Schools-continuum of at-risk support services-2.

WORKING DRAFT
2010
STATE OF
WYOMING
10LSO-0300

SENATE FILE
NO.
SF0079

Schools-continuum of at-risk support services-2.

Sponsored by:
Senator(s) Sessions and Representative(s) Connolly and Craft

A BILL

for

AN ACT relating to public schools; imposing requirements upon school district programs and services provided for at-risk student populations; requiring
the
state
board of education to establish standards and guidelines for district programs
and granting rulemaking authority; providing for transitioning of students placed out-of-district; and providing for an effective date.

Be It Enacted by the Legislature of the State of
Wyoming
:

Section 1.

W.S. 21
‑
2
‑
304
(a)(iii)
(intro)
and
(b)
(ii) and
21
‑
3
‑
110(a) by creating new paragraphs (xxx) and (xxxi) are amended to read:

21
‑
2
‑
304.

Duties of the state board of education.

(a)

The state board of education shall:

(iii)

By rule and regulation and in consultation and coordination with local school districts, prescribe uniform student content and performance standards for the common core of knowledge and the common core of skills specified under W.S. 21
‑
9
‑
101(b), and promulgate uniform standards for programs addressing the special needs of student populations specified under W.S. 21
‑
9
‑
101(c) that ensure these student populations are provided the opportunity to learn the common core knowledge and skills as prescribed by the uniform student content and performance standards pursuant to this paragraph.
Uniform standards for programs addressing the special needs of student populations shall include guidelines and standards for school districts in planning and implementing at-risk programs through a school-based continuum of learning supports and classroom interventions.

Student content and performance standards prescribed under this paragraph shall include standards for graduation from any high school within any school district of this state and shall describe required performance levels in order to achieve proficiency of the common core of knowledge and common core of skills prescribed under W.S. 21
‑
9
‑
101(b). The ability to prescribe content and performance standards shall not be construed to give the state board of education the authority to prescribe textbooks or curriculum which the state board is hereby forbidden to do. Graduation standards imposed under this paragraph shall require the successful completion of the following components, as evidenced by passing grades or by the successful performance on competency
‑
based equivalency examinations:

(b)

In addition to subsection (a) of this section and any other duties assigned to it by law, the state board shall:

(ii)

Enforce the uniform state educational program standards imposed by W.S. 21
‑
9
‑
101 and 21
‑
9
‑
102 and the uniform student content and performance standards established by rules and regulations adopted under subsection (a) of this section
, including guidelines and standards for the development and implementation of a continuum of learning supports and classroom interventions addressing the needs of special student populations under paragraph (a)(iii) of this section,
by taking appropriate administrative action with the state superintendent, including but not limited to the changing of accreditation status;

21
‑
3
‑
110.

Duties of boards of trustees.

(a)

The board of trustees in each school district shall:

(xxx)

Pursuant to guidelines and standards established by the state
board of education
under W.S. 21
‑
2
‑
3
0
4
(a)(
i
ii), design and implement a continuum of learning supports and classroom interventions addressing the needs of identified student at-risk populations subject to the following:

(A)

Criteria for identifying at-risk students shall be in accordance with and subject to research-based indicators;

(
B
)

Quality learning supports and classroom interventions shall be based upon the special needs of the student population served within each school within the district and shall be applied accordingly within each school in the district;

(
C
)

Learning supports and interventions shall be supported by research-based practices and strategies and shall include data based predictors for identifying students at-risk of dropping out of school after reaching the age of compulsory attendance under W.S. 21
‑
4
‑
102;

(
D
)

The continuum of learning supports and classroom interventions and program effectiveness shall be evaluated each year by the district and shall be approved by the district board. Evaluations shall
also
be reported to the state
board
together with action plans addressing necessary program improvements
;

(
E
)

Any alternative school within the district which is a component of the district's continuum of learning supports and program interventions shall be subject to a formal evaluation of the school's programs based upon quality indicators established by rule and regulation of the state board, which measure the effectiveness of the school's programs in meeting the needs of those student populations attending the school. Formal evaluations under this
paragraph
shall be conducted by the district at least once every five (5) years and shall be reported to the state board. Student achievement within the school shall be annually reported to the state board as measured by the quality indicators established under this
paragraph
.

(xxxi)

Develop individual learning and transition plans for each resident student placed out-of-district or in private facilities or institutions pursuant to W.S. 21
‑
13
‑
315, and in conjunction with the out-of-district school or private facility or institution, develop transition plans for the resident students. The district board shall also designate a district case manager to serve and monitor district students placed out-of-district.

Section 2.

This act is effective July 1, 2010.

(END)

1
SF0079