Bill Text: HI SB2431 | 2010 | Regular Session | Introduced
Bill Title: Educational Accountability; Schools; Education
Spectrum: Partisan Bill (Democrat 1-0)
Status: (Engrossed - Dead) 2010-03-03 - (H) Referred to EDN, FIN, referral sheet 36 [SB2431 Detail]
Download: Hawaii-2010-SB2431-Introduced.html
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THE SENATE |
S.B. NO. |
2431 |
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TWENTY-FIFTH LEGISLATURE, 2010 |
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STATE OF HAWAII |
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A BILL FOR AN ACT
RELATING TO EDUCATION.
BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF HAWAII:
SECTION 1. Section 302A-1004, Hawaii Revised Statutes, is amended to read as follows:
"§302A-1004 Educational accountability system; annual reports. (a) The department shall implement a comprehensive system of educational accountability to motivate and support the improved performance of students and the education system. This accountability system shall:
(1) Include student accountability; school or collective accountability; individual professional accountability for teachers, principals, and other employees; and public accounting to parents, community members, businesses, higher education, media, and political leadership;
(2) Link authority and resources to responsibility;
(3) Define clear roles for all parties and lines of responsibility and mutual obligation and develop a collaborative process with stakeholders, including representatives of appropriate bargaining units, parents, administration, and students;
(4) Assess and track measures of academic
achievement, safety and well-being, and civic responsibility of individual
students at [selected] all grade levels and report trend data on
these measures over time annually;
(5) Invoke a full and balanced set of appropriate consequences for observed performance, including rewards and recognition for those schools that meet or exceed their goals, assistance to those that fall short, and sanctions for those that, given adequate assistance and ample time, continue to fail to meet goals;
(6) Involve an annual statewide assessment program that provides a report card containing trend data on school, school complex, and system performance at selected benchmark grade levels with performance indicators in areas relating to student achievement, safety and well-being, and civic responsibility. These performance indicators shall include but not be limited to:
(A) Student performance relative to statewide
content and performance standards; [and]
(B) School attendance and dropout rates; and
(C) Workforce skills attained that enhance economic development as measured by evidence of employment and earnings.
(7) Require that teachers and administrators engage in the continuous professional growth and development that ensure their currency with respect to disciplinary content, leadership skill, knowledge, or pedagogical skill, as appropriate to their position. This requirement may be established by the department in terms of credit hours earned or their equivalent in professional development activity certified by the department as appropriate in focus and rigor;
(8) Establish an explicit link between professional evaluation results and individual accountability through professional development of the knowledge, skill, and professional behavior necessary to the position, by requiring that results of the professional evaluation be used by the department to prescribe professional development focus and content, as appropriate;
(9) Include an annual statewide fiscal accountability program, which includes a published report card that contains trend data on school, school complex, and systemwide plans and results, including:
(A) Amounts allocated;
(B) Amounts expended;
(C) Amounts carried over; and
(D) Any significant changes to the budget, with an explanation for the change;
(10) Include an evaluation of the effectiveness of complex area superintendents and principals in supporting:
(A) Students' academic achievement, safety and well-being, and civic responsibility; and
(B) The satisfaction of stakeholders affected by the work of the complex area superintendents and principals, which may be measured by broadbased surveys; and
(C) Fiscal accountability.
(b) The department shall develop a grading system for schools. The grading system shall:
(1) Identify schools as having one of the following grades:
(A) "A," schools making excellent progress;
(B) "B," schools making above average progress;
(C) "C," schools making satisfactory progress;
(D) "D," schools making less than satisfactory progress; or
(E) "F," schools failing to make adequate progress;
(2) Be based on a combination of:
(A) Student achievement scores and learning gains made throughout the year;
(C) Improvement of the lowest 25th percentile of students in the school in reading, mathematics, or writing on the Hawaii State Assessment;
(3) Beginning with the 2010-2011 school year for schools comprised of high school grades nine, ten, eleven, and twelve, base fifty per cent of a school's grade on a combination of the factors in paragraph (2) and the remaining fifty per cent on the high school graduation rate of the school, and, as valid data becomes available:
(A) The performance and participation of the school's students in College Board Advanced Placement courses, International Baccalaureate courses, dual enrollment courses, and Advanced International Certificate of Education courses;
(B) The postsecondary readiness of the school's students as measured by the SAT, ACT, or the common placement test;
(C) The high school graduation rate of at-risk students in the bottom quartile of the Hawaii State Assessment; and
(D) The growth or decline in these components from year to year.
