SCHOOL SYSTEM FLEXIBILITY AND CHARTER SCHOOLS IN GEORGIA

Size: px
Start display at page:

Download "SCHOOL SYSTEM FLEXIBILITY AND CHARTER SCHOOLS IN GEORGIA"

Transcription

1 SCHOOL SYSTEM FLEXIBILITY AND CHARTER SCHOOLS IN GEORGIA Overview February 18, 2015

2 What are we talking about and why? Improving Student Academic Results The Academic Bottom Line Title 20 Flexibility Flexibility Options The Big Four Shorthand phrase for Georgia education law and all related rules and guidelines Freedom granted through waivers of Title 20 law, rules, and guidelines Operational approaches school systems and schools can take to implement flexibility in exchange for a performance contract from the State Board of Education Waivers of state class size, expenditure control, certification, and salary schedule requirements 3/13/2015 2

3 What is the Origin of Charter Schools? 3/13/2015 3

4 What are Charter Schools? Georgia charter schools are Public schools of choice Publicly funded but organized and governed by a Georgia non-profit governing board Free from many of the regulations that govern traditional public schools Based on partnerships with local communities and businesses 3/13/2015 4

5 What is the basic flexibility bargain? ACCOUNTABILITY AUTONOMY Higher Academic Expectations Students outperform current level and state. CCRPI and Beating the Odds performance measures Flexibility to Innovate Waivers from state and local laws, rules, guidelines Freedom from state and local controls School districts and schools 3/13/2015 5

6 Using flexibility to improve student achievement Flexibility/ Waivers Innovations Student Performance 3/13/2015 6

7 Why charter schools? Competition 3/13/2015 7

8 Innovation Freedom from many state and district regulations inspires creativity Advocates see charter schools as incubators of innovation where best practices will be implemented 3/13/2015 8

9 Choice Provide choice to parents and students school quality should not depend on zip code Can serve as an alternative to failing schools Can have a specific focus or model that provides a better fit for some students 3/13/2015 9

10 Competition Provide market competition to traditional public schools as an incentive for change Traditional public schools must respond to the challenge to retain or win back students 3/13/

11 Four Overlapping Generations of Chartering 1 - PIONEERS Parents, teachers, administrators Do it our way Different is better Limited or no accountability 2 - ENTREPRENEURS For-profit companies Some focused more on student results Some focused more on the bottom line Limited or no accountability 3 - SOCIAL REFORMERS Non-profit organizations Focused only on student results Urban areas Models that work Increased academic accountability 4 - PROFESSIONALS Experienced school & organization people with proven record of effectiveness Student achievement is the top priority High levels of academic, financial, governance, and compliance accountability 3/13/

12 Georgia Charter School First charter law was passed allowing conversion charter schools only History First three conversion schools open Charter law allows start-up schools (including state chartered special schools) Charter system and IE2 law passed, followed by first 4 charter systems in Charter law established Georgia Charter Schools Commission (first schools in 2009) First two state chartered special schools were created (CCAT and Odyssey School) First start-up charter school opened (Oglethorpe Charter School in Savannah-Chatham) Georgia Supreme Court ruled the Commission law unconstitutional Constitutional amendment passed to allow new Commission 2013 New State Charter Schools Commission appointed by SBOE 3/13/

13 Who creates Georgia charter schools? For locally-approved and system charter schools Local Boards of Education State Board of Education For state charter schools State Charter State Board Schools of Education Commission (60-day review) 3/13/

14 Georgia Charter Partners Charter Advisory Committee Charter System Foundation An appointed committee that reviews charter system petitions, provides recommendations to the State Board on approvals, and provides technical assistance to charter systems A non-profit charter system organization that serves as a conduit for sharing resources, innovative ideas, and informing policymakers about the efforts of charter systems Georgia Charter Schools Association Office of College and Career Transitions A non-profit legislative/legal advocacy organization that supports charter schools with training, certification, job fairs, technical assistance, policy templates, data analysis, and annual conferences TCSG s office dedicated to increasing both the number and overall quality of college and career academies 3/13/

15 National Charter Partners National Alliance of Public Charter Schools (NAPCS) A national non-profit committed to advancing the charter movement Highlights: Public Charter School Performance Dashboard, Charter Law Ranking Database, Annual Conference (6,000 people) National Association of Charter School Authorizers (NACSA) A national non-profit devoted exclusively to improving public education by improving the policies and practices of charter school authorizers Highlights: Authorizer Principals and Standards, The Fund for Authorizing Excellence, Authorizer Comparison, Annual Conference (500 people) 3/13/

16 What Kinds of Charter Schools Does Georgia Have? 3/13/

17 Types of Georgia Charter Schools (Total=382) Different starting points, but same end point (serving 53 districts and statewide) Conversion Charter School LBOE-SBOE-School contract* (31) Start-up Charter School (86) Same starting point as a conversion charter, but a different end point (serving 28 districts) System Charter School No contract; school included in LBOE-SBOE charter system contract** (265) Locally-Approved Charter School LBOE-SBOE-School contract* (71) State Charter School SCSC-School contract, SBOE review; school is treated as an LEA* (15) *Conversion and start-up charters must be held by a Georgia nonprofit **System charter schools CANNOT be a Georgia nonprofit and are NOT required to have nonprofit status 3/13/

18 What is a start-up charter school? Definition Charter held by non-profit, but can be Initiated by private individuals and organizations, as well as state and local public entities Can be locally approved (LBOE with SBOE) or a state charter school which is an LEA (Commission with SBOE review) Facts & Features Relative Advantages Federal/State Compliance Did not exist prior to the petition Most common type of non-charter system charter school in Georgia (86, including 15 state charter schools) Opportunity to start a school with everything needed to be a successful school Must comply with all federal laws and regulations Must comply with all state laws, rules and regulations not waived by the charter contract 3/13/

19 What is a conversion charter school? Definition Traditional public school that becomes a charter school Charter held by a non-profit; can be initiated by private individuals and organizations, and state and local public entities Broad flexibility waiver, higher levels of accountability Must be locally approved (with SBOE approval required) Facts & Features Relative Advantages Federal/State Compliance 31 conversion charter schools in Georgia Possible strategy for turning around low-performing schools or implementing innovative programs Student population, building, and operational systems and structures are already in place Must comply with all Federal laws and regulations Must comply with all State laws, rules and regulations not waived by the Charter 3/13/

20 What is a system charter school? Definition A school within a charter system It is included under the 2-party charter contract between the LBOE and SBOE (and therefore does not meet the federal definition of a charter school that requires a performance contract for the school itself) Facts & Features Relative Advantages Must implement school level governance Most common type of charter school in Georgia (265) School level governance frees the school to choose and implement innovation that benefit students at the school Federal/State Compliance Must comply with all federal laws and regulations Must comply with all state laws, rules and regulations that cannot be waived (e.g., health and safety) 3/13/

21 What is a college and career academy? Definition A start-up or conversion charter school or a system charter school that partners with a local district, area businesses, a technical college, and/or other college/university Facts & Features Relative Advantages Federal/State Compliance Many college and career academies originate from district programs College and career academy courses are a reflection of the needs of the local businesses and community Georgia has 33 college and career academies, of which 25 have their own charter contracts and 8 were created through a charter system contract Local districts demonstrate their commitment to preparing their students for college and careers Must comply with all federal laws and regulations Must comply with all state laws, rules and regulations not waived by the contract 3/13/

22 What is a STEM charter school? Definition A locally-approved or state charter school that has a curriculum dedicated to Science, Technology, Engineering and Math (STEM), including STEAM schools (also including Arts) Facts & Features While some charter schools have a STEM program, Georgia does not yet have any STEM-certified charter schools Governor Deal has committed capital funds to assist the creation of STEM charter schools Relative Advantages May qualify for additional federal and state grants to plan and create a STEM charter Federal/State Compliance Must comply with all federal laws and regulations Must comply with all state laws, rules and regulations not waived by the charter contract 3/13/

23 What is a charter cluster? Definition Facts & Features Relative Advantages/ Disadvantages A high school cluster including a high school and all its feeder schools that have received a single charter to operate as an autonomous unit within a school district The charter contract is between the high school cluster, the district, and the SBOE (APS KIPP cluster = 1) The cluster gains autonomy and flexibility to innovate in exchange for increased academic accountability Cluster-level autonomy and accountability required Financial savings possible from waivers Decision making is cluster-based Federal/State Compliance Must comply with all federal laws and regulations Must comply with all state laws, rules and regulations that cannot be waived (e.g., health and safety) 3/13/

24 National Comparison National Landscape, All but eight (8) states have a charter school law Georgia Landscape, All but 3 of Georgia s 180 school districts had students enrolled in a charter school 6,004 charter schools nationwide (6.3%) 2.3 million students enrolled (4.6%) Start-Ups: 89% of charters Conversions: 11% of charters Charter System Schools: GA only 382 charter schools in Georgia (16.9%) [5.2% excluding charter systems] 265,431 students enrolled (15.2%) [4.3% excluding charter systems] Start-Ups: 23% of all charters [74% excluding charter systems] Conversions: 8% of all charters [26% excluding charter systems] Charter System Schools: 69% of all charters 3/13/

25 Charter School and Charter System Growth 3/13/

26 Number of Charter Schools Year History of Charter Schools Non-System Charter Schools Total Charter Schools 3/13/

27 Charter Student Enrollment 300,000 9-Year History of Charter School Enrollment Number of Students 250, , , ,000 50, Conversion and Start-Ups 21,094 26,299 33,299 33,229 43,928 50,420 58,611 60,853 68,841 75,247 All Charter Schools 21,094 26,299 33,299 56,228 61,175 89, , , , ,431 3/13/

