 |
State |
Status/Date |
Level |
Summary |
|
 | 21st Century Skills |
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| Accountability |
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| Accountability--Accreditation |
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| Accountability--Measures/Indicators |
| |
| Accountability--Reporting Results |
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| 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 |
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| Accountability--School Improvement |
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| Adult Basic Education |
| |
| Assessment |
| |
| Assessment--Accommodations |
| |
| Assessment--College Entrance Exams |
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| Assessment--Computer Based |
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| Assessment--End-of-Course |
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| Assessment--Formative/Interim |
| |
| Assessment--High Stakes/Competency |
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| Assessment--Legal Issues |
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| Assessment--NAEP (NAEP Results and NAEP Organization) |
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| Assessment--Performance Based/Portfolio |
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| Assessment--Value Added |
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| At-Risk (incl. Dropout Prevention) |
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| At-Risk (incl. Dropout Prevention)--Alternative Education |
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| At-Risk (incl. Dropout Prevention)--Drugs/Alcohol |
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| Attendance |
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| Attendance--Compulsory |
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| Attendance--Statutory Ages (Upper and Lower) |
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| Attendance--Truancy |
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| Background Checks |
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| Bilingual/ESL |
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| Brain Research |
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| Business Involvement |
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| Career/Technical Education |
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| 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 |
| |
| IL | Adopted 10/2012 | P-12 | From Illinois Register: Amends charter school provisions to conform with P.A. 97-152, effective July 20, 2011, which created the State Charter School Commission to assume some of the state board's responsibilities relative to charter schools. Additionally, the rules include the process to be used by charter schools should they close. The amendments address notice requirements, disposition of the school's assets and records, and the handling of students' school records.
Also outlines the procedures for the State Charter School Commission's consideration of appeals from charter school developers and charter schools or requests for consideration when a school board fails to act in a timely manner (Sections 650.100 and 650.110). The rules mirror closely the steps of the appeal process used by the state board. Under the Commission's procedures, opportunities will be provided for charter school developers and charter schools to meet with Commission staff and authorized representatives in advance of the public meeting held to consider the request for consideration or appeal. The amendments include timelines for action to ensure that the Commission meets its statutory obligation to render a decision on the request for consideration or appeal within 30 days after the public meeting is held. Pages 273-291 of 402: http://www.cyberdriveillinois.com/departments/index/register/register_volume36_issue40.pdf
Title: 23 IL ADC 650.10 through .110
Source: www.cyberdriveillinois.com
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| HI | Signed into law 06/2012 | P-12 | Repeals existing charter school laws and establishes a new chapter governing charter schools based on the recommendations of the Charter School Governance, Accountability, and Authority Task Force established by Act 130, Session Laws of Hawaii 2011. Maintains the charter school administrative office until July 1, 2013. Transfers all funds in the charter schools account established pursuant to section 302B-12(i), HRS, to the general fund. The new charter school laws establish the state public charter school commission, and grants the commission statewide chartering jurisdiction and authority. Establishes mandatory and recommended qualifications of commission nominees. Permits the commission to authorize charter schools anywhere in the state. Establishes entities that may apply to the board of education for statewide, regional, or local chartering authority. Directs the board of education to establish by rule the annual application and approval process for all entities eligible to apply for chartering authority; directs the board not to approve any application for chartering authority until July 2014 or the board adopts rules, whichever is later. Identifies required contents of an application for authorizing authority. Establishes term and content of an authorizing contract. Establishes authorizer powers, duties, and liabilities. Establishes principles and standards for charter authorizing, including that all authorizers are required to develop and maintain chartering policies and practices consistent with nationally recognized priniciples and standards for quality charter authorizing in all of 5 enumerated areas of authorizing responsibility. Establishes authorizer annual reporting requirements. Prohibits an employee, trustee, agent, or representative of an authorizer from simultaneously serving as an employee, trustee, agent, representative, vendor, or contractor of a charter school authorized by that authorizer. Establishes procedures regarding optional charter school purchasing of services from authorizer. Makes the board of education responsible for overseeing the performance and effectiveness of all charter school authorizers. Establishes board procedures for addressing issues with authorizers, including for revocation of an entity's authorizing authority and transfer of entities authorizing power to other authorizers. Establishes considerations and criteria for charter school governing board members and boards, including boards' powers and duties.
