repay the applicable bonus pay. Adds that if a teacher qualified to receive bonus pay as part of this program leaves the district due to a serious medical emergency, the teacher is not obligated to repay the bonus if the teacher provides a written statement from a licensed physician stating that the teacher is unable to work and must terminate his or her employment.
http://www.arkleg.state.ar.us/ftproot/bills/2005/public/sb1044.pdf
Title: S.B. 1044 (section 31)
Source: www.arkleg.state.ar.us
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| CA | Vetoed 09/2004 | P-12 | Authorizes a school district to provide a pupil with an individualized academic and career exploration plan prior to the completion of grade 9. The plan must be developed jointly by the student, parent and a school counselor with a valid credential in pupil personnel services. Requires the plan to include (1) a sequence consisting of academic courses that satisfy state and district requirements and standards for entry into postsecondary education, (2) a sequence consisting of courses or career exploration activities, training for entry to the work world after high school graduation, or both, and (3) participation in small learning communities, academies, partnership academies, career and technical training programs, work experience programs, and other programs that focus on career exploration or career and technical education, or both. http://www.leginfo.ca.gov/pub/bill/asm/ab_2251-2300/ab_2295_bill_20040823_enrolled.html
Veto message: http://www.governor.ca.gov/govsite/pdf/vetoes/AB_2295_veto.pdf
Title: A.B. 2295
Source: California Legislative Web site
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| CA | Signed into law 09/2004 | P-12 | Section 10: Changes the law from requiring a school counselor or psychologist to attend a parent-teacher conference regarding a pupil suspension to authorizing the counselor or psychologist to attend attendance of a school counselor or psychologist at a parent-teacher meeting. http://www.leginfo.ca.gov/pub/bill/asm/ab_2851-2900/ab_2855_bill_20040929_chaptered.pdf
Signing message: http://www.governor.ca.gov/govsite/pdf/press_release/AB_2853_2855_2856_sign.pdf
Title: A.B. 2855 (multiple provisions)
Source: www.leginfo.ca.gov
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| DE | Rule Adoption 09/2004 | P-12 | Amends regulation relating to the Certification of School Psychologists to align them with current statute and regulations concerning licensing and certification. (Formerly Section 368) DELAWARE REG 1546 (SN) http://www.state.de.us/research/AdminCode/title14/1500/1577%20Standard%20Certificate%20-%20School%20Psychologist.shtml#TopOfPage
Title: 14 DAC 1577
Source: Delaware State Web site
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| CA | Vetoed 08/2004 | P-12 | Authorizes a unified school district or a high school district to implement the Student Academic Review and Counseling Program in grade 8 or 9. http://www.leginfo.ca.gov/pub/bill/sen/sb_1251-1300/sb_1299_bill_20040809_enrolled.html
Veto message: http://www.governor.ca.gov/govsite/pdf/press_release/SB_1299_veto.pdf
Title: S.B. 1299
Source: California Legislative Web site
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| LA | Signed into law 07/2004 | P-12 | Authorizes employment of the immediate family members of a school board member or school superintendent as a certified guidance counselor of parishes with a population of twenty-five thousand five hundred persons or less according to the most recent federal decennial census. http://www.legis.state.la.us/leg_docs/04RS/CVT4/OUT/0000LWLA.PDF
Title: S.B. 261
Source: StateNet
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| LA | Signed into law 06/2004 | P-12 | Includes guidance counselors holding appropriate ancillary certificates issued by the state department of education in definitions of persons eligible for certain sabbatical and sick leave benefits provided by law. http://www.legis.state.la.us/leg_docs/04RS/CVT4/OUT/0000LUZS.PDF
Title: H.B. 493
Source: StateNet
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| DE | Rule Adoption 05/2004 | P-12 | Amends regulations relating to requirements for a standard certificate. Changes made to comply with statutory changes regarding the licensure and certification of educators. Renumbers and renames Section. (Previously 14 DAC 382) http://legis.state.de.us/LIS/Register.NSF/vwRegisters/712/$file/June2004.pdf
Title: 14 DAC 1582
Source: Delaware State Web site
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| MS | Signed into law 05/2004 | P-12 | Provides that a licensed nurse who has met the requirements and acquired a certificate form the National Board of Certification of School Nurses, Inc., and who is employed by a local school board or the state Board of Education as a school nurse shall receive an annual salary supplement; deletes the provision of law requiring school counselors to complete a certain certification process for a master teacher certificate in order to continued to receive a supplement.
