08 LC
33 2630S
The
Senate Education and Youth Committee offered the following substitute to HB
905:
A
BILL TO BE ENTITLED
AN ACT
AN ACT
To
amend Article 6 of Chapter 2 of Title 20 of the Official Code of Georgia
Annotated, relating to the "Quality Basic Education Act," so as to enact the
"Building Resourceful Individuals to Develop Georgia´s Economy Act" to
develop programs to improve graduation rates and to improve the preparedness of
students for postsecondary education and careers; to provide for definitions; to
provide for the development of focused programs of study; to provide for model
programs for students at risk of dropping out of high school; to train school
counselors and graduation coaches to provide for educational counseling and
career awareness programs for students; to establish a reform grant program; to
require local school systems which receive a reform grant to comply with certain
requirements; to provide for high school completion rate goals in the state
accountability system; to provide for rules and regulations; to provide for
exemptions from certain portions of the high school graduation test and
end-of-course assessments; to amend Part 7 of Article 7 of Chapter 3 of Title 20
of the Official Code of Georgia Annotated, relating to HOPE scholarships and
grants, so as to revise a definition and add a definition; to provide that
enrollment in postsecondary courses at a branch of the Georgia Department of
Technical and Adult Education will not count against the hourly caps for HOPE
grants; to amend Article 2 of Chapter 4 of Title 20 of the Official Code of
Georgia Annotated, relating to technical and adult education, so as to enact the
"Career Academies Act of 2008"; to provide for legislative intent; to provide
for definitions; to provide for the disbursement of funds by the State Board of
Technical and Adult Education for career academies established as charter
schools; to provide for eligibility criteria; to provide for an annual report;
to provide for related matters; to repeal conflicting laws; and for other
purposes.
BE
IT ENACTED BY THE GENERAL ASSEMBLY OF GEORGIA:
SECTION
1.
Article
6 of Chapter 2 of Title 20 of the Official Code of Georgia Annotated, relating
to the "Quality Basic Education Act," is amended by adding a new part to read as
follows:
"Part
16
20-2-325.
This
part shall be known and may be cited as the 'Building Resourceful Individuals to
Develop Georgia´s Economy Act.'
20-2-326.
For
purposes of this part, the term:
(1)
'Career academy' means a specialized charter school established by a local board
of education or a group of local boards of education in cooperation with one or
more postsecondary institutions and approved by the State Board of Education in
accordance with Article 31 of this chapter.
(2)
'Choice technical high school' means a high school, other than the high school
to which a student is assigned by virtue of his or her residence and attendance
zone, which is designed to prepare a high school student for postsecondary
education and for employment in a career field. A choice technical high school
may be operated by a local school system or a technical college. A choice
technical high school may also be operated as a charter school under a
governance board composed of parents, employers, and representatives from the
local board of education.
(3)
'Chronically low-performing high school' means a public high school in this
state with a graduation rate less than 60 percent, as determined in accordance
with methodology established by the National Governors Association´s
Compact on High School Graduation Data, for three consecutive
years.
(4)
'Focused program of study' means a rigorous academic core combined with either a
focus in mathematics and science; a focus in humanities, fine arts, and foreign
language; or a coherent sequence of career pathway courses that is aligned with
graduation requirements established by the State Board of Education and
curriculum requirements established pursuant to Part 2 of this article, that
prepares a student for postsecondary education or immediate employment after
high school graduation, and that is in accordance with the requirements of
paragraph (1) of Code Section 20-2-328.
(5)
'Graduation plan' means a student specific plan developed in accordance with
Code Section 20-2-329.1 detailing the courses necessary for a high school
student to graduate from high school and to successfully transition to
postsecondary education and the work force.
(6)
'Industry certification' means a process of program evaluation that ensures that
individual programs meet industry standards in the areas of curriculum, teacher
qualification, lab specifications, equipment, and industry
involvement.
