SUMMARY:  As passed by the House and Senate and signed by Governor.

Provides for grants to systems to develop joint enrollment programs between high schools and post secondary institutions allowing the awarding of both secondary and postsecondary credits.  School districts that qualify for such grants (if funds appropriated by the General Assembly) must comply with certain requirements.

REQUIREMENTS:

Applies to all schools:

• Student performance at the advanced proficiency/honors level on any assessments required for purposes for high school graduation shall be recognized as:
  • meeting postsecondary entrance test requirements and as qualifying students to enroll in postsecondary course work in accordance with policies and requirements established by the State Board, Board of Regents, and Board of Technical and Adult Education.
• Secondary and postsecondary credit shall be awarded immediately upon successful completion of any articulated or dual enrollment course in accordance with policies and requirements established by the above agencies.
• Beginning with the 2010-11 school year, students in grades 6, 7, 8 shall be provided counseling, advisement, career awareness, career interest inventories and information to assist them in evaluating their academic skills and career interests.
• Before the end of the second semester of the eighth grade, students shall develop an individual graduation plan in consultation with parents, guardians, or individuals appointed by the parents or guardians.  High school students shall be provided guidance advisement, and counseling annually that will enable them to successfully complete their individual graduation plans.
  • An individual graduation plan shall be reviewed annually, and revised, if appropriate, upon approval by the student and the student's parent or guardian with guidance from the student's school counselor or teacher adviser. An individual graduation plan may be changed at any time throughout a student's high school career upon approval by the student and the student's parent or guardian with guidance from the student's school counselor or teacher adviser.
  • An individual graduation plan shall:
    • (1) Include rigorous academic core subjects and focused course work in mathematics and science or in humanities, fine arts, and foreign language or sequenced career pathway course work;
    • (2) Incorporate provisions of a student's Individualized Education Program (IEP), where applicable;
    • (3) Align educational and broad career goals and a student's course of study;
    • (4) Be based on the student's selected academic and career focus area as approved by the student's parent or guardian;
    • (5) Include experience based, career oriented learning experiences which may include,but not be limited to, internships, apprenticeships, mentoring, co-op education, and service learning;
    • (6) Include opportunities for postsecondary studies through articulation, dual enrollment, and joint enrollment;
    • (7) Be flexible to allow change in the course of study but be sufficiently structured to meet graduation requirements and qualify the student for admission to postsecondary education; and
    • (8) Be approved by the student and the student's parent or guardian with guidance from the student's school counselor or teacher adviser.
• The State Board shall consider the passage by a student of an approved industry certification or state licensure examination when considering whether to grant the student a variance or one or more portions of the Georgia High School Graduation Test, providing the student has attempted and failed to pass the relevant portion of the test at least four times.

Applies to schools receiving school improvement grants to be established under this legislation (if funds appropriated by the General Assembly):

• The State Board of Education shall establish a competitive grant program for local school systems to implement school reform measures in selected high schools; the State Board shall establish grant criteria, with priority for reform grants given to chronically low-performing schools; the Board shall develop a model program for such schools which shall include various curricula proven to be effective for at risk students; the Board shall develop rules to make such high schools more relevant and effective (see legislation for details).
• High schools that receive grants under this program shall:
  • Provide focus programs of study in designed to foster artistic creativity, critical thinking, and self-discipline.  Such programs may be provided at a choice technical high school, career academy, traditional high school, technical school, or public college or university. 
    • Such programs of study shall include four years of in depth studies of mathematics, Algebra I and higher, and four years of English; humanities, fine arts and foreign language; or a career pathway leading to an employer certification exam in a high demand area.
  • Implement a teacher adviser system.
  • Provide students information on educational programs offered at a variety of venues; provide field trips, speakers, job shadowing, etc.
  • Disabled students who complete the IEP shall be deemed to meet the above requirements.
• Individual graduation plans will be required of high school students (see above).

POINTS TO CONSIDER:.

• Mandated graduation plans will require additional resources in order to monitor and modify such plans.
• The bill will require extensive policy, support, and other actions by the Department of Education and postsecondary entities.
• Development of academic offerings, including industry certification, will be expensive. If funded, grants will be available to help offset the cost.
• Implementation of the program is subject to appropriations by the General Assembly.
• Additional reporting and training is required of local school staff.

EFFECTIVE DATE:

July 1, 2010   Provisions of the legislation are effective on other dates.