http://billstatus.ls.state.ms.us/documents/2004/html/SB/2300-2399/SB2302SG.htm
Title: S.B. 2302
Source: StateNet
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| HI | Vetoed 07/2003 | P-12 | Appropriates funds for the conversion of ten month counselor positions to twelve month for multi-track schools. http://www.capitol.hawaii.gov/site1/docs/getstatus.asp?qu=SB209&showstatus=on&showtext=on&press1=docs
Title: S.B. 209
Source: Hawaii Legislative Web site
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| IL | Signed into law 07/2003 | P-12 | Amends the School Code concerning school counselors. Provides that in lieu of holding or qualifying for a teaching certificate in addition to a school service personnel certificate, a school counselor may fulfill such other requirements as the State Board of Education and the State Teacher Certification Board may by rule establish. http://www.legis.state.il.us/legislation/fulltext.asp?DocName=&SessionId=3&GA=93&DocTypeId=HB&DocNum=514
Title: H.B. 514
Source: Illinois Legislative Web site
| |
| GA | Vetoed 06/2003 | P-12 | Relates to conditions of employment of certain persons under the "Quality Basic Education Act," so as to provide for salary increases for certain persons credentialed as National Certified School Counselors and to provide for salary increases for certain school social workers who are certified as Certified School Social Worker Specialists. http://www.legis.state.ga.us/legis/2003_04/sum/sb178.htm
Title: S.B. 178
Source: Georgia Legislative Web site
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| WV | Adopted 11/2002 | P-12 | Sets the requirements for Pre-K-12 comprehensive developmental guidance and counseling programs for schools in West Virginia that reflect the American School Counselor Association National Standards for School Counseling Programs model. The purpose is to define the components of a comprehensive and developmental guidance and counseling program based on nationally recognized standards, as well as define the direct and indirect counseling services and counseling program service delivery and monitoring guidelines that are to be reflected in county policy and to be implemented at each school. The nine national standards for school counseling defined in §126-67-4 and §126-67-7 of this policy link the comprehensive and developmental guidance and counseling program to the county/school academic mission by promoting national, state and local education goals, by making the school counseling program an integral part of the total educational program, and by helping assure a nurturing and orderly, safe, drug-free, violence- and harassment-free learning environment. WEST VIRGINIA REG 4192 (SN)
Title: Title 126, Series 67
Source: StateNet
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| CA | Died 08/2002 | P-12 | State legislative findings and declarations regarding the purpose and goal of educational counseling programs and the role of school counselors. Specifies the authority and responsibilities of credentialed school counselors, requires counseling programs to consist of guidance curriculum, individual counseling with pupils, responsive services and system support. Requires the use of certain community based services and resources.
Title: S.B. 1639
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 08/2002 | P-12 | Relates to educational counseling. Requires the state department to convene a voluntary working group for the purpose of developing a master plan for pupil support services. Requires the department, in consultation with the working group, to perform specified duties, including, among others, developing a 5-year master plan for pupil support services, and would require the department to report on the plan.
Title: A.B. 2025
Source: Lexis-Nexis/StateNet
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| FL | Signed into law 08/2002 | P-12 | According to legislative summary: "Amends ... to clarify that a statement of status of eligibility for a subject area authorized at the time of application may be reissued. Amends ... to allow for demonstration of subject area expertise with approval of superintendent for those subject areas without a test (i.e., Japanese or Hebrew language teacher.) Amends ... to require completion of graduate level courses for those certificates that require master's or higher degree (i.e., school psychologist, guidance counselor, etc.). Amends ... to allow an additional option for individuals to demonstrate professional competency by completing professional preparation courses. This provision allows allows individuals who have a subject area degree to become certified by taking pedagogical courses... Amends ... to require teacher preparation program students to achieve a passing score on the professional education competency exam ... Amends ... to allow school districts to use their own alternative certification program (instead of department's) as long as department approves. (Some districts, such as Hillsborough have already developed their own alternative certification program. This allows them to modify their current program to meet state standards.) ... Amends ... to allow state supported public schools or private schools to develop an alternative certification program to be approved by department." See bill section 728, page 1347, line 10 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
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| MS | Signed into law 04/2002 | P-12 | Lists qualifications school guidance counselors must hold; lists comprehensive counseling services school guidance counselors are to provide. http://billstatus.ls.state.ms.us/documents/2002/html/SB/2400-2499/SB2441SG.htm
Title: S.B. 2441
Source: billstatus.ls.state.ms.us
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| VA | Signed into law 03/2002 | P-12 | Amends the Standards of Quality to require, within the Standards of Accreditation, guidance counselors in elementary schools at the following staffing levels: one hour per day per 100 students, one full-time at 500 students, and one hour per day additional time per 100 students or major fraction thereof. In addition, elementary schools may employ one full-time reading specialist.