(7)
'Small learning community' means an autonomous or semiautonomous small learning
environment within a large high school which is made up of a subset of students
and teachers for a two, three, or four-year period. The goal of a small
learning community is to achieve greater personalization of learning with each
community led by a principal or instructional leader. A small learning
community blends academic studies around a broad career or academic theme where
teachers have common planning time to connect teacher assignments and
assessments to college and career readiness standards. Students voluntarily
apply for enrollment in a small learning community but must be accepted and such
enrollment must be approved by the student´s parent or guardian. A small
learning community also includes a career academy organized around a specific
career theme which integrates academic and career instruction, provides
work-based learning opportunities, and prepares students for postsecondary
education and employment, with support through partnerships with local
employers, community organizations, and postsecondary institutions.
(8)
'Technical college' means a branch of the Department of Technical and Adult
Education.
20-2-327.
(a)(1)
No later than July 1, 2009, the Department of Education shall develop and the
State Board of Education shall approve curriculum frameworks for focused
programs of study in accordance with a phase-in schedule as determined by the
state board.
(2)
Focused programs of study that are in high demand, high skill, and high wage
academic and career fields shall be given priority and may include, but are not
limited to:
(A)
Aerospace;
(B)
Health care and elderly care;
(C)
Agribusiness;
(D)
Life science;
(E)
Energy and environmental;
(F)
Logistics and transportation;
(G)
Information and technology;
(H)
Teacher education training;
(I)
Technology and engineering;
(J)
Science and mathematics; and
(K)
Humanities and fine arts.
(3)
The department shall include in the curriculum frameworks the flexibility for a
student to pursue a focused program of study, utilizing courses offered within a
career or academic focus area at the school of attendance, at a career academy,
at a technical college, at a public two-year or four-year college, at a work
site under an apprenticeship cooperative education program, and at other
settings approved by the State Board of Education, as appropriate.
(4)
For each career pathway focused program of study identified pursuant to this
subsection, the department shall, in collaboration with the Department of
Technical and Adult Education, recommend a curriculum framework when feasible,
aligned to enhance dual enrollment, course transferability, and career
readiness. No later than July 1, 2010, the State Board of Education, in
collaboration with the Department of Technical and Adult Education, shall
establish a process for certifying all career pathway focused programs of study
receiving state funds by using national certifying agencies where they exist and
developing state industry-certifying panels in career pathways where no national
certifying agency exists. The certification process shall, at a minimum,
validate that a program of study´s curriculum meets industry standards
where applicable, that its teachers hold current industry certification where
applicable, and that its facilities, equipment, and software are adequate to
teach the curriculum.
(b)(1)
The State Board of Education shall develop an evidence based model program for
chronically low-performing high schools receiving a reform grant pursuant to
subsection (f) of this Code section for addressing at-risk students, which
shall include various programs and curricula proven to be effective for at-risk
students focusing on:
(A)
Identification of students at risk for being poorly prepared for the next grade
level or for dropping out of school;
(B)
Strengthening retention of ninth grade students in school and reducing high
failure rates;
(C)
Improving more student performance to grade level standards in reading and
mathematics by the end of ninth grade;
(D)
Assisting students and their parents or guardians in setting an outcome career
and educational goal and identifying a focused program of study to achieve such
goal; and
(E)
Assisting students in learning and applying study skills, coping skills, and
other habits that produce successful students and adults.
(2)
The at-risk model program shall include:
(A)
Diagnostic assessments to identify strengths and weaknesses in the core academic
areas;
(B)
A process for identifying these students, closely monitored by the Department of
Education in collaboration with local school systems to ensure that students are
being properly identified and provided timely, appropriate guidance and
assistance and to ensure that no group is disproportionately represented;
and
(C)
An evaluation component in each high school to ensure the programs are providing
students an opportunity to graduate with a high school diploma.