28 Charter School Distribution (excluding Charter System Schools) 3/13/

29 Virtual Charter School Student Distribution 3/13/2015 3/13/

30 Charter Systems and IE 2 Systems, /13/

31 Charter System and IE 2 Systems Letter of Intent As of February 5, /13/

32 Charter School: Student Demographics 50.0% 45.0% 40.0% 35.0% 30.0% 25.0% 20.0% 15.0% 41.0% 46.3% Student Demographics 38.1% 30.8% 13.9% 14.7% 10.0% 5.0% 0.0% 3.4% 4.8% White Black Hispanic Asian American Indian 0.2% 0.2% 0.1% 0.1% Pacific Islander 3.3% 3.1% Multi-Racial Non-Charters Charters 3/13/

33 60.0% Student Demographics: By Charter Type Student Demographics (By Charter Type) 50.0% 48.0% 44.9% 45.2% 40.0% 41.0% 40.0% 38.0% 30.0% 27.9% 26.6% 20.0% 13.9% 15.6% 20.9% 10.0% 7.5% 0.0% White Black Hispanic Non-Charters System Conversions Start-Ups 3/13/

34 Student Demographics: Georgia vs. Nation 50.0% 45.0% Student Demographics National Charters vs. Georgia Charters (Charter System Schools Included) 46.3% 40.0% 35.0% 30.0% 36.0% 29.2% 30.8% 27.2% 25.0% 20.0% 15.0% 14.7% 10.0% 5.0% 0.0% White Black Hispanic National Georgia 3/13/

35 Student Demographics: Free/Reduced Lunch 70.0% Free and Reduced Lunch Elligibility (By Charter Type) 60.0% 50.0% 61.6% 55.0% 49.1% 59.4% 54.7% 40.0% 30.0% 20.0% 10.0% 0.0% Non-Charters All Charters Conversion Charters Start-Up Charters System Charters Charter Type 3/13/

36 Student Demographics: Support Services 18.0% 16.0% Support Services (By Charter Type) 15.5% 14.0% 13.3% 13.3% 13.0% 13.7% 12.0% 10.7% 10.8% 11.9% 10.9% 10.0% 8.0% 6.0% 4.0% 4.0% 2.0% 0.0% ELL SWD Non-Charters All Charters Conversion Charters Start-Up Charters System Charters 3/13/

37 60.0% 50.0% Student Demographics: Support Services Student Support Services National Charters vs. Georgia Charters (Charter System Schools Excluded) 50.6% 55.9% 40.0% 30.0% 20.0% 10.0% 11.9% 12.3% 16.5% 7.9% 0.0% ED SWD ELL National Georgia 3/13/

38 Charter School and Charter System Academic Performance 3/13/

39 Charter School and Charter System Accountability Reward Schools: Highest Performing Reward Schools: High Progress Focus Schools Priority Schools 11 charter schools were Reward High Performing Schools the same as in charter schools were Reward High Progress Schools up from 17 in charter schools were Focus Schools down from 18 in No charter schools were Priority Schools the same as in /13/

40 Accountability: CCRPI Comparison 3-Year History of Average CCRPI Scores Charter Schools Non-Charter Schools 3/13/

41 CCRPI Overall Scores - Actual Note: Charters schools may have more than one score within the distribution. The CCRPI calculates a school level score for grades K-5; 6-8; and 9;12 and schools with grade configurations that span multiple will receive a score for each level. 3/13/

42 Accountability: CCRPI Comparison by School Type 80 3-Year History of Average CCRPI Scores (By Charter Type) Non-Charter Schools System Conversion Start-up 3/13/

43 1 S 4 C 1 S 3 C 1 S 1 S 2 S 1 S 1 S 1 C 2 S 1 S 4 S 1 C 2 S 4 S 2 S 1 C 3/13/

44 97.0% 96.0% 95.0% 94.0% 93.0% Academic Performance 5-Year CRCT Reading Performance Trend 96.2% 96.1% 95.2% 95.3% 95.4% 93.7% 93.2% 94.0% 92.0% 91.0% 90.0% 90.9% 91.2% 89.0% 88.0% Non-Charter Charter 3/13/

45 97.0% 96.0% 95.0% 94.0% 93.0% Academic Performance 5-Year CRCT Reading Performance Trend (By Charter Type) 94.8% 92.8% 94.3% 94.1% 95.8% 95.2% 94.7% 96.4% 96.2% 96.1% 96.3% 96.0% 95.4% 92.0% 91.0% 91.5% 92.0% 90.0% 89.0% System Conversion Start-up 3/13/

46 60.0% Academic Performance CRCT Reading Performance (By Charter Type) 50.0% 48.6% 45.5% 50.5% 47.2% 48.8% 46.9% 45.0% 50.7% 40.0% 30.0% 20.0% 10.0% 4.5% 3.9% 4.0% 3.8% 0.0% Did Not Meet Met Exceeds Non-Charters Systems Conversions Start-ups 3/13/

47 Academic Performance 5-Year CRCT Math Performance Trend (Charters vs Non-Charters) 88.0% 87.0% 87.0% 86.0% 84.7% 84.9% 85.9% 85.8% 84.0% 84.8% 82.0% 81.9% 83.0% 80.0% 78.0% 80.0% 76.0% Non-Charter Charter 3/13/

48 Academic Performance 5-Year CRCT Math Performance Trend (By Charter Type) 90.0% 88.0% 86.0% 85.9% 86.9% 88.4% 88.2% 85.2% 86.4% 84.0% 83.5% 82.0% 80.0% 78.0% 80.9% 79.1% 81.3% 80.0% 81.1% 82.6% 82.8% 76.0% 74.0% System Conversion Start-up 3/13/

49 Academic Performance 60.0% CRCT Math Performance (By Charter Type) 50.0% 48.1% 45.0% 47.0% 50.4% 43.2% 40.0% 37.6% 39.0% 30.0% 31.8% 20.0% 10.0% 14.2% 11.8% 13.6% 17.2% 0.0% Did Not Meet Met Exceeds Non-Charters Systems Conversions Start-ups 3/13/

50 70.0% Academic Performance 5-Year EOCT Math Performance Trend (Charters vs. Non-Charters) 63.5% 66.0% 66.2% 60.0% 50.0% 57.2% 58.9% 62.5% 49.8% 55.2% 45.3% 40.0% 40.4% 30.0% 20.0% 10.0% 0.0% Non-Charters Charters 3/13/

51 90.0% Academic Performance 5-Year EOCT Math Performance Trend (By Charter Type) 80.0% 76.7% 70.0% 60.0% 50.0% 40.0% 65.0% 55.7% 68.9% 66.2% 67.1% 56.1% 51.0% 57.2% 63.6% 54.7% 44.7% 30.0% 36.6% 37.5% 20.0% 10.0% 0.0% Systems Conversions Start-ups 3/13/

52 Academic Performance EOCT Math Performance (By Charter Type) 70.0% 60.0% 59.6% 55.3% 62.5% 50.0% 45.3% 40.0% 38.8% 33.3% 32.9% 30.0% 28.2% 20.0% 10.0% 7.1% 11.7% 15.9% 9.3% 0.0% Did Not Meet Met Exceeds Non-Charters Systems Conversions Start-ups 3/13/

53 Georgia s High Quality Charter School Requirements 3/13/

54 What Makes a Charter School High-Quality? Strong Academic Results Well-Trained and High- Functioning Governing Board Financial Sustainability Legal and Regulatory Compliance 3/13/

55 HQCS* Academic Standards High quality charter schools will: Meet the rigorous academic performance goals included in their charter contract, including growth goals Exceed state accountability standards * High Quality Charter School 3/13/

56 HQCS Academic Standards Petitioners are asked: What would having a charter allow you to do differently to increase student achievement that you could not do without a charter? Why do you need a charter to implement the innovations you have proposed? Innovations Flexibility/ Waivers Must show the following links: Student Performance 3/13/

57 HQCS Financial Sustainability Standards Balanced budget Financial reserves Qualified CFO Limited debts or sustainable debt service Meeting state and local board financial reporting deadlines 3/13/

58 HQCS Governance Standards Governing board composition reflects the diversity of the community Meets regularly and complies with Open Records and Open Meetings Laws Governing board sticks to governance and stays out of management Autonomous from local district, CMOs, EMOs and all other organizations Receives regular updates on academic operational, and financial progress of the school Participates in regular governing board training each year 3/13/

59 Governing Board Autonomy Reliance on authorizer (local, state) and EMO, CMO Independence from authorizer (local, state) and ESP Indicators of Autonomy Must make personnel decisions (People) Must make decisions about what happens in the school (Time) Must set school budget spending priorities (Money) Can contract for services provided by the district Must recruit/select governing board members without district or EMO/CMO assistance Must have independent audit firm and attorney The school should be as close to this end as possible 3/13/

60 Minimum 4G* Legal and Regulatory Compliance Minimum or no issues associated with federal Title programs or Special Education Complies with Charter Schools Act, Rules, charter contract, Guidelines and Guidance Lottery and application process are fair and legal Incorporated as a Georgia non-profit Participates in TRS ESP does not employ teachers * Fourth Generation 3/13/

61 School District Flexibility and Accountability in Georgia 3/13/

62 Selecting a Flexibility Option No later than June 30, 2015* each local school system must notify GaDOE that it will operate as an: 1. Investing in Educational Excellence School System (IE 2 ) 2. Charter System 3. Status Quo School System Note that the same level of flexibility provided to IE 2 or Charter Systems (including the Big Four ) is granted to all schools in a: 4. System of Charter Clusters 5. System of Charter Schools *Per OCGA /13/