Title: H.B. 1136
Source: http://hod.state.va.us/welcome.htm
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| CA | Signed by Governor 09/2001 | P-12 | Chapter No.250, Requires the State Department of Education to conduct a study of pupil support, defined to include school counselors, school psychologists, and school social workers, in the schools. Requires the State Department of Education to report the results of the study to the Governor and the Legislature. Appropriates funds for the study.
Title: A.B. 722
Source: Lexis-Nexis/StateNet
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| TX | Signed into law 05/2001 | P-12 | Each counselor at an elementary, middle, or junior high school is required to advise students and their parents or guardians regarding the importance of higher education, coursework designed to prepare students for higher education, and financial aid availability and requirements. Specifies particulars for high school freshman-year students such as how to apply for financial aid.
Title: S.B. 158
Source: http://www.senate.state.tx.us/
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| TX | Signed into law 05/2001 | P-12 | Requires the comptroller of public accounts to conduct a comprehensive statewide study of the duties public school counselors perform. The study is to determine the percentage of total employment time public school counselors spend in performing duties relating to: assessment and testing; schedule changes; group counseling; individual counseling; parent conferences; teacher conferences; admission, review, and dismissal meetings; and provision of information concerning career awareness and postsecondary education.
Title: S.B. 538
Source: http://www.senate.state.tx.us/
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| ND | Signed into law 04/2001 | P-12 | Relates to elementary and secondary education provisions addressed in the creation of North Dakota Century Code; relates to administration, boards, teacher licenses; school guidance and counseling services; special education; vocational and technology education; school finance; transportation.
Title: H.B. 1045
Source: Lexis-Nexis/StateNet
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| ID | Signed into law 03/2001 | P-12 | Relates to professional counselors; provides that provisions of law shall not apply to interns in counseling acting under direct supervision of a licensed professional counselor in private practice; requires that applicant for licensure as a professional counselor, pastoral counselor, or applicant for conditional license must be of good moral character; provides for endorsement of licenses.
Title: H.B. 14
Source: Lexis-Nexis/StateNet
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| MI | Signed into law 07/2000 | P-12 | Public Act 288; Relates to education; regards counseling; allows school counselors who are not certified as teachers to serve in public school under certain circumstances.
Title: H.B. 5740
Source: Lexis-Nexis/StateNet
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| GA | Signed into law 03/2000 | P-12 | Guidance counselors are required to spend at least five of six periods counseling or advising students and parents. Funding for middle school counselors has been changed to 1:624. Funding for elementary school counselors has been decreased. The exact ratio has yet to be determined.
Title: H.B. 1187
Source: Georgia Department of Education
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| VA | Vetoed 03/2000 | P-12 | Amends the Standards of Quality to require, within the Standards of Accreditation, guidance counselors in elementary schools at the following staffing levels: one hour per day per 100 students, one full-time at 500 students, one hour per day additional time per 100 students or major fraction thereof.
Title: H.B. 245
Source: Lexis-Nexis/StateNet
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| TN | Signed into law 02/2000 | P-12 | Provides for coordinated school health program; requires program to include, but not be limited to, school nurses, health education, school nutrition services, a health school environment, and school counseling, psychological and social services.
Title: H.B. 674
Source: Lexis-Nexis/StateNet
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| CA | Vetoed 09/1999 | P-12 | Authorizes the governing board of every school district that maintains kindergarten or any of grades 1 to 12, inclusive, to develop a plan for the establishment of a comprehensive education counseling and guidance program, and would modify the scope of a related definition.
Title: A.B. 38
Source: Lexis-Nexis/StateNet
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| MS | Signed into law 04/1999 | P-12 | Increases the salaries of public school teachers; requires the payment of an annual salary supplement and a 1-time process reimbursement to school district counselors acquiring the nation Board for Certified Counselors' endorsement as a National Certified School Counselor and to speech-language pathologists and audiologists acquiring the certificate of clinical competence from the American Speech-Language-Hearing Association.
