SUMMARY:  Brought back from the 2009-1010 session in amended form, his bill aims to improve the high school graduation rate and to improve preparedness for postsecondary education and careers by requiring individual graduation plans, providing a reform grant program subject to appropriations that will have requirements for participating school systems.  It also provides for exemptions from certain portions of the GHSGT and EOCT’s.

REQUIREMENTS:

• A score of advanced proficiency/honors on the GHSGT or EOCT’s  will be recognized as:
  • Meeting postsecondary entrance test requirements, and
  • Qualifying students to enroll in postsecondary course work offered by SBOE, the Board of Regents and the State Board of Technical and Adult Education.
• Credit can be awarded to such students for articulated or dual enrollment courses.
• Starting this fall, 6-8 students must be provided a career education program and information to assist them in evaluating their academic skills and interests.
• By the end of 8^th grade, an individualized graduation plan must be in place, written in conjunction with parents/guardians.  The plans will be updated annually.  They must include:
  • Rigorous core subjects, focused math and science courses, humanities, fine arts and foreign language or sequenced career pathway course work;
  • Incorporation of IEP, if applicable;
  • Aligned educational and broad career goals and student’s course of study;
  • Reflection of student’s selected academic and career focus as approved by parent/guardian;
  • Experience-based activities which may include internships, apprenticeships, mentoring, co-op education and service learning;
  • Opportunities for postsecondary studies through articulation, dual enrollment, and joint enrollment;
  • Flexibility for changes, but structure to meet graduation requirements and qualification to enter postsecondary education;
  • Approval of student and parent/guardian with counselor’s or advisor’s guidance.
• Subject to approval of the General Assembly, the SBOE will have to establish a competitive grant program  to reform chronically low-performing high schools.  It must include programs and curricula that have proven to be effective for at-risk students and must focus on:
  • Identification of students at-risk for promotion or dropping out;
  • Keeping 9^th graders in school with fewer failures;
  • Increasing reading and math skills by the end of 9^th grade;
  • Assisting students and parents in preparing the graduation and career focused program of study;
  • Improving learning and applying study skills, coping skills, and other skills needed for successful adulthood.
• The at-risk model program must include:
  • Diagnostic academic assessments;
  • Process for identifying at-risk students that ensures no group is disproportionately represented;
  • An evaluation component
• The at-risk model may include components aimed at successful ninth grade experiences:
  • Flexible schedules to allow more time studying reading and math;
  • Student-teacher ratios no higher than any other high school grade level;
  • Using experienced and effective teachers as leaders in teams;
  • Assigning students teacher mentors;
  • Utilizing mini-projects.
• The SBOE must pass rules and regulations for chronically low-performing high schools receiving a reform grant to focus on:
  • Setting high expectations for all;
  • Personalizing graduation plans for students;
  • Developing small learning communities or career academies;
  • Using project-based instruction;
  • Fostering collaboration among academic and career/tech teachers;
  • Implementing nontraditional scheduling for 9^th graders behind in their grade level;
  • Promoting parental involvement;
  • Training teachers to work with at-risk students and their parents/guardians.

NOTE:  There was no appropriation for the reform grants.  The only portion of the law that will require immediate action is the career education program and individual graduation plans by the end of 8^th grade.