63 Performance Contracts IE 2 and Charter System contracts are performance contracts Performance contracts have two main parts: o Academic and other targets to which the School District is committed o Waivers granted by the SBOE to the School District Charter system contracts also include: o A list of innovations that the School District will implement to enable it to meet its higher academic targets o An agreement on the decision-making authority granted to Local School Governance Teams 3/13/

64 The IE 2 System Option 3/13/

65 What is an IE 2 system? Definition Facts & Features Relative Advantages/ Disadvantages Federal/State Compliance A local district that has a performance contract with the SBOE (State Board of Education) granting the district freedom from specific Title 20 provisions, SBOE rules, and GaDOE (Georgia Department of Education) guidelines Contract is between the district and the SBOE GOSA (Governor s Office of Student Achievement) role is target setting and performance monitoring District gains flexibility to innovate in exchange for increased academic accountability Flexibility to innovate Financial savings possible from waivers Loss of governance over schools that fail to meet performance targets after five years Must comply with all federal laws and regulations Must comply with all state laws, rules and regulations not waived by the IE 2 contract 3/13/

66 IE 2 Accountability For IE 2 Systems, the flexibility granted does not include a requirement for school level governance, but it does require specified minimum targets each year for each school GOSA and GaDOE have agreed to a structure that sets those targets and provides for a second look These accountability measures are the same for all schools no matter the number of waivers requested by the District 3/13/

67 ALL SCHOOLS: CCRPI IE 2 Accountability On CCRPI, without the inclusion of Challenge Points, the school shall annually increase by 3% of the gap between the baseline year CCRPI score and 100 The baseline year will be This baseline year applies to districts entering contracts effective in both and /13/

68 IE 2 Accountability ALL SCHOOLS: CCRPI (continued) Example 1: Assume a school s baseline CCRPI without Challenge Points is 60.0 Gap between baseline and 100: = 40 3% of 40 = 1.2 points = annual increase from the baseline Five-Year Targets = 61.2, 62.4, 63.6, 64.8, /13/

69 IE 2 Accountability ALL SCHOOLS: CCRPI (continued) Schools with initial CCRPI scores in the top quartile of the state within each grade cluster will be required to maintain or improve that level of performance Targets for schools that reach this threshold in any year will remain at that same threshold 3/13/

70 IE 2 Accountability ALL SCHOOLS: CCRPI (continued) Example 2: Assume a school s baseline CCRPI without Challenge Points is 84.2 and the top quartile is 81.5 (not actual numbers) The school must remain in the top quartile, continually working to improve its CCRPI 3/13/

71 IE 2 Accountability ALL SCHOOLS: CCRPI (continued) Schools demonstrating a trend of improvement, and meeting the equivalent of three years of targeted improvement by the end of the contract, will be deemed as meeting the accountability requirements of the contract 3/13/

72 IE 2 Accountability ALL SCHOOLS: SECOND LOOK If a school fails to meet its CCRPI target score, the school will be deemed as meeting its yearly performance target if the school is determined to be beating the odds through an analysis that compares the school s CCRPI to its expected performance as determined by comparison with schools statewide having similar characteristics (e.g., EDD, ELL, SWD, size, student/teacher ratio, etc.) 3/13/

73 IE 2 and Waivers Per O.C.G.A (e), the goal for each waiver and variance shall be improvement of student performance Requested waivers must include at least one of the Big Four waivers of state class size, expenditure control, certification, or salary schedule requirements NOT WAIVABLE The state board shall not be authorized to waive or approve variances on any federal, state, and local 3/13/

74 IE 2 and Waivers NOT WAIVABLE (continued) rules, regulations, court orders, and statutes relating to civil rights; insurance; the protection of the physical health and safety of school students, employees, and visitors; conflicting interest transactions; the prevention of unlawful conduct; any laws relating to unlawful conduct in or near a public school; any reporting requirements pursuant to Code Section or Chapter 14 of this title; or the requirements of Code Section /13/

75 IE 2 and Waivers NOT WAIVABLE (continued) A local school system that has received a waiver or variance shall remain subject to the provisions of Part 3 of Article 2 of Chapter 14 of this title, the requirement that it shall not charge tuition or fees to its students except as may be authorized for local boards by Code Section , and shall remain open to enrollment in the same manner as before the waiver request. 3/13/

76 IE 2 Loss of Governance Options The SBOE shall mandate the loss of governance of one or more of an IE 2 System s nonperforming schools Such loss of governance may include, but shall not be limited to: 1) Conversion a school to charter status with independent school level governance and a governance board with strong parental involvement; 2) Operation of a school by a successful school system, as defined by GOSA, and pursuant to funding criteria established by the SBOE; or 3) Operation of a school by a private entity, nonprofit or for profit, pursuant to a request for proposals issued by the Department. Note: This page is from O.C.G.A (a) with emphasis added 3/13/

77 IE 2 Loss of Governance Options In addition to the loss of governance options specified in the statute that could be imposed at the end of the IE 2 contract term, the following options for loss of governance could be implemented during or at the conclusion of the IE 2 contract term. Note that the numbering continues from the list above 4. Nonperforming schools could have governance reduced by being required to submit a remedial action plan for LBOE approval before the school can implement necessary changes For this option, the District could specify the general requirements such a plan a must meet or let the school submit a draft based on its own analysis 3/13/

78 IE 2 Loss of Governance Options 5. The school could be required to make leadership and faculty/staff changes, including replacing leaders/faculty/ staff and/or an aggressive professional development program 6. The school could be required to implement reconstitution if necessary to ensure performance improvements 7. The school could be required to develop individual student achievement plans and implement programs such as after school and/or Saturday tutoring programs that provide additional time on task in subject areas specified in the individual plans 3/13/

79 IE 2 Loss of Governance Options 8. Other options for loss of governance not listed above that address the specific reasons for a school s failure to meet its targets could be proposed in an IE 2 application 3/13/

80 IE 2 Loss of Governance Expectations For any loss of governance option presented above, the LBOE would certify to the SBOE that such loss of governance had been imposed Remedial action plans imposed on nonperforming schools by LBOEs as a loss of governance option must: Address the specific reasons for a school s failure to meet its targets, Be of sufficient duration to ensure time for necessary changes to be made at the school, and Clarify the link between the amount by which a school target was missed and the severity of the remedial actions 3/13/

81 IE 2 Application Process The IE 2 application process is as follows: 1. District submits a Letter of Intent to GaDOE as soon as the LBOE decides to pursue IE2 and, if possible, at least six months in advance of submitting an application 2. District submits a draft IE 2 application (see slides below) 3. GaDOE schedules a meeting including GaDOE, District, and GOSA representatives to review the application, including the link between flexibility requested and efforts to meet individual school targets 3/13/

82 IE 2 Application Process 4. District conducts a public hearing to share application with the public and receive comments 5. District finalizes and submits application to GaDOE 6. GaDOE Legal Services Division inserts targets and waivers into IE 2 contract template 7. SBOE s Flexibility Committee reviews an Item for Information recommending approval or denial of the IE 2 contract Application materials are included as attachments to the Board Item 8. SBOE Flexibility Committee reviews Action Item 9. SBOE Flexibility Committee presents IE 2 contract to SBOE for approval or denial 3/13/

83 IE 2 Application Charter System Application The IE 2 application includes the following eight questions: 1. What challenges are your school district facing? 2. What is the rank order priority of these challenges? 3. Which of these challenges will your school district be able to address by becoming an IE 2 system? 3/13/

84 IE 2 Application Charter System Application 4. What specific actions will your district take to address each of these challenges during its five-year IE 2 contract term? 5. Provide a clear explanation of how each of these specific actions will affect the specific challenge being addressed. 6. List the specific Georgia law(s) or State Board rule(s) that must be waived to allow your district to implement each specific action. 3/13/

85 IE 2 Application Charter System Application 7. Indicate the timeline for implementation of each specific action. 8. Provide information on the consequences for nonperforming schools, including how your LBOE will select and ensure the implementation of appropriate consequences, both during and at end the end of the contract term Note: A District s IE 2 application will include a link to an online version of their updated Strategic Plan 3/13/

86 School System Waivers after June 30, 2015 All IE 2 Systems with executed performance contracts in place by June 30, 2015 will have school system waivers after June 30, 2015 The SBOE has indicated a willingness to consider waivers for school districts that have declared an intent to become an IE 2 System by the June 30, 2015 deadline but do not yet have an executed performance contract 3/13/

87 The Charter System Option 3/13/

88 What is a charter system? Definition A local district that has an executed charter from the SBOE granting it freedom from almost all of Title 20, SBOE rules, and GaDOE guidelines Facts & Features Relative Advantages/ Disadvantages Federal/State Compliance Charter is a contract between district and SBOE District gains flexibility to innovate in exchange for increased academic accountability Distributed leadership process Flexibility to innovate Financial savings possible from waivers Additional per-pupil funding in QBE if appropriated School level governance required Must comply with all federal laws and regulations Must comply with all state laws, rules and regulations that cannot be waived (e.g., health and safety) 3/13/

89 Charter System Contracts List the specific innovations to be implemented by the system to improve student performance including any initiatives outside the domain of local school governance teams Describe local school governance team decision-making authority Include any district-requested additions to the standard performance measures 3/13/

90 Charter System Local School Governance Charter Systems must implement school level governance School level governance means decisionmaking authority in personnel decisions, financial decisions, curriculum and instruction, resource allocation, establishing and monitoring the achievement of school improvement goals, and school operations [See O.C.G.A (12.1)] 3/13/