(3)
The at-risk model program may include various components designed to result in
more students facilitating a successful start in high school and passing the
ninth grade such as:
(A)
Utilizing a flexible schedule that increases students´ time in core
language arts/reading and mathematics studies designed to eliminate academic
deficiencies;
(B)
Maintaining a student-teacher ratio in ninth grade that is no higher than any
other grade level ratio in high school;
(C)
Utilizing experienced and effective teachers as leaders for teacher teams in
ninth grade to improve instructional planning, delivery, and re-teaching
strategies;
(D)
Assigning students to a teacher mentor who will meet with them frequently to
provide planned lessons on study skills and other habits of success that help
students become independent learners and who will help them receive the
assistance they need to successfully pass the ninth grade; and
(E)
Including ninth grade career courses which incorporate a series of miniprojects
throughout the school year that require the application of ninth grade level
reading, mathematics, and science skills to complete while students learn to use
a range of technology and help students explore a range of educational and
career options that will assist them in formulating post high school goals and
give them a reason to stay in school and work toward achieving their stated
goals.
(c)
No later than July 1, 2009, the State Board of Education shall promulgate rules
and regulations for chronically low-performing high schools receiving a reform
grant pursuant to subsection (f) of this Code section to make the high schools
more relevant to and effective for all students. Such rules shall encourage
high schools to implement a comprehensive school reform research based model
that focuses on:
(1)
Setting high expectations for all students;
(2)
Personalizing graduation plans for students;
(3)
Developing small learning communities or career academies with a rigorous
academic foundation and emphasis in broad career fields of study;
(4)
Using project based instruction embedded with strong academics to improve
relevancy in learning;
(5)
Fostering collaboration among academic and career/technical
teachers;
(6)
Implementing nontraditional scheduling in ninth grade for students behind in
their grade level;
(7)
Promoting parental involvement; and
(8)
Training teachers to work with low-performing students and their parents or
guardians.
(d)
The Department of Education shall for chronically low-performing high schools
receiving a reform grant pursuant to subsection (f) of this Code section provide
training school counselors and graduation coaches about high demand, high skill,
and high wage opportunities for bachelor´s degrees, associate´s
degrees, and certificates, how a combination of rigorous academic and technical
courses can prepare students for these fields, and how to organize a teacher
adviser system that engages teachers in working with a core group of students
and their parents or guardians in setting goals, identifying individual programs
of study, and establishing individual graduation plans to achieve those goals.
The plan shall include strategies for school counselors, graduation coaches, and
teacher advisers to effectively involve parents or guardians in the educational
and career guidance process and in the development of individual graduation
plans. Upon request by any local school system, training may be given to school
counselors and graduation coaches in any high school.
(e)
Subject to appropriations 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 schools pursuant to this part. The
state board shall establish program requirements in accordance with the
provisions of this article and shall establish grant criteria, which shall
include that priority for reform grants shall be given to chronically
low-performing high schools.
20-2-328.
High
schools that receive a reform grant pursuant to subsection (f) of Code Section
20-2-327 shall:
(1)
Provide focused programs of study which are designed to provide a well-rounded
education for students by fostering artistic creativity, critical thinking, and
self-discipline through the teaching of academic content, knowledge, and skills
that students will use in the workplace, further education, and life. The
focused programs of study, whether provided at a choice technical high school,
a career academy, a traditional high school, or on site at a technical college,
shall be aligned with graduation requirements established by the State Board of
Education and curriculum requirements established pursuant to Part 2 of this
article, which shall include, at a minimum, four years of mathematics, Algebra I
and higher, and four years of English, with an emphasis on developing reading
and writing skills to meet college and career readiness standards;
(2)
Implement a teacher adviser system where an individual professional educator in
the school assists a small group of students and their parents or guardians
throughout the students´ high school careers to set postsecondary goals and
help them prepare programs of study, utilizing assessments and other data to
track academic progress on a regular basis; communicates frequently with parents
or guardians; and provides advisement, support, and encouragement as
needed;
(3)
Beginning in the 2009-2010 school year, provide students in the eighth through
twelfth grades information on educational programs offered in high school, in
technical and community colleges, in colleges and universities, and through
apprenticeship programs and how these programs can lead to a variety of career
fields. Local school systems shall provide opportunities for field trips,
speakers, educational and career information centers, job shadowing, and
classroom centers to assist students and their parents or guardians, with
guidance from school counselors and teacher advisers, in developing a tentative
individual high school graduation plan as provided for in Code Section
20-2-329.1 by the end of the student´s ninth grade school year. Such
individual graduation plan shall be reviewed annually, and revised, if
appropriate, upon approval by the student, the student´s school counselor
or teacher adviser, and the student´s parent or guardian;
(4)
Enroll students no later than tenth grade into one of the following options for
earning a high school diploma and preparing students for postsecondary education
and a career:
(A)
A structured program of academic study with in-depth studies in mathematics and
science or in humanities, fine arts, and foreign language; or
(B)
A structured program of academic study with in-depth studies in a career pathway
that leads to passing an employer certification exam in a high demand, high
skill, or high wage career field or to an associate´s degree or
bachelor´s degree.
