A Pre­lim­i­nary Analy­sis of the Bill

by Ani­ta Hoge

Source: http://help.senate.gov/imo/media/AEG15033.pdf
This bill was pre­sent­ed twice and referred to committee.

Every Child Ready for Col­lege or Career Act of 2015 spon­sored by Sen. Lamar Alexan­der. This bill amends No Child Left Behind which is the Re-autho­riza­tion of the Ele­men­tary and Sec­ondary Edu­ca­tion Act of 1965 referred to as ESEA.

Pages 3–4 Local Edu­ca­tion Area Grants for pre­ven­tion and inter­ven­tion of chil­dren and youth neglect­ed, delin­quent, or at risk.

Page 20 pro­vide for indi­vid­ual stu­dents inter­pre­tive diag­nos­tic reports refers back to accom­mo­da­tions for chil­dren with dis­abil­i­ties (page 21) (Link clause (ii) to Indi­vid­ual stu­dent inter­pre­tive diag­nos­tic reports)

“pro­duce indi­vid­ual stu­dent inter­pre­tive, descrip­tive, and diag­nos­tic reports, con­sis­tent with clause (ii), that allow par­ents, teach­ers, and prin­ci­pals or oth­er school lead­ers to under­stand and address the spe­cif­ic aca­d­e­m­ic needs of stu­dents, and include infor­ma­tion regard­ing achieve­ment on assessments.…”

Page 22 Clause (ii) ‑the results would reveal per­son­al­ly iden­ti­fi­able infor­ma­tion about an indi­vid­ual student

Page 26 are adap­ta­tions for chil­dren nec­es­sary to meet state stan­dards and with dis­abil­i­ties and defined in IDEA, Indi­vid­ual with Dis­abil­i­ties Edu­ca­tion Act.

Page 48 makes FERPA, Fam­i­ly Edu­ca­tion Rights in Pri­va­cy Act, fed­er­al law, which would put Oba­ma’s EO into law, that allows third par­ty con­trac­tors to access per­son­al­ly iden­ti­fi­able infor­ma­tion on stu­dent records and sub­stan­ti­ates a lon­gi­tu­di­nal state data col­lec­tion system.

Page 58 iden­ti­fies eli­gi­ble stu­dents in need of ser­vices using state stan­dards, assess­ments and account­abil­i­ty sys­tems and oth­er indi­ca­tors.

Page 67 refers to school lunch, Med­ic­aid, SSI, Social Secu­ri­ty insurance

Page 76 exemp­tions for school­wide pro­grams which are exempt from any statu­to­ry or reg­u­la­to­ry law.

Page 80 chil­dren iden­ti­fied by the school as fail­ing, or most at risk of fail­ing, to meet the chal­leng­ing State aca­d­e­m­ic stan­dards on the basis of mul­ti­ple, edu­ca­tion­al­ly relat­ed, objec­tive cri­te­ria estab­lished by the local edu­ca­tion­al agency and sup­ple­ment­ed by the school, except chil­dren in preschool through grade 2 shall be select­ed sole­ly on the basis of such cri­te­ria as teacher judg­ment, inter­views with par­ents, and devel­op­men­tal­ly appro­pri­ate mea­sures.

Page 90 refers to pub­lic choice in edu­ca­tion with mon­ey that will “fol­low the child”

Page 92 refers to pri­vate school and pub­lic school equi­ty funding

Page 96 refers to Title I funds that will fol­low the child (TITLE I FUNDS FOLLOW THE LOW-INCOME CHILD STATE OPTION.)

Page 97 is the iden­ti­fi­ca­tion of eli­gi­bil­i­ty for funds to fol­low the child

Pages 97–98 pri­vate school choice to iden­ti­fy chil­dren who are enrolled in pri­vate schools

Page 98 is the appli­ca­tion of par­tic­i­pat­ing chil­dren in pri­vate schools

Page 101 eval­u­ate stu­dent assess­ment through per­for­mance on ASSESSMENTS and tests that are aligned to chal­leng­ing state standards

Page 111 pre­ven­tion and inter­ven­tion of chil­dren who are at risk

Page 113 is referred to as spe­cial­ized stu­dent sup­port. See: defined on pages 353 and 354)

Page 114 “voca­tion­al” changed to “career” through­out the legislation

Pages 117–118 the Sec­re­tary of Edu­ca­tion can pro­pose reg­u­la­tions or alter­nate process­es in any event of fail­ure to reach con­sen­sus so the sec­re­tary can pro­pose reg­u­la­tions that will go through the rule­mak­ing process