91 What is School Level Governance? Superintendent develops recommendations to the LBOE without school level input Superintendent incorporates school-level input into recommendations to the LBOE Local School Level Governance Teams Decision-making authority in personnel decisions (People) Decision-making authority in curriculum and instruction, resource allocation, establishing and monitoring the achievement of school improvement goals, and school operations (Time) Decision-making authority in financial decisions (Money) The Goal 3/13/

92 Importance of local school governance State law [O.C.G.A (c)(7)] requires annual reports to describe: The actual authority exercised by local school governing teams in each area of school level governance Training received by school governing teams and school administrators Steps, if any, the charter system plans to take to increase school level governance in the future 3/13/

93 Control and Management of Schools Georgia law makes it clear that schools within a charter system remain under the control and management of the Local Board of Education [See O.C.G.A (b)(2)] This means that, although the Superintendent and LBOE must give consideration to the recommendations and input of LSGTs, the LBOE ultimately retains its constitutional authority 3/13/

94 Control and Management of Schools An LBOE has to propose an acceptable amount of local school governance decision-making authority to win SBOE approval of a charter system contract The law requires districts to maximize school level governance [see O.C.G.A. 2063(d)] and SBOE Rule describes the minimum amount of authority The agreement reached on an acceptable amount of LSGT decision-making authority is included in the charter system contract 3/13/

95 Local School Governance Local BOE Superintendent Local School Governing Team The Local Board of Education ultimately retains its constitutional authority Decisionmaking areas personnel decisions financial decisions and resource allocation curriculum and instruction establishing and monitoring the achievement of school improvement goals school operations 3/13/

96 Whose authority is shared with School Governance Teams? The Superintendent s authority is shared with School Governance Teams in a charter system The authority of a local Board of Education (LBOE) is not diminished unless it has taken any of the Superintendent s decision-making authority in personnel decisions, financial decisions, curriculum and instruction, resource allocation, establishing and monitoring the achievement of school improvement goals, and school operations 3/13/

97 School Governance Team Quality Standards School Governing Team composition reflects the diversity of the community Meets regularly and complies with Open Records and Open Meetings Laws School Governing Team sticks to governance and stays out of management School Governing Team exercises its school level governance responsibilities Receives regular updates on academic operational, and financial progress of the school Participates in regular School Governing Team training each year 3/13/

98 Charter System Application Charter System Application THE CASE 1. What challenges is your school district facing? 2. What is the rank order priority of these challenges? 3. Which of these challenges will your school district be able to address by becoming a charter system? 4. What specific actions will your district take to address each of these challenges during its five-year charter term? 3/13/

99 Charter System Application Charter System Application THE CASE (continued) 5. Provide a clear explanation of how each of these specific actions will lead to the specific challenge being addressed 6. Although you will be granted a broad flexibility waiver if you are granted a charter, please list the specific Georgia law or State Board rule that must be waived to allow your district to implement each specific action 3/13/

100 Charter System Application Charter System Application THE CASE (continued) 7. Indicate the timeline for implementation of each specific action 8. Indicate which of these specific actions represents an innovation for your school district 3/13/

101 Charter System Application Charter System Application PERFORMANCE EXPECTATIONS 9. What are your school system s specific student performance expectations for your five-year charter term?» College and Career Ready Performance Readiness Index (CCRPI)» Beating the Odds (BTO)» Attendance Also parental satisfaction/participation and financial sustainability 3/13/

102 Charter System Application Charter System Application LOCAL SCHOOL GOVERNANCE 10.Explain how your system will transition from Local School Advisory Councils to effective, fully functioning, decisionmaking Local School Governance Teams (LSGTs) 11.Address the formation of the local School Governing Teams, including how members are selected, the terms of members, and how and why members may be removed 3/13/

103 Charter System Application Charter System Application LOCAL SCHOOL GOVERNANCE (continued) 12.Use Local School Governance Matrix to show how the Superintendent will share with Local School Governance Teams his/her authority to develop recommendations to the Local Board of Education School level governance means decision-making authority in personnel decisions, financial decisions, curriculum and instruction, resource allocation, establishing and monitoring the achievement of school improvement goals, and school operations [See O.C.G.A (12.1)] 3/13/

104 Charter System Application LOCAL SCHOOL GOVERNANCE (continued) In the first year, charter systems must allow their Local School Governance Teams to be the decision-makers in all five of the following areas a. Recommend principal/school leader for selection by LBOE b. Input into school budget (including recommendations for number and type of personnel, curriculum, supplies, equipment, maintenance and operations) c. Input into selection of curriculum and accompanying materials consistent with the district's Essential and Innovative Features as included in the charter contract and the school s improvement plan d. Approval of school improvement goals and oversight of SIP implementation e. Input into school operations that is consistent with school improvement and charter goals 3/13/

105 Charter System Application Charter System Application LOCAL SCHOOL GOVERNANCE (continued) 13.Highlight the differences between the current local school advisory council structure and the new structure your new charter system will implement 14.Describe the governance training to be provided to principals and members of the Local School Governing Teams in order to build the capacity needed to make decisions in the areas included in the spreadsheet 3/13/

106 Charter System Application Charter System Application LOCAL SCHOOL GOVERNANCE (continued) 15.Provide the name of the provider(s) of local School Governing Team training that you are considering approaching, if known 16.Provide the name and contact information of an employee of the charter system that will facilitate communications between the Department and the chairpersons of the Local School Governing Teams in your charter system 3/13/

107 Charter System Application Charter System Application CENTRAL OFFICE TRANSFORMATION 17.Explain how your system will transition its central office from a Compliance Culture (where success is measured by simply achieving requirements) to an Achievement Culture (where success is measured by achieving high expectations) 3/13/

108 Flexibility Orientation Local Boards of Education make a significant legal commitment when they sign a charter system, charter school, charter cluster, or IE2 contract It is therefore critical that both new Local Board of Education members and new Superintendents receive a detailed orientation on their charter system, charter school, charter cluster, and IE2 commitments as part of their orientation process 3/13/

109 School System Waivers after June 30, 2015 All Charter Systems with executed performance contracts in place by June 30, 2015 will have school system waivers after June 30, 2015 The SBOE has indicated a willingness to consider waivers for school districts that have declared an intent to become an Charter System by the June 30, 2015 deadline but do not yet have an executed performance contract 3/13/

110 The Status Quo System Option 3/13/

111 What is a status quo system? Definition A local district that has elected not to request increased flexibility in exchange for increased accountability and defined consequences and opted to remain under all current laws, rules, regulations, policies, and procedures Facts & Features No performance contract No freedom from Title 20, State Board rules, or Department guidelines No waivers unless extraordinary circumstances Relative Advantages/Disadvantages No change is required No financial savings from waivers Federal/State Compliance Must comply with all federal laws and regulations Must comply with ALL state laws, rules and regulations 3/13/

112 Waivers for Status Quo Systems School systems that elect not to request increased flexibility must remain under all current laws, rules, regulations, policies, and procedures A key assumption here is that making this election does not create a hardship for the district However, should unforeseen and subsequent circumstances arise that create a hardship for a Status Quo System, the SBOE may approve waiver requests made in accordance with O.C.G.A and/or /13/

113 Waivers for Status Quo Systems For example, a class size waiver can be granted if a Status Quo System can demonstrate a hardship within the context that it elected to remain under all current laws, rules, regulations, policies, and procedures Substantial hardship is a significant, unique, and demonstrable economic, technological, legal, or other type of deprivation to an LEA which impairs its ability to continue to successfully meet the requirements of educational programs or services to its students 3/13/

114 Waivers for Status Quo Systems The State Board of Education may approve the class size waiver request only in the limited circumstances where educationally justified and where an act of God or other unforeseen event led to the precipitous rise in enrollment within that system, or led to another occurrence which resulted in the local board's inability to comply with the maximum class size requirement 3/13/

115 Waivers for Status Quo Systems The State Board of Education is also authorized to provide a blanket waiver or variance of the class size requirements for all school systems in the State for a specified year in the event that a condition of financial exigency occurs. [See O.C.G.A 244(h)] 3/13/

116 Waivers for Status Quo Systems However, waivers cannot be granted for: Expenditure controls and categorical allotment requirements Certification requirements Salary schedule requirements 3/13/

117 Waivers for Status Quo Systems Financial exigency is defined as circumstances which cause a shortfall in state appropriations and local revenue for operation of local school systems as compared with projected expenditures over the same period and such shortfall would have a material adverse effect on the operation of public schools. [See O.C.G.A 244(h)] 3/13/

118 Making a Choice 3/13/

119 Decision Considerations What does the school system s CCRPI* data show now? What are the CCRPI goals of the school system? What are are the gaps between CCRPI goals and CCRPI data? What strategies can be used to close the gap? What academic and other strategies can be used to close the gap? Which operational approach system best matches the strategies? *College & Career Readiness Performance Index 3/13/

120 Decision Structure Considerations Are waivers needed? Yes Preference for a particular leadership approach? Centralized, Decentralized, or Distributed IE 2 System Distributed Charter System Decentralized System of Charter Clusters Confederated System of Charter Schools No Waivers Status Quo 3/13/

121 Decision Structures Confederated System of Charter Schools Possible in IE 2 System of Charter Schools and Possible in IE 2 Charter System and Possible in IE 2 3/13/

