Legislative Session number- 83

Bill Name: SF0639

E Relating to education ARTICLE 1 � REPEAL OF PROFILE OF LEARNING; STATEWIDE
ACCOUNTABILITYRepealing and replacing the profile of learning; prohibiting the
+commissioner of children, families and learning (CFL) from implementing the
+profile of learning portions of the results oriented graduation rule; requiring
+and providing for the commissioner to adopt statewide rules establishing
educational standards, specifying certain learning areas required for+ statewide
accountability and requiring specific legislative authorization to +amend or
repeal the rules; requiring individualized education plan (IEP) teams+ to
establish alternative standards for students requiring special +education;
specifying certain required and minimal standards; requiring the +commissioner
to develop assessments for the required learning areas using state +constructed
tests developed from and aligned with the standards, specifying +certain
assessment requirements, requiring alternative assessments for +students with
disabilities or limited English proficiency (LEP); requiring schools,+ school
districts and charter schools to administer statewide assessments +using student
performance to evaluate student progress in achieving high standards +in the
required learning areas; modifying certain graduation rule +requirements;
modifying certain statewide testing and reporting procedures; +requiring and
providing for the commissioner to adopt rules establishing school and+ district
accountability measures, requiring use of certain specified +indicators to
measure school performance and requiring specific legislative +authorization to
amend or repeal the rules, requiring students to satisfy certain +participation
requirements to demonstrate adequate yearly progress, specifying +certain
adequate yearly progress components for progress demonstration and determination
purposes and certain duties of the commissioner and +prescribing a formula for
determination of the school or district proficiency +index; providing for
designation of schools and districts as under review, +low performing, meeting
expectations, excellent or superior, authorizing +appeal of designations to the
accountability advisory council; providing for +the designation of persistently
dangerous schools based on certain +dangerous offenses or incidents, authorizing
appeal; providing for teacher +quality, specifying certain quality requirements
for teachers and certain paraprofessionals, requiring board of teaching review
of Praxis test +passing criteria and scores for comparison with other states;
specifying +certain school report card and school district reporting
requirements; providing for determination of the district of student enrollment
for +accountability purposes; establishing the accountability advisory council,
+specifying membership requirements and duties, requiring annual reports to the
+legislature on appeals, sunset; repealing certain rules establishing minimum
+requirements for earning a high school diploma ARTICLE 2 � COMMISSIONER'S
DUTIES Requiring the commissioner of children, families and learning (CFL)
+after consultation with certain stakeholders including parents, teachers,
+school board members, post-secondary faculty, business community
+representatives and national associations of teachers to provide
recommendations to the +legislature by a certain date on high educational
standards and to present to the legislature proposed rules and amendments to or
repeals of existing +rules for educational excellence and accountability
purposes, requiring +legislative authorization for the commissioner to adopt new
rules or amend or +repeal existing rules; requiring the commissioner to develop
a methodology +for using portions of the tests in the subject areas of reading
and mathematics+ for grade students to meet federal accountability requirements
and to develop procedures for students not initially meeting the state basic
skills requirement; authorizing the commissioner to refer to the key
+understandings developed as part of a revision of the profile of learning by
the +mid-continent regional educational laboratory to provide grade level
banding for +the state standards ARTICLE 3 � REQUIRED: READING, VIEWING
AND LISTENINGRequiring students to demonstrate an understanding of written and
+spoken words to comprehend essential ideas; specifying certain primary,
+intermediate, middle school and high school reading, viewing and listening
demonstration requirements for comprehension purposes ARTICLE 4 � REQUIRED:
WRITING AND SPEAKINGRequiring students to write and speak effectively for a
variety of +purposes and audiences; specifying certain primary, intermediate,
middle school +and high school writing and speaking demonstration requirements
for an +understanding of the writing process and of strategies for effective
speaking; +providing an interpersonal communications option for high school
students to +communicate effectively in interpersonal situations ARTICLE 5 �
REQUIRED: MATHEMATICAL CONCEPTS AND APPLICATIONSSpecifying certain shape, space
and measurement concept requirements +for students in primary, intermediate,
middle school and high school +grades; requiring students in the primary,
intermediate and middle school +grades to develop certain number concepts to