The
awarding of a special education diploma to any disabled student who has not
completed all of the requirements for a high school diploma, but who has
completed his or her Individualized Education Program (IEP) shall be deemed to
meet the requirements of this paragraph;
(5)
Implement the at-risk model program developed by the State Board of Education
pursuant to paragraph (1) of subsection (b) of Code Section
20-2-327;
(6)
Comply with the rules and regulations promulgated by the State Board of
Education for chronically low-performing high schools pursuant to subsection (c)
of Code Section 20-2-327; and
(7)
Schedule annual conferences to assist parents or guardians and their children in
setting educational and career goals and creating individual graduation plans
beginning with students in the eighth grade and continuing through high school.
These conferences shall include, but are not limited to, assisting the student
in identifying educational and career interests and goals, selecting a career
and academic focus area, and developing an individual graduation
plan.
20-2-329.
No
later than July 1, 2009, the Office of Student Achievement shall include in the
accountability system provided for in Part 3 of Article 2 of Chapter 14 of this
title emphasis on improving student achievement and increasing high school
graduation rates, with the goal of having all public high schools in Georgia
reach at least a 90 percent high school completion rate, which shall include
completion by the end of the summer following a student´s senior year, by
July 1, 2019, with annual incremental targets.
20-2-329.1.
(a)
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.
(b)
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.
(c)
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.
20-2-329.2.
The
State Board of Education shall promulgate rules and regulations necessary to
carry out the provisions of this part."
SECTION
2.
Said
article is further amended in Code Section 20-2-281, relating to assessment of
effectiveness of educational programs, by adding a new subsection to read as
follows:
"(q)
The State Board of Education shall provide that a student who passes an employer
or industry certification examination or a state licensure examination, which
are approved by the State Board of Education, shall be exempt from the high
school graduation test provided for in subsection (a) of this Code section
except for the reading, writing, science, and mathematics portions and from
end-of-course assessments as provided for in subsection (f) of this Code
section except for tests in the areas of mathematics, science, English, reading,
and writing."
SECTION
3.
Part
7 of Article 7 of Chapter 3 of Title 20 of the Official Code of Georgia
Annotated, relating to HOPE scholarships and grants, is amended by adding a new
paragraph (5.1) and revising paragraph (7) of Code Section 20-3-519, relating to
definitions regarding HOPE scholarships and grants, as follows:
"(5.1)
'Dual credit enrollment' means enrollment by a student in a postsecondary course
in which an agreement has been established between an eligible high school and
an eligible postsecondary institution wherein the student earns Carnegie units
of credit that count toward both high school graduation requirements and
postsecondary coursework
requirements."
"(7)
'Eligible postsecondary institution' means a school which is:
(A)
A unit of the University System of Georgia;
(B)
A branch of the Georgia Department of Technical and Adult Education
or an
affiliated institution which is controlled by a local board of
education;
(C)
A private independent nonprofit postsecondary institution eligible for tuition
equalization grants in accordance with the provisions of subparagraph (A) of
paragraph (2) of Code Section 20-3-411; or
(D)
A private proprietary postsecondary institution eligible for tuition
equalization grants in accordance with the provisions of subparagraph (C) of
paragraph (2) of Code Section 20-3-411."
SECTION
4.