Title: H.B. 471
Source: Lexis-Nexis/StateNet
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| MS | Died 05/1998 | P-12 | Provides an allotment of funds under the minimum education program for the purpose of employing school guidance counselors based upon student enrollment; provides certain conditions on the employment of state-funded school guidance counselors and to prescribe the comprehensive counseling services to be provided.
Title: S.B. 2103 School Guidance Counselors
Source: Lexis-Nexis/StateNet
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| MD | Signed into law 04/1997 | P-12 | Creates a State Debt not to exceed a specified amount, with a matching fund requirement, the proceeds to be used as a grant to the Board of Directors of Raising Hispanic Achievement, Inc. for the acquisition, repair, and renovation of a facility near Montgomery Blair High School, the facility to be used for academic counseling of Hispanic students, the counseling services to include career development programs, course reviews for students, and project management. http://mlis.state.md.us/1997rs/bills/hb/hb1442f.rtf
Title: H.B. 1442 Raising Hispanic Achievement, Inc.
Source: Lexis-Nexis/StateNet
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| MS | Died 01/1996 | P-12 | Provides minimum program allotment for employing counselors in elementary schools.
Title: H.B. 712 Employment of Counselors
Source: Lexis-Nexis/StateNet
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| MS | Died 01/1996 | P-12 | Allots funds for employing elementary school counselors in Minimum Education Programs.
Title: S.B. 2901 Elementary School Counselors
Source: Lexis-Nexis/StateNet
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| IN | Signed into law 05/1995 | P-12 | Establishes the school guidance counselor grant program and fund to enhance the availability and quality of school quidance counseling programs in kindergarten through grade 6; establishes an advisory committee to assist the department of education in the administration of the school guidance counselor program.
Title: S.B. 323 - School Guidance Programs
Source: Lexis-Nexis/StateNet
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| Student Supports--Mentoring/Tutoring |
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| Student Supports--Remediation |
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| Student Surveys |
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| Students |
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| Students--Athletics/Extracurricular Activities |
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| Students--Employment |
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| Students--Incentives |
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| Students--K-12 Exchange Students |
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| Students--Mobility |
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| Students--Records/Rights |
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| Teaching Quality |
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| Teaching Quality--Certification and Licensure |
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| Teaching Quality--Certification and Licensure--Alternative |
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| Teaching Quality--Certification and Licensure--Assignment |
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| Teaching Quality--Certification and Licensure--Highly Qualified Teachers |
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| Teaching Quality--Certification and Licensure--Natl. Bd. for Prof. Teach. Stds. |
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| Teaching Quality--Certification and Licensure--Special Education |
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| Teaching Quality--Certification and Licensure--State Prof. Standards Bds. |
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| Teaching Quality--Certification and Licensure--Substitute Teachers |
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| Teaching Quality--Compensation and Diversified Pay |
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| Teaching Quality--Compensation and Diversified Pay--Pay-for-Performance |
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| Teaching Quality--Compensation and Diversified Pay--Retirement/Benefits |
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| Teaching Quality--Evaluation and Effectiveness |
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| Teaching Quality--Induction Programs and Mentoring |
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| Teaching Quality--Paraprofessionals |
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| Teaching Quality--Preparation |
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| Teaching Quality--Professional Development |
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| Teaching Quality--Recruitment and Retention |
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| Teaching Quality--Recruitment and Retention--At-Risk Schools |
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| Teaching Quality--Recruitment and Retention--High-Needs Subjects |
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| Teaching Quality--Reduction in Force |
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| Teaching Quality--Teacher Attitudes |
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| Teaching Quality--Teacher Contracts (Not Tenure) |
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| Teaching Quality--Teacher Rights |
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| Teaching Quality--Tenure or Continuing Contract |
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| Teaching Quality--Unions/Collective Bargaining |
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| Teaching Quality--Unions/Collective Bargaining--Strikes |
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| Teaching Quality--Working Conditions |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Devices/Software/Hardware |
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| Technology--Equitable Access |
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| Technology--Funding Issues |
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| Technology--Internet Safety |
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| Technology--Research/Evaluation |
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| Technology--Teacher/Faculty Training |
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| Textbooks and Open Source |
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| Urban |
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| Urban--Change/Improvements |
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| Urban--Governance |
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| Whole-School Reform Models |
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| Whole Child |
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