Page 121 nego­ti­at­ed rule­mak­ing; the spe­cial­ized stu­dent support

Page 129 redo the teacher edu­ca­tion to match state aca­d­e­m­ic stan­dards which Penn­syl­va­nia Depart­ment of Edu­ca­tion has a con­tract with Pear­son, in process of teacher cer­ti­fi­ca­tion toward standards

Page 131 per­for­mance pay for teach­ers and dif­fer­en­tial and bonus pay will be based on performance

Page 138 improv­ing stu­dent behav­ior and the iden­ti­fi­ca­tion of ear­ly and appro­pri­ate intervention

Page 142 local edu­ca­tion agen­cies can use funds to eval­u­ate pro­grams and activ­i­ties and con­tract with for-prof­it, non­prof­it, or high­er Ed third-par­ty contractors

Page140 RTI, Response to Inter­ven­tion and PBIS, Pos­i­tive Behav­ior Inter­ven­tion, and sup­ports aligns with chil­dren with disabilities

Page145 expands the school day and ear­ly morn­ing and at night and on in the sum­mer page

Pages 150–151 states or local edu­ca­tion agen­cies can get tech­ni­cal assis­tance by third-par­ty con­trac­tors or the IES, Insti­tute of Edu­ca­tion Sci­ences, this is an arm of the NCES, Nation­al Cen­ter for Edu­ca­tion Sta­tis­tics, that mon­i­tors the nation­al cen­ter edu­ca­tion sta­tis­tics data­base

Page 153 the Sec­re­tary can grant waivers

Page 157 teacher pay will be based on mea­sur­able increase in stu­dent achievement

Page 193 school safe­ty and pro­mot­ing stu­dent phys­i­cal and men­tal health well-being

Pages 194–195 school-based men­tal health services

Page 211 school based men­tal health ser­vices, imple­ments school­wide PBIS, Pos­i­tive Behav­ior Inter­ven­tion and sup­ports in col­lab­o­ra­tion with IDEA, Indi­vid­u­als With Dis­abil­i­ties Act.

Page 213 third-par­ty eval­u­a­tors of sup­port­ive school envi­ron­ment for the phys­i­cal and men­tal health

Pages 218–266 increased char­ter schools and the financ­ing of char­ter schools (this is a huge sec­tion on Char­ter Schools, fund­ing, account­abil­i­ty, set up, etc.)

Page 224 the Sec­re­tary can make waivers for char­ter schools

Page 233 Char­ter schools must com­ply with all the require­ments for IDEA, Indi­vid­u­als with Dis­abil­i­ties Edu­ca­tion Act, refer­ring to sec­tion 504, reha­bil­i­ta­tion of “relat­ed services.”

Page 250 focus on rur­al schools being fund­ed to come up to speed with all the account­abil­i­ty measures

Page 353 sci­en­tif­i­cal­ly valid research defined in Head­Start. (the “Pyra­mid Model”)

Page 354 SPECIALIZED INSTRUCTIONAL SUPPORT PERSONNEL—The term ‘spe­cial­ized instruc­tion­al sup­port per­son­nel’ means school coun­selors, school social work­ers, school psy­chol­o­gists, and oth­er qual­i­fied pro­fes­sion­al per­son­nel involved in pro­vid­ing assess­ment, diag­no­sis, coun­sel­ing, edu­ca­tion­al, ther­a­peu­tic, and oth­er nec­es­sary ser­vices (includ­ing relat­ed ser­vices as that term is defined in sec­tion 602 of the Indi­vid­u­als with Dis­abil­i­ties Edu­ca­tion Act) as part of a com­pre­hen­sive pro­gram to meet stu­dent needs.

Page 356 is school dis­trict can request waivers from the Sec­re­tary which will waive any statu­to­ry or reg­u­la­to­ry requirements

Page 370 third-par­ty cor­po­ra­tions con­trac­tors direct or can assign responsibility

Page 372 the use of IES, Insti­tute of Edu­ca­tion Sci­ences (which is the NCES,) Nation­al Cen­ter of Edu­ca­tion Sta­tis­tics, can con­duct eval­u­a­tions for exper­i­men­tal designs

Page 374 the IES, Insti­tute of Edu­ca­tion Sci­ences, NCES, Nation­al Cen­ter for Edu­ca­tion Sta­tis­tics will car­ry out all eval­u­a­tions for Title I. (Title I will iden­ti­fy EVERY CHILD. This is the author­i­ty to begin the psy­cho­me­t­ric cen­sus that NAEP wants.)

Page 379 all ref­er­ences to med­ical records will be changed to health records
(HIPAA will not apply to edu­ca­tion records, FERPA will.)

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HIPAA & FERPA