Each school that has students who are tested and included in the school grading system shall receive a school grade, except that a school shall not receive a school grade if the number of its students tested and included in the school grading system is less than the minimum sample size necessary, based on accepted professional practice, for statistical reliability and prevention of the unlawful release of personally identifiable student data under 20 United States Code Section 1232g; or if the school serves any combination of students in kindergarten through grade three who are not tested.
(c) The department shall develop a school report card. The report card shall include the school's grade; identification of each school's performance as having improved, remained the same, or declined; an explanation of school performance as evaluated by the federal No Child Left Behind Act of 2001; and indicators of return on investment. Each school's report card shall be published annually by the department on its website, and the schools shall provide their school report card to parents throughout each school district on an annual basis.
(d) The department shall create a matrix that reflects intervention and support strategies to address the needs of schools based upon categories of school performance. The department shall apply the most intense intervention strategies to the lowest-performing schools. For all but schools in the lowest performance category and "F" schools in the second lowest performance category, the intervention and support strategies shall be administered solely by the schools.
Schools falling in the lowest performance category shall be schools that have received:
(1) A grade of "F" in the most recent school year and in 4 of the last 6 years; or
(2) A grade of "D" or "F" in the most recent school year and meet at least three of the following criteria:
(A) The percentage of students who are not proficient in reading has increased when compared to measurements taken five years previously;
(B) The percentage of students who are not proficient in mathematics has increased when compared to measurements taken five years previously;
(C) At least sixty-five per cent of the school's students are not proficient in reading; or
(D) At least sixty-five per cent of the school's students are not proficient in mathematics.
In the school year after a school is initially identified as a school in the lowest performance category, the school shall submit a plan, which shall be subject to approval by the board of education, for converting the school to a complex-area-managed turnaround school by means that include implementing a turnaround plan approved by the superintendent of education which shall become the school's improvement plan; reassigning students to another school and monitoring the progress of each reassigned student; closing the school and reopening the school as one or more charter schools, each with a governing board that has a demonstrated record of effectiveness; or contracting with an outside entity that has a demonstrated record of effectiveness to operate the school. The plan shall be implemented at the beginning of the next school year unless the school moves from the lowest performance category. If a school does not move from the lowest performance category during the initial year of implementing one of these options, the complex area shall submit an alternate plan, which shall be subject to approval by the board of education, and be implemented at the beginning of the next school year unless the board of education determines that the school is likely to move from the lowest performance category if additional time is provided to implement existing intervention and support strategies. The board of education shall determine whether a school may continue to implement its improvement plan beyond one year while the school remains in the lowest performance category.
To advance to a higher category, a school must make significant progress by improving its school grade and by increasing student performance in mathematics and reading.
(e) The department shall implement a training program to develop among state educators a cadre of facilitators of school improvement. These facilitators shall assist schools and school complex areas to conduct needs assessments and develop and implement school improvement plans to meet state goals. Upon request, the department shall provide technical assistance and training to any school for conducting needs assessments, developing and implementing school improvement plans, or implementing other components of school improvement and accountability. Priority for these services shall be given to schools designated with a grade of "D" or "F" and schools in rural and sparsely populated areas of the state.