solve problems and justify +reasoning and high school students to demonstrate an
understanding of certain +mathematical concepts to make critical judgments,
predictions or decisions and to +solve technical problems ARTICLE 6 �
REQUIRED: SCIENTIFIC CONCEPTS AND APPLICATIONSRequiring students in primary,
intermediate, middle school and high +school grades to demonstrate an
understanding of certain scientific concepts+ to develop a foundation for
science literacy, to identify and analyze +interactions and interdependence of
living systems, to investigate living and +environmental systems at a molecular
level and to investigate and analyze earth and+ space systems through concepts,
theories and principles ARTICLE 7 � REQUIRED: SOCIAL SCIENCESRequiring
students in primary, intermediate, middle school and high +school grades to
understand the interaction of individual, family, school, +community and place
and the influences on historic events, to analyze current +events and to
understand the responsibilities of citizenship ARTICLE 8 � REQUIRED: ARTS
AND LITERATURERequiring and providing for primary and intermediate students to
use +artistic processes to create, perform and interpret art works in the areas
of +dance, music, theater and visual arts and middle and high school students
to+ use artistic processes to analyze and interpret a variety of works in the+
same areas, adding the areas of literature, creative writing and media +arts to
the requirements for high school students and specifying certain artistic
expression and interpretation demonstration requirements for students+ in all
grades ARTICLE 9 � ECONOMICS, TECHNOLOGY AND SYSTEMS MANAGEMENTProviding for
the exposure of students in the primary grades to the +basic concepts of the
technological world, for intermediate students to +explore and apply the
technologies and to manage resources as a team to produce +products or services,
for middle school students to participate in the +development and creation of
technological products and to understand the impact of +various purchases and
effectively manage personal and financial resources and+ for high school
students to investigate the interaction and interdependence of+ natural and
managed systems, to apply principles of personal and family +resource management
and the fundamentals of business management, to analyze +and apply financial
systems, information and basic accounting principles, to +develop expertise in
the design, diagnosis, and operation of technical +systems and to understand the
use of scarce resources to satisfy unlimited wants and+ needs; specifying
certain ability demonstration requirements of all students ARTICLE 10 �
OPTIONAL: HEALTH, PHYSICAL EDUCATION AND CAREER +AWARENESSProviding for primary
students to understand and participate in +activities promoting personal health
and fitness, motor skills development and +awareness of self and the world, for
intermediate students to use decision +making models to promote personal health,
to participate in activities to develop +motor skills and physical fitness and
to explore a goal setting and +decision making process for future choices, for
middle school students to make +informed decisions based on valid information to
promote personal health and +nutrition, to understand fitness planning, to
participate in physical activities+ to develop motor skills and to explore
career options and for high +school students to understand training and movement
principles, to apply decision +making processes to develop and implement a plan
to achieve fitness, to +investigate career choices and to experience authentic
work situations; +specifying certain understanding and ability demonstration
requirements of all students ARTICLE 11 � INQUIRY AND RESEARCHSpecifying
certain observation and investigation requirements of +primary and intermediate
students, certain direct observation requirements of +middle school students and
a social science and mathematics research process for +high school students,
requiring high school students to analyze perspectives on +issues and to
synthesize the findings, to understand history from a written +perspective and
through arts and culture, to use observation and theory to study +natural
systems, human interaction, learning or development, to develop and +implement a
plan to start a business or organization and to participate in +product
development and field studies; specifying certain ability +demonstration
requirements of all students ARTICLE 12 � WORLD LANGUAGES Providing for
the exposure of primary students to languages other +than English and for
demonstration of an understanding of the technical concepts +of language, for
intermediate students to explore and begin to +communicate in a language other
than English and to demonstrate an understanding of +symbols representing ideas,
quantities, elements and actions, for middle +school students to communicate in
a language other than English on familiar +topics and to demonstrate an
understanding of the basic features and symbols of +a technical language and
high school students to communicate in a +language other than English on a
variety of topics and to comprehend and communicate+ using a universal technical
language; specifying certain understanding and +ability demonstration
requirements of all students (ra, ja)