Creates procedures for establishing start-up and conversion charter schools, including required content of charter application. Provides the board of education with the power to decide appeals of authorizer denials of charter application or reauthorization, or authorizer revocation of charters, and specifies the board must serve as final arbitrator of such appeals. Requires performance provisions in the charter contract to be based on a performance framework that clearly sets forth the academic and operational performance indicators, measures, and metrics to guide the authorizer's evaluations of each charter school; defines areas for which, at a minimum, indicators, measures, and metrics must be set. Sets additional requirements for performance frameworks. Requires each charter school to set annual performance targets in conjunction with the school's authorizer. Directs authorizers to manage all assessment data for each charter school it oversees, in accordance with the performance framework. Provides relative to authorizers' ongoing oversight responsibilities. Requires each authorizer to annually publish a performance report for each school it oversees. Establishes authorizers' duties and authority in the event of a charter school's unsatisfactory performance or legal compliance, or in the event that corrective action or sanctions are required. Establishes procedures for authorizer renewals, revocations, and nonrenewals of charters. Establishes procedures for charter school closure and dissolution, and for transfer of a charter contract and of oversight of that charter school, from one authorizer to another. Directs the board of education to provide the governor, legislature, and the public with an annual report on charter schools, addressing performance, funding and other specified elements.
Directs the state board of education to establish minimum standards for reporting fiscal, personnel, and student data from charter schools to the department. Establishes procedures regarding charter school occupancy and use of vacant or available public school facilities. Exempts charter schools from certain provisions of Hawaii Revised Statutes; identifies provisions from which charter schools are not exempt. Confirms civil service status of civil service employees in schools that convert to charter schools, and provides charter school employees full participation in state retirement, workers' compensation,
unemployment insurance, temporary disability insurance, and health benefit systems. Provides relative to administration of workers' compensation claims for charter school employees. Specifies funding mechanisms for charter schools. Directs charter schools to elect whether to receive allocations calculated according to the weighted student formula allocation. Permits charter schools, through their authorizer, to propose to the state board of education an alternative weighted student formula.
Establishes department responsibilities toward charter schools, including development of a technical assistance system. Provides that if a charter school is unable to provide all of the required services for a student's free appropriate public education (FAPE), the department must provide services as determined by the student's individualized educational program (IEP) team. Provides additional department duties regarding the provision of special education services in charter schools. Requires the department to provide students in charter schools with the same opportunity to participate in athletics as students in other public schools. http://www.capitol.hawaii.gov/session2012/bills/SB2115_CD1_.pdf
Title: S.B. 2115
Source: www.capitol.hawaii.gov
| |
| OH | Signed into law 06/2012 | P-12 | Permits the department's office of Ohio school sponsorship to assume sponsorship of a community school whose sponsorship has been revoked by the department. Permits the office to extend the term of a contract for a school whose sponsorship it has assumed. Provides that certain limits on directly authorized community schools do not apply to community schools sponsored by the office of Ohio school sponsorship. Provides that nothing precludes a community school whose sponsorship has been assumed by the office of Ohio school sponsorship from applying for sponsorship under the Ohio school sponsorship program established under section 3314.029 (http://codes.ohio.gov/orc/3314.029). Requires all community schools sponsored by the office of Ohio school sponsorship to be ranked together for purposes of the department's composite performance index score for academic performance of community schools sponsored by the same entity. Directs the department to exclude from the calculation of an entity's composite performance index score all community schools that have been in operation for less than 2 full school years. Provides certain community schools will cease to be excluded from the index if those schools become subject to closure. Requires the sponsoring entities' annual rankings from highest to lowest to be published between October 1-15. Amends definition of "sponsor" in provisions relating to certain community schools, to include a district board of education or the governing board of an educational service center that agrees to the conversion of all or part of a school or building. Increases from 2 to 5 the number of governing authorities of start-up community schools on which an individual may serve at a time.
Authorizes the department to deny an application submitted by the governing authority of an existing community school, if a previous sponsor of that school did not renew its contract with the school. Requires the department to make available a copy of every approved, executed community school contract filed with the state superintendent. Requires community schools to comply with public school promotion/retention policies, and provision that requires a parent enrolling his/her child to be provided upon enrollment with a copy of the school's most recent accountability report card. Permits children under the age of 5 to be admitted to a community school in the same manner as early enrollees in traditional public schools, and requires a local board and a community school governing authority to include such early enrollee figures in their respective community school enrollment reports. Permits the governing authority of a community school to either (1) establish a single-gender school for either sex, or (2) establish single-gender schools for each sex under the same contract, provided facilities for boys and girls are substantially equal. Establishes procedures by which districts must monthly review enrollment of students in community schools who are entitled to attend school in the district, to verify the community school in which the student is enrolled, and that the student is entitled to enroll in school in the district.
Provides that if, by March 31, 2013, the general assembly does not enact for certain community schools performance standards, a report card rating system, and criteria for closure, those schools are required to permanently close upon meeting certain criteria; provides exceptions.