(f) The superintendent shall assign a community assessment team to each school complex area or complex with a school graded "F" or a school in the lowest performance category to review the school performance data and determine causes for the low performance, including the role of school and complex area administrative personnel. The assessment team shall include but not be limited to a department representative, and parents, business representatives, educators, representatives of local governments, and community activists, representing the demographics of the community in which the low-performing school is located. The community assessment team shall review a high school's graduation rate calculated without GED tests for the past three years, disaggregated by student ethnicity. The team shall make recommendations to the school, school complex area, and board of education which address the causes of the school's low performance and may be incorporated into the school improvement plan.
[(b)]
(g) The department shall submit to the legislature, the governor, and
the board of education at least twenty days prior to the convening of each
regular legislative session a report of the specifics of the implementation of
the comprehensive accountability system, as well as the fiscal requirements and
legislative actions necessary to maintain and improve the accountability
system.
[(c)] (h) The department shall submit
to the legislature and to the governor, at least twenty days prior to the
convening of each regular session, an educational status report that includes
but is not limited to the following:
(1) Results of school-by-school assessments of educational outcomes;
(2) Summaries of each school's standards implementation design;
(3) Summary descriptions of the demographic makeup of the schools, with indications of the range of these conditions among schools within Hawaii;
(4) Comparisons of conditions affecting Hawaii's schools with the conditions of schools in other states;
(5) Other such assessments as may be deemed appropriate by the board; and
(6) Any other reports required by this section.
[(d)] (i) The department shall provide
electronic access to computer-based financial management, student information,
and other information systems to the legislature and the auditor. The
department shall submit to the legislature and to the governor, at least twenty
days prior to the convening of each regular session, a school-by-school
expenditure report that includes but is not limited to the following:
(1) The financial analysis of expenditures by the department with respect to the following areas:
(A) Instruction, including face-to-face teaching, and classroom materials;
(B) Instructional support, including pupil, teacher, and program support;
(C) Operations, including non-instructional pupil services, facilities, and business services;
(D) Other commitments, including contingencies, capital improvement projects, out-of-district obligations, and legal obligations; and
(E) Leadership, including school management, program and operations management, and district management; and
(2) The measures of accuracy, efficiency, and productivity of the department, districts, and schools in delivering resources to the classroom and the student.
[(e)] (j) The superintendent of
education is responsible for the development and implementation of an
educational accountability system. The system shall include consequences and
shall be designed through a collaborative process involving stakeholders that
shall include parents, community members, the respective exclusive
representatives, as well as others deemed appropriate by the superintendent.
The superintendent of education shall also initiate and maintain strategies to improve data quality and timeliness and require all public schools, through the school principal, to provide data to the superintendent in a format specified by the superintendent. All data collected from public schools shall be integrated into a centralized data system with the data used solely for the purposes of conducting studies, reporting annual and longitudinal student outcomes, and improving college readiness and articulation.
For the purposes of this section, negotiations under chapter 89 shall be between the superintendent or the superintendent's designee and the respective exclusive representative, and shall be limited to the impact on personnel arising from the superintendent's decision in implementing the educational accountability system. After the initial agreement is negotiated, provisions on the impact of the accountability on personnel may be reopened only upon mutual agreement of the parties.
(k) The board of education shall be responsible for holding all public schools accountable for student performance and shall equitably enforce accountability requirements on the public school system. The board of education may also impose additional requirements on schools to improve the academic performance of the school and its students.
(l) The board of education shall have access to the data system under subsection (j) and shall also have the authority to request information, data, and reports from individual schools."
SECTION 2. Statutory material to be repealed is bracketed and stricken. New statutory material is underscored.
SECTION 3. This Act shall take effect upon its approval.
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INTRODUCED BY: |
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Report Title:
Educational Accountability; Schools; Education
Description:
Amends the Educational Accountability System to include additional requirements for the Department of Education, Superintendent of Education, and Board of Education. Establishes a school grading system based on certain criteria as well as a report card system to be furnished to parents. Requires the establishment of a longitudinal data collection system.
The summary description of legislation appearing on this page is for informational purposes only and is not legislation or evidence of legislative intent.