122 Decision Structures - Distributed Leadership Distributed Leadership is a leadership approach in which collaborative working is undertaken between individuals who trust and respect each other s contribution. It occurs as a result of an open culture within and across an institution. It is an approach in which reflective practice is an integral part enabling actions to be critiqued, challenged and developed through cycles of planning, action, reflection and assessment and replanning. It happens most effectively when people at all levels engage in action, accepting leadership in their particular areas of expertise. It requires resources that support and enable collaborative environments together with a flexible approach to space, time and finance which occur as a result of diverse contextual settings in an institution. Through shared and active engagement, distributed leadership can result in the development of leadership capacity to sustain improvements in teaching and learning. (Jones, Harvey, Lefoe, Ryland 2013) 3/13/

123 The Approval Process 3/13/

124 Contract Approval Process IE 2 system, charter cluster or school application Charter system application LBOE GaDOE* SBOE Approval N Approval N End End Y Y Review and make recommendation to SBOE Review and make recommendation to SBOE Approval Approval N N Y Y New IE2 system, charter cluster or school Start over or Status Quo New charter system Start over or Status Quo Charter Advisory Committee review and recommendation to SBOE *GOSA included for IE 2 3/13/

125 Current status of school systems Total Number of Districts that have met the June 30, 2015 Deadline Approved Charter Systems 28 Approved IE2 Systems 4 72 LOI for Charter System 20 LOI for IE2 20 Engaged in decision process 108 Total Number of Districts in the State 180 3/13/

126 Charter School Authorizing in Georgia 3/13/

127 What is an Authorizer? Authorizers create, maintain and close charter schools An authorizer enters into twoor three-party charter contracts 3/13/

128 What Are An Authorizer s Responsibilities? An authorizer is an entity that has the authority to create charter schools Maintain high standards for schools Set high standards for approving charter schools Close or non-renew schools that fail to meet standards and targets set forth in law and by contract Cultivate quality charter schools that meet identified educational needs Uphold school autonomy Responsible for holding schools accountable for their overall performance Minimize administrative and compliance burdens on schools Focuses on holding charter schools accountable for outcomes not processes Protect student and public interests Make the well-being and interests of students the fundamental value informing authorizer actions and decisions Ensure that schools fulfill fundamental public education obligations to all students including nonselective, nondiscriminatory access to services and the school 3/13/

129 How Does a Local Authorizer Fulfill their Obligations as an Authorizer? Review and act on charter school applications (petitions) Technical assistance to its new and renewal charter applicants Technical assistance to its charter schools Develop and implement a strategic plan and policy for its charter schools program Fiscal management of federal and state charter school grants awarded to its charter schools Annual report to the State Board of Education 3/13/

130 How Does the SBOE/GaDOE Fulfill their Obligations as an Authorizer? Review and act on charter school applications (petitions) Technical assistance to local school systems that authorize charter schools Technical assistance to new and renewal charter applicants Develop and implement a strategic plan and policy for the state s charter schools program Management of federal and state charter school grants Annual report to the General Assembly 3/13/

131 How Does The SCSC Fulfill Its Obligations as an Authorizer? Review and act on charter school applications (petitions) Technical assistance to state charter schools Technical assistance to new and renewal state charter school applicants Develop and implement a strategic plan and policy for meeting the state s need for high quality state charter schools Ensure state charter school compliance Annual report to the State Board of Education 3/13/

132 Charter School Approval Process Start-up petition LBOE GaDOE SBOE Approval N Y Review and make recommendation to SBOE Approval N Y New locallyapproved startup charter school End (See next page for state charter school option) Conversion petition Approval N End Y Review and make recommendation to SBOE Approval N Y New conversion charter school End 3/13/

133 Commission School Approval Process Start-up petition for defined attendance zone LBOE where school will be located Approval Y Commission SBOE (See previous page) N Commission petition for defined attendance zone Approval N Y End Overrule Y N New Commission school End Commission petition for statewide attendance zone Petition to district in which school will be located for information only (not required for virtual schools) 3/13/

134 Charter System Approval Process LBOE GaDOE SBOE Charter system petition Approval N End Y Review and make recommendation to SBOE Approval N Y End New charter system Charter Advisory Committee review and recommendation to SBOE 3/13/

135 Charter Petition Review Process Floating Deadlines Aug 1 for start-ups Nov 1 for conversions and renewals ASAP for charter systems GaDOE makes approval/denial recommendations to SBOE SBOE views Item for Information Petition reviewed Legal review to ensure eligibility Substantive review Applicant responds to letter SBOE approves Action Item GaDOE panel interview with applicant Letter to applicant Core focus Compliance Execution of the Contract 3/13/

INTER-DISTRICT OPEN ENROLLMENT

INTER-DISTRICT OPEN ENROLLMENT Effective 2015-2016 school year only INTER-DISTRICT OPEN ENROLLMENT The Kenston Board of Education shall permit the enrollment of students from any Ohio district in a school or program in this district,

More information

Massachusetts Department of Elementary and Secondary Education. Title I Comparability

Massachusetts Department of Elementary and Secondary Education. Title I Comparability Massachusetts Department of Elementary and Secondary Education Title I Comparability 2009-2010 Title I provides federal financial assistance to school districts to provide supplemental educational services

More information

KSBA Staff Review of HB 520 Charter Schools Rep. Carney - (as introduced )

KSBA Staff Review of HB 520 Charter Schools Rep. Carney - (as introduced ) KSBA Staff Review of HB 520 Charter Schools Rep. Carney - (as introduced 2-17-17) Section Statute Summary Comments 1 pg. 1 DEFINITIONS FOR SECTIONS 1 TO 10 Definition of achievement gap conflicts with

More information

HOUSE OF REPRESENTATIVES AS REVISED BY THE COMMITTEE ON EDUCATION APPROPRIATIONS ANALYSIS

HOUSE OF REPRESENTATIVES AS REVISED BY THE COMMITTEE ON EDUCATION APPROPRIATIONS ANALYSIS BILL #: HB 269 HOUSE OF REPRESENTATIVES AS REVISED BY THE COMMITTEE ON EDUCATION APPROPRIATIONS ANALYSIS RELATING TO: SPONSOR(S): School District Best Financial Management Practices Reviews Representatives

More information

The University of North Carolina Strategic Plan Online Survey and Public Forums Executive Summary

The University of North Carolina Strategic Plan Online Survey and Public Forums Executive Summary The University of North Carolina Strategic Plan Online Survey and Public Forums Executive Summary The University of North Carolina General Administration January 5, 2017 Introduction The University of

More information

College and Career Ready Performance Index, High School, Grades 9-12

College and Career Ready Performance Index, High School, Grades 9-12 Dr. John D. Barge, State School Superintendent Making Education Work for All of Georgia s Students College and Career Ready Performance Index, High School, Grades 9-12 CONTENT MASTERY (END of COURSE TESTS

More information

Position Statements. Index of Association Position Statements

Position Statements. Index of Association Position Statements ts Association position statements address key issues for Pre-K-12 education and describe the shared beliefs that direct united action by boards of education/conseil scolaire fransaskois and their Association.

More information

Frequently Asked Questions and Answers

Frequently Asked Questions and Answers Definition and Responsibilities 1. What is home education? Frequently Asked Questions and Answers Section 1002.01, F.S., defines home education as the sequentially progressive instruction of a student

More information

Proposed Amendment to Rules 17 and 22 of the Rules of the Supreme Court of the State of Hawai i MANDATORY CONTINUING LEGAL EDUCATION

Proposed Amendment to Rules 17 and 22 of the Rules of the Supreme Court of the State of Hawai i MANDATORY CONTINUING LEGAL EDUCATION RE: Proposed Amendment to Rules 17 and 22 of the Rules of the Supreme Court of the State of Hawai i MANDATORY CONTINUING LEGAL EDUCATION The Supreme Court of Hawai i seeks public comment regarding proposals

More information

Georgia Department of Education

Georgia Department of Education Georgia Department of Education Early Intervention Program (EIP) Guidance 2014-2015 School Year The Rubrics are required for school districts to use along with other supporting documents in making placement

More information

Summary of Special Provisions & Money Report Conference Budget July 30, 2014 Updated July 31, 2014

Summary of Special Provisions & Money Report Conference Budget July 30, 2014 Updated July 31, 2014 6.4 (b) Base Budget This changes how average daily membership is built in the Budget. Until now, projected ADM increases have been included in the continuation budget. This special provision defines what

More information

Rules of Procedure for Approval of Law Schools

Rules of Procedure for Approval of Law Schools Rules of Procedure for Approval of Law Schools Table of Contents I. Scope and Authority...49 Rule 1: Scope and Purpose... 49 Rule 2: Council Responsibility and Authority with Regard to Accreditation Status...