Pages 117-170 of 592: http://www.legislature.state.oh.us/BillText129/129_SB_316_EN_Y.pdf
Title: S.B. 316 - Community Schools
Source: www.legislature.state.oh.us
| |
| CO | Signed into law 04/2012 | P-12 | Revises information to be included in charter school application; makes requirements more specific and focused on performance, finances and governance. Revises responsibility of school districts with respect to charter school application, evaluation, renewal and revocation. Addresses requirements and procedures if charter school must implement a turnaround plan. Provisions also apply to institute charter schools.
http://www.leg.state.co.us/clics/clics2012a/csl.nsf/fsbillcont3/7658F626024B85A387257981007E053D?Open&file=061_enr.pdf
Title: S.B. 61
Source: http://www.leg.state.co.us
| |
| VA | Signed into law 04/2012 | P-12 | Provides unsuccessful charter school applicants with an opportunity to testify before the Board of Education. The local school board must submit sufficient documentation as to the rationale for the denial or revocation of the charter school application and a detailed explanation demonstrating that the charter school is not in the public interest or for the welfare of the students eligible to attend the proposed charter school. The Board of Education continues to have no authority to grant or deny a public charter school application or to revoke or fail to renew a charter agreement. The bill also provides that (i) a local school board shall no longer have the discretion to revoke a charter if it finds the school is no longer in the public interest or for the welfare of the students; (ii) local school boards may elect whether charter school personnel are employees of the charter school or of the local school board granting the charter; (iii) the amount of funds provided to the charter school by the local school board shall not be less than 90 percent of the school division's state and local share of the Standards of Quality per pupil funding; and (iv) the local school board shall allow a public charter school to lease or purchase vacant or unused properties or real estate owned by the school board.
http://lis.virginia.gov/cgi-bin/legp604.exe?121+ful+HB1173ER+pdf
Title: H.B. 1173/S.B. 440
Source: http://lis.virginia.gov/
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| DE | Signed into law 08/2011 | P-12 | Requires criminal background and child abuse registry checks for charter school board members; prohibits individuals who have felony convictions or convictions for a crime against a child from serving on a charter board. Requires charter school board members to disclose any financial interest they may have in the charter school.
Requires funding for new charter schools to be distributed throughout the year, contingent upon a review by the Department of Education to ensure that the finances of the school are sound. Requires an annual external audit of charter schools and adds charter schools to the Finance Recovery Team portion of the Delaware Code, authorizing the Director of the Office of Management and Budget to appoint a team to assess the financial status of a charter school that is on formal review, to provide information to parents and teachers regarding status, and to make certain decisions regarding payments by the charter school.
Moves up the deadline by which charter renewal decisions must be made so that, if a charter is not going to be renewed, that decision is made prior to the school choice deadline. Creates a mechanism for permitting a high performing charter operator to open a school that would serve students at a charter school that is slated for closure.
http://legis.delaware.gov/LIS/lis146.nsf/vwLegislation/HB+205?Opendocument
Title: H.B. 205
Source: http://legis.delaware.gov/
| |
| HI | Signed into law 06/2011 | P-12 | Allows the superintendent of education to reconstitute a public school, except for charter schools. Directs the department to negotiate with the respective unions the process of reassigning employees of the school to be reconstituted to other positions within the department for which the employees are qualified. Allows the superintendent to recommend actions to the charter school review panel, including the revocation of a school's charter. http://www.capitol.hawaii.gov/session2011/Bills/SB1485_CD1_.HTM
Title: S.B. 1485
Source: www.capitol.hawaii.gov
| |
| OH | Signed into law 06/2011 | P-12 | Amends criteria applicable to community schools that must permanently close at the end of the school year in which criteria first apply. Pages 235-236 of 1000: http://www.legislature.state.oh.us/BillText129/129_HB_153_EN_part2.pdf
Title: H.B. 153 - Community School Closure Criteria
Source: www.legislature.state.oh.us
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| CO | Signed into law 05/2011 | P-12 | Concerns increasing the state's oversight of the program that allows the financing of capital construction for charter schools. Addresses other aspects of charter funding, including debt reserve. Creates new requirements for revoking or not renewing a charter for a charter school. School boards or institute boards must notify state of intent to revoke or not renew a charter, but the decision will be placed on hold temporarily to determine of alternative exists.
http://www.leg.state.co.us/clics/clics2011a/csl.nsf/fsbillcont3/1B5BD07EC238CCBC8725783E006F8C42?Open&file=188_enr.pdf
Title: S.B. 188
Source: http://www.leg.state.co.us
| |
| ID | Signed into law 04/2011 | P-12 | Creates a new section which will provide provisions in the event of an unanticipated public charter school closure. The provisions require school districts or public charter schools to report students newly enrolled who were enrolled from a public charter that has closed during that school year. The state department of education will use the reported enrollment information to calculate funding that the district or public charter schoolwould have received had the enrollees been enrolled in such districts for the entire school year. Such funding shall be prorated based on the number of days left in the school year and will be included in the next scheduled payment to the district or public charter school.
http://legislature.idaho.gov/legislation/2011/S1149.pdf
Title: S.B. 1149
Source: http://legislature.idaho.gov
| |
| HI | Adopted 06/2010 | P-12 | The Department of Education has adopted Chapter 8-500, Hawaii Public Charter Schools Probation and Revocation Procedures.