Said
part is further amended by revising subsection (e) of Code Section 20-3-519.5,
relating to eligibility for HOPE grants at a branch of the Georgia Department of
Technical and Adult Education, as follows:
"(e)
No student may receive HOPE grants for more than 95 quarter hours or 63 semester
hours of attempted coursework, except as provided for in subsection (f) of this
Code section. No student may receive more than a cumulative total of 190 quarter
hours or 127 semester hours of combined HOPE scholarships and grants, unless in
accordance with Code Sections 20-3-519.2 and 20-3-519.3. For purposes of this
subsection, attempted hours shall
not
include hours for courses taken
pursuant to
Code Section 20-2-161.1
and paid for
by a HOPE grant while a student is participating in dual credit enrollment with
both an eligible high school and a branch of the Department of Technical and
Adult Education or a unit of the University System of Georgia. The Department
of Technical and Adult Education or the University System of Georgia, as
applicable, shall verify that the student is enrolled in an eligible high school
and shall notify the Georgia Student Finance Commission of the student´s
participation in dual credit
enrollment."
SECTION
5.
Article
2 of Chapter 4 of Title 20 of the Official Code of Georgia Annotated, relating
to technical and adult education, is amended by adding a new Code section to
read as follows:
"20-4-37.
(a)
This Code section shall be known and may be cited as the 'Career Academies Act
of 2008.'
(b)
It is the intent of the General Assembly to increase graduation rates, potential
job opportunities, and educational opportunities for students by establishing
and providing start-up funds for career academies through intergovernmental
cooperation between postsecondary institutions and local boards of
education.
(c)
As used in this Code section, the term:
(1)
'Board' means the State Board of Technical and Adult Education.
(2)
'Career academy' means a specialized charter school established by a local board
of education or a group of local boards of education, in cooperation with one or
more postsecondary institutions, and approved by the State Board of Education in
accordance with Article 31 of Chapter 2 of this title.
(3)
'Charter petitioner' means a local board of education or a group of local boards
of education, in cooperation with one or more postsecondary institutions, which
have petitioned to establish a career academy as a charter school pursuant to
Article 31 of Chapter 2 of this title.
(4)
'Charter school' shall have the same meaning as in paragraph (3) of Code Section
20-2-2062.
(5)
'Postsecondary institution' means a local technical college or other institution
under the auspices of the Department of Technical and Adult Education or a
university, college, or other institution under the auspices of the Board of
Regents of the University System of Georgia.
(6)
'Start-up costs' means initial operating or capital costs, including, but not
limited to, costs of improving real property.
(7)
'Supplemental funding' means funding authorized pursuant to subsection (f) of
this Code section.
(d)
Supplementary to and without limitation of other authority, the board shall be
authorized to disburse funds, including state funds, federal funds, proceeds of
general obligation debt, or any other available funds, for a particular purpose
to career academies for start-up costs or for supplemental funding by way of
grant consideration for cooperative services.
(e)
A charter petitioner for a career academy that has submitted or that has drafted
for submission a charter petition for a career academy to the State Board of
Education for approval shall be authorized to submit to the board an application
for start-up funds. The board shall approve applications for start-up funds for
career academies that meet the criteria and requirements established pursuant to
subsection (h) of this Code section. Funds shall not be released to an approved
applicant unless the charter petition is approved by the State Board of
Education pursuant to Article 31 of Chapter 2 of this title.
(f)
The board shall also be authorized to disburse funds to existing charter career
academies which demonstrate a need for supplemental funding.
(g)
The board may establish a matching requirement for recipients of funds under
this Code section.
(h)
The board shall establish eligibility criteria, requirements, and procedures for
the disbursement of funding to charter academies pursuant to this Code section.
Such criteria, requirements, and procedures shall provide that the board shall
consider the strength of the proposed cooperative arrangements between the local
board of education, or the group of local boards of education, and one or more
postsecondary institutions as well as the active support of the local business
community for the career academy.
(i)
A career academy receiving funds pursuant to this Code section shall submit an
annual report to the board regarding the expenditure of the funds received
pursuant to this Code section."
SECTION
6.
All
laws and parts of laws in conflict with this Act are repealed.