More information

BEST PRACTICES FOR PRINCIPAL SELECTION

BEST PRACTICES FOR PRINCIPAL SELECTION BEST PRACTICES FOR PRINCIPAL SELECTION This document guides councils through legal requirements and suggested best practices of the principal selection process. These suggested steps are written with the

More information

MANDATORY CONTINUING LEGAL EDUCATION REGULATIONS PURPOSE

MANDATORY CONTINUING LEGAL EDUCATION REGULATIONS PURPOSE MANDATORY CONTINUING LEGAL EDUCATION REGULATIONS PURPOSE The Virginia Supreme Court has established, by Rule of Court, a mandatory continuing legal education program in the Commonwealth of Virginia, which

More information

Historical Overview of Georgia s Standards. Dr. John Barge, State School Superintendent

Historical Overview of Georgia s Standards. Dr. John Barge, State School Superintendent Historical Overview of Georgia s Standards Dr. John Barge, State School Superintendent Georgia s Comprehensive Plan for Education Improvement College and Career Georgia Performance Standards (CCGPS) ELA

More information

Pierce County Schools. Pierce Truancy Reduction Protocol. Dr. Joy B. Williams Superintendent

Pierce County Schools. Pierce Truancy Reduction Protocol. Dr. Joy B. Williams Superintendent Pierce County Schools Pierce Truancy Reduction Protocol 2005 2006 Dr. Joy B. Williams Superintendent Mark Dixon Melvin Johnson Pat Park Ken Jorishie Russell Bell 1 Pierce County Truancy Reduction Protocol

More information

Financing Education In Minnesota

Financing Education In Minnesota Financing Education In Minnesota 2016-2017 Created with Tagul.com A Publication of the Minnesota House of Representatives Fiscal Analysis Department August 2016 Financing Education in Minnesota 2016-17

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide (Revised) for Teachers Updated August 2017 Table of Contents I. Introduction to DPAS II Purpose of

More information

ILLINOIS DISTRICT REPORT CARD

ILLINOIS DISTRICT REPORT CARD -6-525-2- HAZEL CREST SD 52-5 HAZEL CREST SD 52-5 HAZEL CREST, ILLINOIS and federal laws require public school districts to release report cards to the public each year. 2 7 ILLINOIS DISTRICT REPORT CARD

More information

OAKLAND UNIVERSITY CONTRACT TO CHARTER A PUBLIC SCHOOL ACADEMY AND RELATED DOCUMENTS ISSUED TO: (A PUBLIC SCHOOL ACADEMY)

OAKLAND UNIVERSITY CONTRACT TO CHARTER A PUBLIC SCHOOL ACADEMY AND RELATED DOCUMENTS ISSUED TO: (A PUBLIC SCHOOL ACADEMY) OAKLAND UNIVERSITY CONTRACT TO CHARTER A PUBLIC SCHOOL ACADEMY AND RELATED DOCUMENTS ISSUED TO: MICHIGAN SCHOOL FOR THE ARTS (A PUBLIC SCHOOL ACADEMY) BY THE OAKLAND UNIVERSITY BOARD OF TRUSTEES (AUTHORIZING

More information

CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS

CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS CONTINUUM OF SPECIAL EDUCATION SERVICES FOR SCHOOL AGE STUDENTS No. 18 (replaces IB 2008-21) April 2012 In 2008, the State Education Department (SED) issued a guidance document to the field regarding the

More information

ILLINOIS DISTRICT REPORT CARD

ILLINOIS DISTRICT REPORT CARD -6-525-2- Hazel Crest SD 52-5 Hazel Crest SD 52-5 Hazel Crest, ILLINOIS 2 8 ILLINOIS DISTRICT REPORT CARD and federal laws require public school districts to release report cards to the public each year.

More information

REQUEST FOR PROPOSALS SUPERINTENDENT SEARCH CONSULTANT

REQUEST FOR PROPOSALS SUPERINTENDENT SEARCH CONSULTANT REQUEST FOR PROPOSALS SUPERINTENDENT SEARCH CONSULTANT Saint Paul Public Schools Independent School District # 625 360 Colborne Street Saint Paul MN 55102-3299 RFP Superintendent Search Consultant, St.

More information

Chapter 9 The Beginning Teacher Support Program

Chapter 9 The Beginning Teacher Support Program Chapter 9 The Beginning Teacher Support Program Background Initial, Standard Professional I (SP I) licenses are issued to teachers with fewer than three years of appropriate teaching experience (normally

More information

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education

CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION. Connecticut State Department of Education CONNECTICUT GUIDELINES FOR EDUCATOR EVALUATION Connecticut State Department of Education October 2017 Preface Connecticut s educators are committed to ensuring that students develop the skills and acquire

More information

APPENDIX A-13 PERIODIC MULTI-YEAR REVIEW OF FACULTY & LIBRARIANS (PMYR) UNIVERSITY OF MASSACHUSETTS LOWELL

APPENDIX A-13 PERIODIC MULTI-YEAR REVIEW OF FACULTY & LIBRARIANS (PMYR) UNIVERSITY OF MASSACHUSETTS LOWELL APPENDIX A-13 PERIODIC MULTI-YEAR REVIEW OF FACULTY & LIBRARIANS (PMYR) UNIVERSITY OF MASSACHUSETTS LOWELL PREAMBLE The practice of regular review of faculty and librarians based upon the submission of

More information

Moving the Needle: Creating Better Career Opportunities and Workforce Readiness. Austin ISD Progress Report

Moving the Needle: Creating Better Career Opportunities and Workforce Readiness. Austin ISD Progress Report Moving the Needle: Creating Better Career Opportunities and Workforce Readiness Austin ISD Progress Report 2013 A Letter to the Community Central Texas Job Openings More than 150 people move to the Austin

More information

Oklahoma State University Policy and Procedures

Oklahoma State University Policy and Procedures Oklahoma State University Policy and Procedures REAPPOINTMENT, PROMOTION AND TENURE PROCESS FOR RANKED FACULTY 2-0902 ACADEMIC AFFAIRS September 2015 PURPOSE The purpose of this policy and procedures letter

More information

IDEA FEDERAL REGULATIONS PART B, Additional Requirements, 2008

IDEA FEDERAL REGULATIONS PART B, Additional Requirements, 2008 IDEA FEDERAL REGULATIONS PART B, Additional Requirements, 2008 Final Rule December 1, 2008 Federal Register, Vol. 73, Number 231 http://www.wrightslaw.com/idea/law/fr.v73.n231.pdf Implementation Date:

More information

THE QUEEN S SCHOOL Whole School Pay Policy

THE QUEEN S SCHOOL Whole School Pay Policy The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.

More information

State Parental Involvement Plan

State Parental Involvement Plan A Toolkit for Title I Parental Involvement Section 3 Tools Page 41 Tool 3.1: State Parental Involvement Plan Description This tool serves as an example of one SEA s plan for supporting LEAs and schools

More information

House Finance Committee Unveils Substitute Budget Bill

House Finance Committee Unveils Substitute Budget Bill April 28, 2017 House Finance Committee Unveils Substitute Budget Bill On Tuesday, April 25, the House Finance Committee adopted a substitute version of House Bill 49, the budget bill for Fiscal Years (FY)

More information

Education in Armenia. Mher Melik-Baxshian I. INTRODUCTION

Education in Armenia. Mher Melik-Baxshian I. INTRODUCTION Education in Armenia Mher Melik-Baxshian I. INTRODUCTION Education has always received priority in Armenia a country that has a history of literacy going back 1,600 years. From the very beginning the school

More information

Kelso School District and Kelso Education Association Teacher Evaluation Process (TPEP)

Kelso School District and Kelso Education Association Teacher Evaluation Process (TPEP) Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) Kelso School District and Kelso Education Association 2015-2017 Teacher Evaluation Process (TPEP) TABLE

More information

Legal Technicians: A Limited License to Practice Law Ellen Reed, King County Bar Association, Seattle, WA

Legal Technicians: A Limited License to Practice Law Ellen Reed, King County Bar Association, Seattle, WA Legal Technicians: A Limited License to Practice Law Ellen Reed, King County Bar Association, Seattle, WA Washington State recently approved licensing "Legal Technicians" to practice family law and several

More information

FORT HAYS STATE UNIVERSITY AT DODGE CITY

FORT HAYS STATE UNIVERSITY AT DODGE CITY FORT HAYS STATE UNIVERSITY AT DODGE CITY INTRODUCTION Economic prosperity for individuals and the state relies on an educated workforce. For Kansans to succeed in the workforce, they must have an education

More information

2. Related Documents (refer to policies.rutgers.edu for additional information)

2. Related Documents (refer to policies.rutgers.edu for additional information) Policy Name: Clinical Affiliation Agreements Approval Authority: RBHS Chancellor Originally Issued: Revisions: 6/20/13 1. Who Should Read This Policy All Rutgers University research faculty and staff within

More information

Rules and Regulations of Doctoral Studies

Rules and Regulations of Doctoral Studies Annex to the SGH Senate Resolution no.590 of 22 February 2012 Rules and Regulations of Doctoral Studies at the Warsaw School of Economics Preliminary provisions 1 1. Rules and Regulations of doctoral studies

More information

ASCD Recommendations for the Reauthorization of No Child Left Behind

ASCD Recommendations for the Reauthorization of No Child Left Behind ASCD Recommendations for the Reauthorization of No Child Left Behind The Association for Supervision and Curriculum Development (ASCD) represents 178,000 educators. Our membership is composed of teachers,

More information

Intellectual Property

Intellectual Property Intellectual Property Section: Chapter: Date Updated: IV: Research and Sponsored Projects 4 December 7, 2012 Policies governing intellectual property related to or arising from employment with The University

More information

INDEPENDENT STUDY PROGRAM

INDEPENDENT STUDY PROGRAM INSTRUCTION BOARD POLICY BP6158 INDEPENDENT STUDY PROGRAM The Governing Board authorizes independent study as a voluntary alternative instructional setting by which students may reach curricular objectives

More information

IN-STATE TUITION PETITION INSTRUCTIONS AND DEADLINES Western State Colorado University

IN-STATE TUITION PETITION INSTRUCTIONS AND DEADLINES Western State Colorado University IN-STATE TUITION PETITION INSTRUCTIONS AND DEADLINES Western State Colorado University Petitions will be accepted beginning 60 days before the semester starts for each academic semester. Petitions will

More information

PUBLIC SCHOOL OPEN ENROLLMENT POLICY FOR INDEPENDENCE SCHOOL DISTRICT

PUBLIC SCHOOL OPEN ENROLLMENT POLICY FOR INDEPENDENCE SCHOOL DISTRICT PUBLIC SCHOOL OPEN ENROLLMENT POLICY FOR INDEPENDENCE SCHOOL DISTRICT Policy 423.1 This policy shall be administered in accordance with the state public school open enrollment law in sections 118.51 and