Title: 8-500-1, 2, 3, 4, 5, 6
Source:
| |
| RI | Signed into law 06/2010 | P-12 | Rewrites charter school provisions. Establishes separate provisions for "district charter schools" (existing schools converting to charter status), "independent charter schools" (start-up charter schools created by nonprofit organizations or postsecondary institutions), and "mayoral academies" (schools created by a mayor). For each type of charter school, establishes legislative provisions relating to entities eligible to apply for a charter, procedure for creation of a charter school, process for consideration of a proposed charter, revocation of a charter, budgets and funding, and charter school reporting. http://www.rilin.state.ri.us/PublicLaws/law10/law10084.htm
Title: H.B. 7867, S.B. 2734
Source: www.rilin.state.ri.us
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| NY | Signed into law 05/2010 | P-12 | From New York Assembly "Summary of Provisions":
This legislation provides for the establishment of a new process to issue charters. The board of regents and the Board of Trustees of the State University of New York (SUNY Trustees) are each authorized to develop a request for proposals process for 260 new charters that provides for thoughtful review of charter applications and ensures that growth in charter schools is targeted, planned, and geared toward high-performance standards. One hundred thirty of the new charters would be issued on the recommendation of the SUNY Trustees, of which no more than 57 may be for charter schools located in New York City. Of the additional 130 charters issued by the board of regents, no more than 57 may be for charter schools to be located in New York City. The first request for proposals pursuant to this process will be issued by August 1, 2010 for a maximum of 32 charters for each the board of regents and the SUNY trustees. The board of regents and the SUNY trustees must issue a new request for proposals on January 1, 2011, for 33 charters each, on January 1, 2012 for 32 charters each, and on September 1, 2013 for 33 charters each.
Charter schools will have to meet enrollment and retention targets of students with disabilities, English language learners (ELLs), and students eligible for the free and reduced price lunch program (FRPLs) and undergo a rigorous public review process. A repeated failure to meet enrollment and retention targets could be grounds for revocation of a charter.
The board of regents and the SUNY Trustees must develop a scoring rubric to grant priority to applications that best demonstrate several objectives, including:
--increasing student achievement and decreasing student achievement gaps
--increasing high school graduation rates and focusing on serving specific high school student populations, including students at risk of dropping out, re-enrolled dropouts, and students with academic skills below grade level
--focusing on the academic achievement of middle school students
--utilizing high quality assessments
--using local instructional improvement systems that provide teachers, principals and administrators with the information they need to improve instructional practices, decisionmaking and overall effectiveness
--partnering with low performing public schools to share best educational practices and innovations
--demonstrating the management and leadership techniques to operate a thriving, financially viable charter school
--demonstrating the support of the school district in which the proposed charter school will be located and the intent to establsih an ongoing relationship with the school district.
New procedures are enacted for co-locations of charter schools in public school buildings in New York City. The chancellor would be required to develop a building usage plan for each co-located charter school, which would include information such as the actual allocation and sharing of classroom and administrative space, a proposal for the collaborative usage of shared resources (i.e., cafeterias, libraries, gymnasiums and recreational spaces such as playgrounds), building safety, and communication and collaborative decision-making strategies. An expedited appeal may be made regarding the determination to locate or co-locate a charter school in a public school building and the implementation of and compliance with the building usage plan. In addition, capital improvements or facility upgrades in excess of $5,000 made to a co-located charter school will require a matching capital improvement in the co-located non-charter public schools.
In addition to establishing a new standardized charter issuance process, certain changes to the management and operation of charter schools will apply to charters issued pursuant to the request for proposals process, such as prohibiting for-profit corporations or entities from applying for, managing or operating any new charter schools, requiring State Education Department (SED) approval of plans and specifications and compliance with SED facility health, sanitary and safety requirements. In addition, the term of charters issued will be comprised of up to five instructional years.
Several new measures are enacted to ensure greater accountability and transparency. Charter schools will be subject to audits of the state comptroller, and any comptroller audits must be included in the charter school's annual report. In addition, the charter school annual report, which currently includes academic data, financial statements, and the charter school report card, must be made more widely and publicly available. A new component is added to the annual report, requiring information on the charter school's efforts taken during the current year, and a plan for subsequent years; to meet or exceed enrollment and retention targets of students with disabilities, ELLs and FRPLs. The board of regent's annual report is also expanded to require a list of charter schools that closed in the previous year and the reasons for the closure. The board of regents is also required to annually review and make available to school districts the best practices employed by charter schools.