More information

ARKANSAS TECH UNIVERSITY

ARKANSAS TECH UNIVERSITY ARKANSAS TECH UNIVERSITY Procurement and Risk Management Services Young Building 203 West O Street Russellville, AR 72801 REQUEST FOR PROPOSAL Search Firms RFP#16-017 Due February 26, 2016 2:00 p.m. Issuing

More information

SHEEO State Authorization Inventory. Kentucky Last Updated: May 2013

SHEEO State Authorization Inventory. Kentucky Last Updated: May 2013 SHEEO State Authorization Inventory Kentucky Last Updated: May 2013 Please note: For purposes of this survey, the terms authorize and authorization are used generically to include approve, certify, license,

More information

Exclusions Policy. Policy reviewed: May 2016 Policy review date: May OAT Model Policy

Exclusions Policy. Policy reviewed: May 2016 Policy review date: May OAT Model Policy Exclusions Policy Policy reviewed: May 2016 Policy review date: May 2018 OAT Model Policy 1 Contents Action to be invoked by Senior Staff in Serious Disciplinary Matters 1. When a serious incident occurs,

More information

1.0 INTRODUCTION. The purpose of the Florida school district performance review is to identify ways that a designated school district can:

1.0 INTRODUCTION. The purpose of the Florida school district performance review is to identify ways that a designated school district can: 1.0 INTRODUCTION 1.1 Overview Section 11.515, Florida Statutes, was created by the 1996 Florida Legislature for the purpose of conducting performance reviews of school districts in Florida. The statute

More information

Charter School Reporting and Monitoring Activity

Charter School Reporting and Monitoring Activity School Reporting and Monitoring Activity All information and documents listed below are to be provided to the Schools Office by the date shown, unless another date is specified in pre-opening conditions

More information

Nova Scotia School Advisory Council Handbook

Nova Scotia School Advisory Council Handbook Nova Scotia School Advisory Council Handbook June 2017 Nova Scotia School Advisory Council Handbook Crown copyright, Province of Nova Scotia, 2017 The contents of this publication may be reproduced in

More information

Strategic Plan Update Year 3 November 1, 2013

Strategic Plan Update Year 3 November 1, 2013 Georgia Network for Educational and Therapeutic Support (GNETS) Strategic Plan Update Year 3 November 1, 2013 Introduction The Georgia Network for Educational and Therapeutic Support (GNETS) is comprised

More information

Subject: Regulation FPU Textbook Adoption and Affordability

Subject: Regulation FPU Textbook Adoption and Affordability AGENDA ITEM: V E Florida Polytechnic University Board of Trustees February 21, 2014 Subject: Regulation FPU-5.003 Textbook Adoption and Affordability Proposed Board Action Approve regulation FPU-5.003

More information

INDEPENDENT STATE OF PAPUA NEW GUINEA.

INDEPENDENT STATE OF PAPUA NEW GUINEA. Education Act 1983 (Consolidated to No 13 of 1995) [lxxxiv] Education Act 1983, INDEPENDENT STATE OF PAPUA NEW GUINEA. Being an Act to provide for the National Education System and to make provision (a)

More information

SHEEO State Authorization Inventory. Nevada Last Updated: October 2011

SHEEO State Authorization Inventory. Nevada Last Updated: October 2011 SHEEO State Authorization Inventory Nevada Last Updated: October 2011 Please note: For purposes of this survey, the terms authorize and authorization are used generically to include approve, certify, license,

More information

STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 2005 REVISED EDITION

STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 2005 REVISED EDITION Arizona Department of Education Tom Horne, Superintendent of Public Instruction STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 5 REVISED EDITION Arizona Department of Education School Effectiveness Division

More information

ARLINGTON PUBLIC SCHOOLS Discipline

ARLINGTON PUBLIC SCHOOLS Discipline All staff members of the Arlington Public Schools have authority to maintain the orderly behavior of students. Students in Arlington Public Schools are expected to demonstrate responsibility and self-discipline

More information

RAISING ACHIEVEMENT BY RAISING STANDARDS. Presenter: Erin Jones Assistant Superintendent for Student Achievement, OSPI

RAISING ACHIEVEMENT BY RAISING STANDARDS. Presenter: Erin Jones Assistant Superintendent for Student Achievement, OSPI RAISING ACHIEVEMENT BY RAISING STANDARDS Presenter: Erin Jones Assistant Superintendent for Student Achievement, OSPI Agenda Introductions Definitions History of the work Strategies Next steps Debrief

More information

Delaware Performance Appraisal System Building greater skills and knowledge for educators

Delaware Performance Appraisal System Building greater skills and knowledge for educators Delaware Performance Appraisal System Building greater skills and knowledge for educators DPAS-II Guide for Administrators (Assistant Principals) Guide for Evaluating Assistant Principals Revised August

More information

Description of Program Report Codes Used in Expenditure of State Funds

Description of Program Report Codes Used in Expenditure of State Funds Program Report Codes (PRC) A program report code (PRC) is an accounting term and is used for the allocation and accounting of funds. The PRCs (allocations) may change from year to year depending on the

More information

Personnel Administrators. Alexis Schauss. Director of School Business NC Department of Public Instruction

Personnel Administrators. Alexis Schauss. Director of School Business NC Department of Public Instruction Personnel Administrators Alexis Schauss Director of School Business NC Department of Public Instruction Delivering Bad News in a Good Way Planning Allotments are NOT Allotments Budget tool New Allotted

More information

I. General provisions. II. Rules for the distribution of funds of the Financial Aid Fund for students

I. General provisions. II. Rules for the distribution of funds of the Financial Aid Fund for students Rules and Regulations for the calculation, awarding and payment of financial aid for full-time and part-time students with awarding criteria and procedures at the Warsaw Film School I. General provisions

More information

School Improvement Fieldbook A Guide to Support College and Career Ready Graduates School Improvement Plan

School Improvement Fieldbook A Guide to Support College and Career Ready Graduates School Improvement Plan School Improvement Plan July 2012 Page 1 of 16 SCHOOL IMPROVEMENT PLAN School Name: Pickens High School District Name: Pickens County Principal Name: Chris LeMieux School Year: 2015-16 Title I Schoolwide

More information

Series IV - Financial Management and Marketing Fiscal Year

Series IV - Financial Management and Marketing Fiscal Year Series IV - Financial Management and Marketing... 1 4.101 Fiscal Year... 1 4.102 Budget Preparation... 2 4.201 Authorized Signatures... 3 4.2021 Financial Assistance... 4 4.2021-R Financial Assistance

More information

Cooper Upper Elementary School

Cooper Upper Elementary School LIVONIA PUBLIC SCHOOLS http://cooper.livoniapublicschools.org 215-216 Annual Education Report BOARD OF EDUCATION 215-16 Colleen Burton, President Dianne Laura, Vice President Tammy Bonifield, Secretary

More information

MINUTES. Kentucky Community and Technical College System Board of Regents. Workshop September 15, 2016

MINUTES. Kentucky Community and Technical College System Board of Regents. Workshop September 15, 2016 Board Members Present: Ms. Ellen R. Braden Mr. Robert G. Cooper Ms. Lisa V. Desmarais Dr. Angela Fultz Dr. Gail R. Henson Mr. Montre ale L. Jones Ms. Mary R. Kinney Mr. Barry K. Martin CALL TO ORDER MINUTES

More information

California Professional Standards for Education Leaders (CPSELs)

California Professional Standards for Education Leaders (CPSELs) Standard 1 STANDARD 1: DEVELOPMENT AND IMPLEMENTATION OF A SHARED VISION Education leaders facilitate the development and implementation of a shared vision of learning and growth of all students. Element

More information

Contract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4)

Contract Language for Educators Evaluation. Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Table of Contents (1) Purpose of Educator Evaluation (2) Definitions (3) (4) Evidence Used in Evaluation Rubric (5) Evaluation Cycle: Training (6) Evaluation Cycle: Annual Orientation (7) Evaluation Cycle:

More information

Meeting these requirements does not guarantee admission to the program.

Meeting these requirements does not guarantee admission to the program. .Eastern Connecticut State University, School of Education & Professional Studies Committee on Admission and Retention in Education (CARE) UNDERGRADUATE ELEMENTARY Teacher Certification Application Application

More information

IUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct

IUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct IUPUI Office of Student Conduct Disciplinary Procedures for Alleged Violations of Personal Misconduct Preamble IUPUI disciplinary procedures determine responsibility and appropriate consequences for violations

More information

REGULATIONS RELATING TO ADMISSION, STUDIES AND EXAMINATION AT THE UNIVERSITY COLLEGE OF SOUTHEAST NORWAY

REGULATIONS RELATING TO ADMISSION, STUDIES AND EXAMINATION AT THE UNIVERSITY COLLEGE OF SOUTHEAST NORWAY REGULATIONS RELATING TO ADMISSION, STUDIES AND EXAMINATION AT THE UNIVERSITY COLLEGE OF SOUTHEAST NORWAY Authorisation: Passed by the Joint Board at the University College of Southeast Norway on 18 December

More information

St. Mary Cathedral Parish & School

St. Mary Cathedral Parish & School Parish School Governance St. Mary Cathedral Parish & School School Advisory Council Constitution Approved by Parish Pastoral Council April 25, 2014 -i- Constitution of the St. Mary Cathedral School Advisory

More information

An Introduction to School Finance in Texas

An Introduction to School Finance in Texas An Introduction to School Finance in Texas May 12, 2010 Sheryl Pace TTARA Research Foundation space@ttara.org (512) 472-8838 Texas Public Education System 1,300 school districts (#1 in the nation) 1,025

More information

INTERSCHOLASTIC ATHLETICS

INTERSCHOLASTIC ATHLETICS INTERSCHOLASTIC ATHLETICS Participation by students in athletic competition is a privilege subject to Board policies and regulations. While the Board takes great pride in winning, it emphasizes and requires

More information

NC Education Oversight Committee Meeting

NC Education Oversight Committee Meeting NC Education Oversight Committee Meeting November 7, 2017 Nathan Currie, Superintendent Bridget Phifer, NCCA Board Chair Agenda School Demographics Achievements & Improvements Critical Needs Q&A Mission

More information

State Budget Update February 2016

State Budget Update February 2016 State Budget Update February 2016 2016-17 BUDGET TRAILER BILL SUMMARY The Budget Trailer Bill Language is the implementing statute needed to effectuate the proposals in the annual Budget Bill. The Governor

More information

A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners

A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners A Systems Approach to Principal and Teacher Effectiveness From Pivot Learning Partners About Our Approach At Pivot Learning Partners (PLP), we help school districts build the systems, structures, and processes

More information

Higher Education Six-Year Plans

Higher Education Six-Year Plans Higher Education Six-Year Plans 2018-2024 House Appropriations Committee Retreat November 15, 2017 Tony Maggio, Staff Background The Higher Education Opportunity Act of 2011 included the requirement for

More information

John F. Kennedy Middle School

John F. Kennedy Middle School John F. Kennedy Middle School CUPERTINO UNION SCHOOL DISTRICT Steven Hamm, Principal hamm_steven@cusdk8.org School Address: 821 Bubb Rd. Cupertino, CA 95014-4938 (408) 253-1525 CDS Code: 43-69419-6046890

More information

MANAGEMENT CHARTER OF THE FOUNDATION HET RIJNLANDS LYCEUM

MANAGEMENT CHARTER OF THE FOUNDATION HET RIJNLANDS LYCEUM MANAGEMENT CHARTER OF THE FOUNDATION HET RIJNLANDS LYCEUM Article 1. Definitions. 1.1 This management charter uses the following definitions: (a) the Executive Board : the Executive Board of the Foundation,

More information

Reference to Tenure track faculty in this document includes tenured faculty, unless otherwise noted.

Reference to Tenure track faculty in this document includes tenured faculty, unless otherwise noted. PHILOSOPHY DEPARTMENT FACULTY DEVELOPMENT and EVALUATION MANUAL Approved by Philosophy Department April 14, 2011 Approved by the Office of the Provost June 30, 2011 The Department of Philosophy Faculty

More information

UNIVERSITY OF BIRMINGHAM CODE OF PRACTICE ON LEAVE OF ABSENCE PROCEDURE

UNIVERSITY OF BIRMINGHAM CODE OF PRACTICE ON LEAVE OF ABSENCE PROCEDURE UNIVERSITY OF BIRMINGHAM CODE OF PRACTICE ON LEAVE OF ABSENCE PROCEDURE 1 Index of points 1. Introduction 2. Definition of Leave of Absence 3. Implications of Leave of Absence 4. Imposed Leave of Absence

More information

Kansas Adequate Yearly Progress (AYP) Revised Guidance

Kansas Adequate Yearly Progress (AYP) Revised Guidance Kansas State Department of Education Kansas Adequate Yearly Progress (AYP) Revised Guidance Based on Elementary & Secondary Education Act, No Child Left Behind (P.L. 107-110) Revised May 2010 Revised May

More information

School Leadership Rubrics

School Leadership Rubrics School Leadership Rubrics The School Leadership Rubrics define a range of observable leadership and instructional practices that characterize more and less effective schools. These rubrics provide a metric

More information

District English Language Learners (ELL) Plan

District English Language Learners (ELL) Plan 2016-2019 District English Language Learners (ELL) Plan Contact Person: Ms. Sheila Labissiere LEA: _FAMU Developmental Research School_ Email: Sheila.Labissiere@famu.edu Phone: 850-412-5821 or 850-412-5930

More information

Audit Documentation. This redrafted SSA 230 supersedes the SSA of the same title in April 2008.

Audit Documentation. This redrafted SSA 230 supersedes the SSA of the same title in April 2008. SINGAPORE STANDARD ON AUDITING SSA 230 Audit Documentation This redrafted SSA 230 supersedes the SSA of the same title in April 2008. This SSA has been updated in January 2010 following a clarity consistency

More information

University of Essex Access Agreement

University of Essex Access Agreement University of Essex Access Agreement Updated in August 2009 to include new tuition fee and bursary provision for 2010 entry 1. Context The University of Essex is academically a strong institution, with

More information

EDUCATIONAL ATTAINMENT

EDUCATIONAL ATTAINMENT EDUCATIONAL ATTAINMENT By 2030, at least 60 percent of Texans ages 25 to 34 will have a postsecondary credential or degree. Target: Increase the percent of Texans ages 25 to 34 with a postsecondary credential.

More information

BYLAWS of the Department of Electrical and Computer Engineering Michigan State University East Lansing, Michigan

BYLAWS of the Department of Electrical and Computer Engineering Michigan State University East Lansing, Michigan BYLAWS of the Department of Electrical and Computer Engineering Michigan State University East Lansing, Michigan 48824-1226 ADOPTED 9-24-71 AMENDED 2-3-72 5-31-77 4-26-83 2-10-88 6-7-90 5-5-94 4-27-95

More information

Application for Fellowship Leave

Application for Fellowship Leave PDF Fill-In Form: Type On-Screen, then Print for Signatures and Chair Approvals Brooklyn College (2018-2019 Academic Year) Application for Fellowship Leave Instructions for Applicant: Please complete Sections

More information

Consumer Information Boot Camp

Consumer Information Boot Camp Consumer Information Boot Camp AARON LACEY PARTNER, HIGHER EDUCATION PRACTICE THOMPSON COBURN LLP Aaron D. Lacey o Partner, Higher Education Practice, Thompson Coburn LLP. Higher Education Practice o Provide

More information

Short Term Action Plan (STAP)

Short Term Action Plan (STAP) Short Term Action Plan (STAP) 10/14/2017 1 Managing Complex Change Vision Skills Incentives Resources Action Plan Assessment Meaningful Change Skills Incentives Resources Action Plan Assessment Confusion

More information

Learn & Grow. Lead & Show

Learn & Grow. Lead & Show Learn & Grow Lead & Show LAKE WINDWARD ELEMENTARY STRATEGIC PLAN SY 2015/16 SY 2017/18 APPROVED AUGUST 2015 SECTION I. Strategic Planning Background and Approach In May 2012, the Georgia Board of Education

More information

Annual Report to the Public. Dr. Greg Murry, Superintendent

Annual Report to the Public. Dr. Greg Murry, Superintendent Annual Report to the Public Dr. Greg Murry, Superintendent 1 Conway Board of Education Ms. Susan McNabb Mr. Bill Clements Mr. Chuck Shipp Mr. Carl Barger Dr. Adam Lamey Dr. Quentin Washispack Mr. Andre

More information

IMPERIAL COLLEGE LONDON ACCESS AGREEMENT

IMPERIAL COLLEGE LONDON ACCESS AGREEMENT IMPERIAL COLLEGE LONDON ACCESS AGREEMENT BACKGROUND 1. This Access Agreement for Imperial College London is framed by the College s mission, our admissions requirements and our commitment to widening participation.

More information

AB104 Adult Education Block Grant. Performance Year:

AB104 Adult Education Block Grant. Performance Year: AB104 Adult Education Block Grant Performance Year: 2015-2016 Funding source: AB104, Section 39, Article 9 Version 1 Release: October 9, 2015 Reporting & Submission Process Required Funding Recipient Content

More information

Definitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties

Definitions for KRS to Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties 158.842 Definitions for KRS 158.840 to 158.844 -- Committee for Mathematics Achievement -- Membership, purposes, organization, staffing, and duties of committee -- Report to Interim Joint Committee on

More information

School Year Enrollment Policies

School Year Enrollment Policies 1 2018 19 School Year Enrollment Policies BASIS Schools, Inc. operates open-enrollment public charter schools which do not charge tuition and do not administer entrance examinations. BASIS Schools, Inc.

More information

SPORTS POLICIES AND GUIDELINES

SPORTS POLICIES AND GUIDELINES April 27, 2010 SPORTS POLICIES AND GUIDELINES I. POLICY AND INTENT A. Eligibility Residents of Scarsdale and the Mamaroneck Strip ( residents of Scarsdale ) and students who attend the Scarsdale Public

More information

EDUCATION AND DECENTRALIZATION

EDUCATION AND DECENTRALIZATION EDUCATION AND DECENTRALIZATION Skopje, 2006 Education and Decentralization: User-friendly Manual Author: Jovan Ananiev, MSc. Project management: OSCE Spillover Monitor Mission to Skopje/Confidence Building

More information

Glenn County Special Education Local Plan Area. SELPA Agreement

Glenn County Special Education Local Plan Area. SELPA Agreement Page 1 of 10 Educational Mental Health Related Services, A Tiered Approach Draft Final March 21, 2012 Introduction Until 6-30-10, special education students with severe socio-emotional problems who did

More information

Trends & Issues Report

Trends & Issues Report Trends & Issues Report prepared by David Piercy & Marilyn Clotz Key Enrollment & Demographic Trends Options Identified by the Eight Focus Groups General Themes 4J Eugene School District 4J Eugene, Oregon

More information