Charter schools will be subject to the provisions of the general municipal law regarding code of ethics, including disclosure of interest, to the same extent as all public school districts. In addition, a charter school's board of trustees must establish a process for conducting and publicizing monthly board meetings held at the charter school.
In addition, changes are made to the charter school law to provide that applicants may propose to establish schools to specifically serve students who are in need of special assistance and support, such as
students with disabilities and English language learners.
SED is required to develop a uniform application form for students applying to charter schools that will have to be made available by the charter school in the languages predominantly spoken in the community
where the charter school is located. In addition, the commissioner of education is required to issue regulations to ensure that the enrollment lottery is conducted in an equitable manner and that the time and location of the lottery is publicized in a manner that is consistent with the open meetings law.
http://assembly.state.ny.us/leg/?default_fld=%0D%0A&bn=A11310&Summary=Y&Actions=Y&Memo=Y&Text=Y
Title: A.B. 11310
Source: assembly.state.ny.us
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| OH | Signed into law 07/2009 | P-12 | From DOE summary of H.B. 1: Revises the current performance criteria that trigger automatic closure of a community school after July 1, 2009, as follows: (1) For schools that do not offer a grade higher than 3, requires closure if the school has been in academic emergency for three of the four most recent years, instead of four consecutive years; (2) For schools that offer any of grades 4 to 8 but no grade higher than 9, requires closure if the school has been in academic emergency for two of the three most recent years, instead of three consecutive years, and has shown less than one year of academic growth in reading or mathematics for at least two of the three most recent years; (3) For a school that offers any of grades 10 to 12, requires closure if the school has been in academic emergency for three of the four most recent years, instead of three consecutive years with two years not showing two years of academic growth in reading or mathematics. Exempts from automatic closure any community school in which a majority of the enrolled students are children with disabilities receiving special education and related services.
DOE summary of H.B. 1: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Pages 1264-1265 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3314.35
Source: www.ode.state.oh.us
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| OH | Signed into law 07/2009 | P-12 | Partially from DOE summary of H.B. 1: Specifies that if a community school closes, the chief administrative officer must transmit all educational records to the student's district of residence within seven business days of the school's closing. Provides that failure to transmit educational records under such circumstances is a third-degree misdemeanor.
DOE summary of H.B. 1: http://www.ode.state.oh.us/GD/DocumentManagement/DocumentDownload.aspx?DocumentID=71635
Pages 1266 of 3120: http://www.legislature.state.oh.us/BillText128/128_HB_1_EN_N.pdf
Title: H.B. 1 - Section 3314.44
Source: www.ode.state.oh.us
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| GA | Adopted 09/2007 | P-12 | Clarifies rules regarding charter schools, including applicable definitions, responsibilities, petition provisions and termination of the charter. http://www.doe.k12.ga.us/_documents/doe/legalservices/160-4-9-.04.pdf
Title: GAC 160-4-9-.04
Source: Lexis-Nexis/StateNet
| |
| UT | Signed into law 03/2007 | P-12 | Modifies charter school application and authorization provisions; modifies certain requirements for charter schools, including those relating to charter school assets, school closures, and application, enrollment and withdrawal of a student from a charter school; modifies charter school funding provisions; regulates certain transactions and relationships relating to charter schools; requires a criminal background check for teachers applying to charter schools. This bill coordinates with H.B. 3 by providing that certain amendments in this bill supersede the amendments in H.B. 3 and that certain amendments in H.B. 3 supersede the amendments in this bill. This bill also coordinates with H.B. 160 by providing that certain amendments in this bill supersede the amendments in H.B. 160 and that certain amendments in H.B. 160 supersede the amendments in this bill. http://le.utah.gov/~2007/bills/hbillenr/hb0164.htm
Title: H.B. 164
Source: http://www.le.state.ut.us/
| |
| CA | Signed into law 09/2006 | P-12 | Requires a chartering authority to provide a written notice of intent to revoke and notice of facts in support of revocation to a charter school prior to revoking its charter. Authorizes a charter school, if the chartering authority is a school district, to appeal the decision of the chartering authority to the county board of education. Requires a charter school, if the chartering authority is a county office of education, to appeal the decision to the state Board of Education and judicial review.
Title: A.B. 2030
Source: Charter Schools
| |
| CO | Vetoed 06/2005 | P-12 | Repeals and reenacts the corrective action provisions for underperforming public schools. Requires the state board to annually notify each district and the state charter school institute as to which, if any, of its schools received a "low" or "unsatisfactory" rating in the state accountability system. Requires the department to adopt a school performance review process for schools rated "unsatisfactory." Requires the school performance review process to include creation of one or more school support teams to review each school rated "unsatisfactory" and make recommendations for an improvement plan with corrective actions. Permits the department, provided funds are available, to provide reviews and training for school support teams for schools rated "low." Allows each district and the institute to establish its own school performance review process, subject to department approval and to request comprehensive training for school support teams thereby established, which training the department must provide.
Requires the department to provide comprehensive training to school support teams that must ensure each team member has a thorough knowledge of the department's standards and indicators for continuous school improvement and understands how to apply the standards and indicators in evaluating a school's performance.
Beginning with the academic performance ratings for the 2004-2005 school year, requires a school receiving an "unsatisfactory" rating to undergo a review by a school support team and for the team to develop recommendations for an improvement plan with corrective actions. Mandates that the school begin implementing the improvement plan by the fall semester of the academic year following that in which the school received notice of inadequate performance. Establishes circumstances under which a school with an "unsatisfactory" rating is subject to restructuring or may cease to be subject to the school improvement action cycle.
Beginning with the academic performance ratings for the 2004-2005 school year, requires a district or the state charter school institute containing a school receiving a "low" rating that meets other additional criteria to review the school's operations and develop an improvement plan with corrective actions for the school. Mandates that the school begin implementing the improvement plan by the fall semester of the academic year following that in which the school received notice of inadequate performance. Establishes circumstances under which a school with a school improvement plan thus created may cease to be subject to the school improvement plan.
Establishes procedures for a school support team to conduct a performance review of a school and requires the team to prepare a comprehensive performance review report for the school. Requires a school that has received a performance review report to develop an improvement plan with corrective actions based on the findings and recommendations in the report. Requires the improvement plan to identify one or more from a list of specified corrective actions.
Requires a school support team member to provide an implementation review for a school that has implemented an improvement plan for one full school year, and to prepare an implementation review report. Specifies content of report.
Requires a school subject to restructuring to alter its governance structure. Sets forth procedures and options for such. Allows a district or the state charter school institute to voluntarily restructure a public school at any point in the school improvement action cycle at least 60 days before the determination that a school is required to restructure. Such a restructuring plan is not subject to the aforementioned altered governance structure provisions. States that if the state board determines that the school's restructuring plan is a major restructuring of the school's governance, the school will cease to be subject to the school improvement action cycle until such time as the school may again be subject to the school improvement action cycle by receiving an "unsatisfactory" or qualified "low" rating.
Sets forth procedures for a local board to convert a school subject to restructuring to a charter school.
Specifies that low-performing alternative education campuses are subject to the improvement plan and corrective action subsequent to a performance review report in the same manner as regular public schools.
Modifies closing the achievement gap program; deletes language that the program is to provide extensive assistance to an eligible school at risk of being converted into a charter school. Replaces with language that the program must provide extensive assistance to an eligible school at risk of governance restructuring as set forth in statute 22-7-909 (above).
Creates new paragraph allowing a charter to be revoked subsequent if it is determined that a charter school failed to show adequate improvement in its overall academic performance rating and is therefore subject to governance restructuring.
http://www.leg.state.co.us/Clics2005a/csl.nsf/fsbillcont3/7FFA7A4A0AF5D39087256F4E0000C637?Open&file=1216_enr.pdf
Title: H.B. 1216
Source: www.leg.state.co.us
| |
| LA | Signed into law 05/2003 | P-12 | Specifies that any elementary or secondary school found academically unacceptable under the state school accountability system must be designated a "failed school." If the local board 1) does not present the state board with a plan to reconstitute the failed school, or 2) presents an unacceptable reconstitution plan, or 3) fails at any time to adhere to the reconstitution plan approved by the state board, or if the school is identified as academically unacceptable for four consecutive years, jurisdiction over the school is to be transfered from the district to that of the Recovery School District, subject to state board approval.
Requires a failed school to be reorganized and operated by the Recovery School District in the manner most likely to raise school performance to an acceptable level as determined by the accountability plan. Requires the Recovery School District to maintain jurisdiction over any school transferred to it until the state board, upon recommendation by the district's adminstering agency, establishes an agreement with the local board to return the school to the local board's jurisdiction. State board must require the RSD's administering agency to seek return of the school to the local district when the school is no longer academically unacceptable. Details components that such agreement must include.
Specifies that when a school transferred to the Recovery School District has been operated by RSD for four years and is still academically unacceptable, state board must 1) Revoke all school approval; 2) Require the Recovery School District to end the operational agreement and offer an alternate operational agreement; or 3) Return the school to the jurisdiction of the local board. Specifies that state board in this case must not take action if the school's performance score in the state accountability system has risen by at least 20 points during the four-year period of Recovery School District oversight. School board may also not take action in any subsequent four-year period in which a school continues to be academically unacceptable if the school's performance score has risen at least 20 additional points. Allows parent or guardian of student assigned to school transferred to Recovery School District to exercise option made available by local board to attend another school in the district.
Requires state board, represented by the superintendent of the Recovery School District, to annually submit a report to the House and Senate education committees that must include specified components.
Establishes Recovery School District, which is to be administered by the state department of education. Gives RSD powers of system school was formerly under the jurisdiction of, but forbids RSD from contracting with any for-profit private provider for either operation or providing instructional services in any school under its authority. Allows RSD to require any local board to provide school or student support services such as transportation, food service or assessment for special education eligibility to students in school transferred from its jurisdiction. Also grants the RSD rights to use buildings and property otherwise part of the school prior to school transfer to RSD. RSD not required to provide extensive building repair that would be considered capital expense, but must provide routine repair and maintenance.
Establishes funding mechanism for Recovery School District and schools under its jurisdiction.
Creates "Type 5" classification for charter schools that are transferred to the Recovery School District. Specifies that only students who would have been eligible to enroll in the school prior to its transfer to the Recovery School District may attend, including any student participating in a school choice program, subject to capacity. Requires all proposals for a Type 5 charter school to be made to the state board. Requires consideration of such proposals to be only upon recommendation of the administering agency of the Recovery School District. Specifies that certain provisions of state law regarding charters do not apply to Type 5 charter schools.
http://www.legis.state.la.us/leg_docs/03RS/CVT3/OUT/0000KFH9.PDF
Title: S.B. 710
Source: www.legis.state.la.us
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| LA | Signed into law 07/2001 | P-12 | Requires charter schools that fail to open or that close for any reason to refund all cash on hand to the state or local school district.
Title: H.B. 1247
Source: Lexis-Nexis/StateNet
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| Choice of Schools--Charter Schools--Cyber Charters |
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| Choice of Schools--Charter Schools--Finance |
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| Choice of Schools--Charter Schools--Research |
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| Choice of Schools--Choice/Open Enrollment |
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| Choice of Schools--Choice/Open Enrollment--Research |
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| Choice of Schools--Innovation Schools |
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| Choice of Schools--Magnet or Specialized Schools |
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| Choice of Schools--Tax Credits |
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| Choice of Schools--Vouchers |
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| Choice of Schools--Vouchers--Privately Funded |
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| Civic Education |
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| Civic Education--Character Education |
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| Civic Education--Civic Knowledge and Literacy |
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| Civic Education--Curriculum/Standards |
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| Civic Education--Pledge of Allegiance |
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| Class Size |
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| Curriculum |
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| Curriculum--Alignment |
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| Curriculum--Arts Education |
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| Curriculum--Censorship |
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| Curriculum--Core Curriculum |
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| Curriculum--Drivers Education |
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| Curriculum--Environmental Education |
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| Curriculum--Excusal |
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| Curriculum--Family Living Education |
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| Curriculum--Financial Literacy/Economics Ed. |
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| Curriculum--Foreign Language/Sign Language |
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| Curriculum--Geography Education |
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| Curriculum--Health/Nutrition Education |
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| Curriculum--Home Economics |
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| Curriculum--International Education |
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| Curriculum--Language Arts |
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| Curriculum--Language Arts--Writing/Spelling |
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| Curriculum--Mathematics |
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| Curriculum--Multicultural |
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| Curriculum--Physical Education |
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| Curriculum--Science |
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| Curriculum--Sex Education |
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| Curriculum--Social Studies/History |
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| Curriculum--Speech Education |
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| Data-Driven Improvement |
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| Demographics |
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| Demographics--Condition of Children/Adults |
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| Demographics--Enrollments |
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| Desegregation |
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| Economic/Workforce Development |
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| Education Research |
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| Equity |
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| Federal |
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| Finance |
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| Finance--Adequacy/Core Cost |
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| Finance--Aid to Private Schools |
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| Finance--Bonds |
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| Finance--District |
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| Finance--Does Money Matter? |
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| Health |
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| Health--Child Abuse |
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| Health--Mental Health |
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| Health--Nutrition |
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| Health--School Based Clinics or School Nurses |
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| Health--Suicide Prevention |
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| Health--Teen Pregnancy |
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| High School |
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| High School--Advanced Placement |
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| High School--College Readiness |
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| High School--Credit Recovery |
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| High School--Dropout Rates/Graduation Rates |
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| Instructional Approaches |
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| Instructional Approaches--Constructivism |
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| No Child Left Behind |
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| No Child Left Behind--Assessment |
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| No Child Left Behind--Choice/Transfer |
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| No Child Left Behind--Consequences for Schools |
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| No Child Left Behind--Finance |
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| No Child Left Behind--Parent Involvement |
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| No Child Left Behind--Reauthorization Issues/Waivers |
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| Online Learning--Digital/Blended Learning |
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| P-16 or P-20 |
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| P-3 |
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| P-3 Brain Development |
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| P-3 Content Standards and Assessment |
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| P-3 Early Intervention (0-3) |
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| P-3 Ensuring Quality |
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| P-3 Family Involvement |
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| P-3 Finance |
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| P-3 Governance |
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| P-3 Grades 1-3 |
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| P-3 Health and Mental Health |
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| P-3 Kindergarten |
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| P-3 Preschool |
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| P-3 Teaching Quality/Professional Development |
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| Postsecondary Finance |
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| Postsecondary Finance--Facilities |
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| Postsecondary Finance--Revenue and Expenditures |
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| Postsecondary Governance and Structures |
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| Postsecondary Governance and Structures--Administrative/Leadership Issues |
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| Postsecondary Institutions |
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| Postsecondary Institutions--Community/Technical Colleges |
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| Postsecondary Institutions--For-Profit/Proprietary |
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| Postsecondary Institutions--Four-Year Baccalaureate |
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| Postsecondary Institutions--HBCUs/Minority-Serving Institutions |
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| Postsecondary Institutions--Private/Independent |
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| Postsecondary Online Instruction |
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| Postsecondary Participation |
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| Postsecondary Participation--Access |
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| Postsecondary Participation--Admissions Requirements |
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| Postsecondary Participation--Affirmative Action |
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| Postsecondary Participation--Enrollments (Statistics) |
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| Postsecondary Participation--Outreach |
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| Postsecondary Students |
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| Postsecondary Students--Adults |
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| Postsecondary Students--Disabled |
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| Postsecondary Students--Foster Youth |
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| Postsecondary Students--Graduate/Professional |
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| Postsecondary Students--International |
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| Postsecondary Students--Low-Income |
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| Postsecondary Students--Military |
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| Postsecondary Students--Minority |
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| Postsecondary Success |
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| Postsecondary Success--Completion |
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| Postsecondary Success--Completion--Completion Rates (Statistics) |
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| Postsecondary Success--Developmental/Remediation |
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| Postsecondary Success--Retention/Persistence |
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| Postsecondary Success--Transfer/Articulation |
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| Private Schools |
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| Privatization |
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| Privatization--Education Management Agencies (EMOs) |
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| Proficiency-Based Approaches |
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| Promising Practices |
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| Promotion/Retention |
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| Public Attitudes |
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| Public Involvement |
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| Purposes of Public Education |
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| Reading/Literacy |
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| Reading/Literacy--Adult Literacy |
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| Religion |
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| Religion--Prayer/Meditation |
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| Religion--Scientific Creationism (Evolution) |
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| Rural |
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| Scheduling/School Calendar |
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| Scheduling/School Calendar--Day/Class Length |
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| Scheduling/School Calendar--Extended Day Programs |
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| Scheduling/School Calendar--Summer School |
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| Scheduling/School Calendar--Week |
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| Scheduling/School Calendar--Year |
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| Scheduling/School Calendar--Year Round |
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| School Climate/Culture |
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| School Safety |
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| School Safety--Bullying Prevention/Conflict Resolution |
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| School Safety--Code of Conduct |
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| School Safety--Corporal Punishment |
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| School Safety--Expulsion/Suspension |
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| School Safety--No Child Left Behind--Safe Schools |
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| School Safety--Sexual Harassment and Assault |
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| School Safety--Special Education |
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| School Safety--Uniforms/Dress Codes |
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| School/District Structure/Operations |
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| School/District Structure/Operations--District Consolidation/Deconsolidation |
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| School/District Structure/Operations--District Size |
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| School/District Structure/Operations--Facilities |
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| School/District Structure/Operations--Food Service |
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| School/District Structure/Operations--Libraries |
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| School/District Structure/Operations--Org. (K-3/K-8 etc.) |
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| School/District Structure/Operations--School Size |
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| School/District Structure/Operations--Shared Services |
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| School/District Structure/Operations--Transportation |
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| Service-Learning |
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| Special Education |
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| Special Education--Federal Law/Regulations |
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| Special Education--Finance |
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| Special Education--Inclusion (Mainstreaming) |
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| Special Education--Placement |
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| Special Education--Transition |
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| Special Populations--Corrections Education |
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| Special Populations--Foster Care |
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| Special Populations--Gifted and Talented |
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| Special Populations--Homeless Education |
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| Special Populations--Migrant Education |
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| Standards |
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| STEM |
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| Student Achievement |
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| Student Achievement--Closing the Achievement Gap |
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| Students |
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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--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--Working Conditions |
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| Technology |
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| Technology--Computer Skills |
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| Technology--Equitable Access |
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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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